Exam 4: Ch. 16 Flashcards
Pre-Instruction Assessment
- attempting to understand where students stand in reference to knowledge of a certain subject.
- ex.
- -students’ prior grades
- -standardized test scores
- -observing students
Formative Assessment
-Assessment during the course of instruction.
Summative Assessment
-assessment after instruction is finished to document students performance (AKA formal assessment)
High-quality assessments: Validity
- the extent to which “assessment measures what it it intended to” measure and the appropriateness of inferences from and uses of info.
- Link learning targets, content, instruction, & assessment
Instructional Validity
- the extent to which assessment is a reasonable sample of what went on in the classroom
High-quality assessments: Reliability
- the extent to which a test produces consistent, reproducible scores.
- stable
- free from errors
High-quality assessments: Fairness
- “conditions” all students have equal opportunity to learn and demonstrate their knowledge and skill.
- “assessment bias” included offensiveness and unfair penalization
- “pluralistic assessment” includes being responsive to cultural diversity in the classroom and at school.
Current Trends: Using at least some performance-based assessment
- normally use “objective tests” such as multiple choice; instead using
- “performance assessments” require students to create answers or products that demonstrate their knowledge or skill. ex. written essay, experiments, project, portfolio.
Current Trends: Examining higher-level cognitive skills
-rather than assess only content knowledge, evaluate students problem solving, critical thinking, decision making, strategic thinking
Current Trends: Using multiple assessment methods
- in past usually meant multiple choice test,
- instead teachers, now, try using; essay, interview, project, portfolio, and student evaluations of themselves.
Current Trends: Using more multiple-choice items to prepare students for taking High-stakes State Standard-based Tests
- many teachers need to balance the demands of tests mandated by NCLB “with what they know about best practices of teaching and assessment that maximize student learning and motivation.”
- classroom assessment must be considered in the current climate that emphasizes high-stakes testing
Current Trends: Having high performance standards
-high performance standards are driving contemporary classroom assessment by providing goals/targets to attain.
Current Trends: Using computers as part of assessment
- traditionally computers have been used to score and analyze tests
- today computers used to construct and administer tests, as well as present diff. assessment formats.
- due to advance in technology.
Selected-Response Items
- objective format in which student responses can be scored quickly.
- a scoring guide for correct responses is created and can be applied by an examiner or a computer
Selected-Response Items: Multiple-Choice Items
-an objective test item consisting of two parts; a stem plus a set of possible responses
Selected-Response Items: True-False Items
-asks a student to mark whether a statement is true or false.
