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.
Selected-Response Items: Matching Items
-requires students to connect one group of stimuli correctly w a second group.
Constructed-Response Items
-items that require students to write out information rather than select a response from a menu
Constructed-Response Items: Short-Answer Items
-a constructed-response format in which students are required to write a word, a short phrase, or several sentences in response to a task
Constructed-Response Items: Essays
-items that require more writing than other formats but allow more freedom of response to questions.
Trends Alternative Assessment:
- Portfolios: demonstrates what students have learned
- Student Choices: alternative assessments offer students more choices than they would have in taking test or writing an essay.
Trends Alternative Assessment: Authentic Assessment
-Evaluating a student’s knowledge or skill in context that approximates the real world or real life as closely as possible
Features of Performance-Based Assessment
- -evaluated when specific criteria (behaviors) aare performed by a student
- direct methods of evaluation
- self-assessment
- group vs. individual performance
- extended period of time for assessment
Guidelines for Using Performance-Based Assessment
- establishing a clear purpose
- identifying observable criteria
- providing an appropriate setting
- judging or scoring the performance
Evaluating Performance-Based Assessment
-performance assessments involve students more in their learning, encourage higher-level thinking skills, can measure what is really important in the curriculum, and can tie assessment more to real-world, real-life experiences
-take more time to construct, administer, and score
-
Portfolio
-systematic and organized collection of a student’s work that demonstrates the student’s skills and accomplishments.
Using Portfolios Effectively
- establish the portfolios purpose
- involving the student in decisions about it
- reviewing the portfolio with the student
- setting criteria for evaluation
- scoring and judging the portfolio
- student self reflection
Establishing Purpose w Portfolio’s: GROWTH PORTFOLIO
-a portfolio of work produced over an extended time frame (throughout the school year or longer) to reveal the student’s progress in meeting learning targets.
Establishing Purpose w Portfolio’s: BEST-WORK PORTFOLIO
-show cases the student’s most outstanding work
Purpose of Grading: Administrative
-grades help determine students’ class rank, credits for graduation, and whether a student should be promoted to next grade
Purpose of Grading: Informational
-grades can b used to communicate w students, parents, about a students work
Purpose of Grading: Motivational
-many students work harder because they are extrinsically motivated by a desire for high grades and a fear of low grades
Purpose of Grading: Guidance
-Grades help students, parents, and counselors to select appropriate courses and levels of work for students
Standards of Comparison: NORM-REFERENCED GRADING
-Comparing performance across students.
grading on a curve
Standards of comparison: CRITERION-REFERENCED GRADING
-Students receive a certain grade for certain level of performance regardless of any comparison w the work of other students
(absolute grading)
Standards of Comparison: STANDARDS-BASED GRADING
- involves basing grading on standards that students are expected to achieve in a course.
- based on criterion-referenced grading
Portfolio: Artifacts
-students’ papers and HW
Portfolio: Reproductions
-Documentation of a student’s work outside the classroom
Portfolio: Attestations
-Teachers’ or others documentation of a students
work
Portfolio: Productions
-Documents prepared especially for the portfolio
