Class Notes

Question 1

Evaluation

(the lens through which we view student work

Answer 1

the process of making decisions about the quality of
student work based on a standard, and use the tools of
descriptive feedback, checklists, rating scales, rubrics
to share observations with students

Question 2

Assessment

the overall process of gathering information

Answer 2

uses strategies of observation, personal communication, critical challenges, projects, performance assessments, and tests to gather data about student learning

Question 3

Evaluation leads to decision making

Answer 3

the assessment purpose determines how the

information obtained will be used

Question 4

Selected Response

Answer 4

Choose the correct or best answer (T/F, MC, Matching)

Question 5

Supply Response

Answer 5

A word, short phrase, or complete essay answer.

Question 6

Restricted Performance

Answer 6

Performance of a limited task that is highly structured (writing a brief paragraph on a given topic, selecting laboratory equipment, measuring humidity, or locating information with a computer)

Question 7

Extended Performance

Answer 7

Involve more comprehensive and less structured tasks (writing a short story, conducting a laboratory experiment, predicting weather, or using a computer to solve a problem - all with realism to the task)

Question 8

Validity (trustworthy)

Answer 8

Refers to the appropriateness and meaningfulness of the inferences we make from the assessment results for some intended use.

Question 9

Reliability (consistent)

Answer 9

Refers to the consistency of assessment results.

Such factors as ambiguities, variations in samples, fluctuations in motivation and attention, and luck can introduce errors that cause assessment results to vary. Personal biases of the rater can introduce error into the results as well.

An important goal is to keep these various types of errors to a minimum so that our results are as reliable as possible.

Question 10

Planning

Answer 10

Each assessment chosen should start with a plan or blueprint that specifies:

1. Learner outcomes; what is being targeted
2. Level of thinking required
3. Criteria; what evidence will be accepted
4. Exemplary responses that demonstrate the criteria
5. Method of eliciting student products or performance (context and task development)
   Some assessments demonstrate acquisition of knowledge and others provide information about student’s thinking skills and learning processes.
6. Process for providing feedback (formative tools), and for recording and communicating results (judging and performance level)