FOI: Assessment and Critique (Task D) Flashcards
Assessment
The process of gathering measurable information to meet evaluation needs
Purpose of Assessment
- Allows instructor to identify student deficiencies
- Feedback to the student
- Develops ADM
- Helps the instructor see where emphasis is needed
Characteristics of an effective assessment
FASTCOCO
- Flexible
- Acceptable
- Specific
- Thoughtful
- Comprehensive
- Objective
- Constructive
- Organized
Traditional Assessemnt
- Generally written tests
- Usual for factual knolwede
Supply type
-Difficult to score objectively; written test/ short answer
Selection type
-Can be graded objectively; true -false, multiple choice
Characteristics of a good written test
DRCOVU
- Discriminate
- Reliable
- Comprehensive
- Objective
- Valid
- Usable
Authentic Assessment
-Type of assessment in which student performs real world task
Authentic Assessment : Collaborative Assessment
- Replay-verbally replay lesson
- Reconstruct- Learning by identifying what should be done differently
- Reflect- Insights come from placing meaning on experience and perceptions
- Redirect- Student relates to other experiences
Authentic Assessment: Oral Assessment
- Most common means of assessment
- Effectiveness of the instructor
- Student retention
- Reviews
- Stimulates student thinking
- Emphasizes training points
- Identifies focus points
- Check student comprehension
- Promote active participation
Characteristics of Effective Questions
ABCAP
- Apply to subject of instruction
- Brief and concise
- Center on one idea
- Adapt to the ability of the student
- Present a challenge to a student
Types of Questions to Avoid
POT BIT
- Puzzle
- Oversize
- Toss-up
- Bewilderment
- Irrelevant
- Trick Questions
Responding to Student Questions
- Attempt to understand question
- Display interest
- Be direct and accurate
- Determine student satisfaction
- For advance questions, move until after training
- Admit when you do not know
Effective Critique
- Consider good and bad
- Avoid being over critical
- Immediately after performance
- Can be private or group
- Don’t get where you defend your critique
Types of Critiques
ISSISW
- Instructor Student Critique
- Student-Led Critique
- Small Group Critique
- Individual Student Critique by another –Student
- Self Critique
- Written Critique
Instructor Student Critique
Group discussion where class members offer criticism
Student-led Critique
Instructor ask student to lead the assessment
Small group Critique
Class is divided into small groups with specific area
Individual student Critique by Another Student
Instructor may require another student to present the entire critique
Self Critique
Student critiques themselves
Written Critique
- Allows more thorough and personal than oral assessment
- Assessments can be reviewed
- Group assessments can be kept
Ground rules for critique
- Avoid too lengthy
- Avoid covering too much
- Avoid absolutes
- Avoid controversies
- Avoid having to defending your critique
