Transcript Document 7895497

Educational
Psychology
302
Session 12
Student Assessment
Contrasts:
Assessment
Grades
Formative
Diagnostic
Non-Judgmental
Private
Often Anonymous
Partial
Specific
Mainly Subtext
Suggestive
Goal-Directed
Summative
Final
Evaluative
Administrative
Identified
Integrative
Holistic
Mostly Text
Rigorous
Content-Driven
Assessment Purposes
•Formative
– During
instructional
phase
– Gauging
understanding
– Informal
•Summative
– After instruction
– Evaluating
understanding
and
comprehension
– Evaluating
mastery
– Higher stakes
– Formal
Constructing Assessments
• Target the specific behaviors and thought
processes you want them to learn
• Be difficult enough that students must
expend energy to succeed.
• Show students where and why their answers
might have been wrong, and how they might
improve on their answers.
• Demonstrate, where appropriate, how several
paths to the right answer might be taken.
Characteristics of Good
Classroom Assessment
• Reliability—consistency of results
• Standardization—consistency in content,
format and scoring
• Validity—the assessment measures what it is
supposed to measure
• Practicality—The feasibility of the
assessment in terms of development time,
administration time, cost, etc.
Informal vs. Formal
• Form: Observations,
questioning
• Very practical,
usually spontaneous
• Good for assessing
students “interest”
in a subject
• Flexible to spur of
the moment changes
and adjustments
• Will rarely, if ever, be
standardized
• Focus on assessing
understanding within
a specific content
domain
• Very much planned in
advance
• Closely tied to
guiding instructional
objectives
• Bases results on
“samples” of content
Paper-pencil vs. Performance
• Suitable for both recall
and recognition tasks
• Easily standardized
• Can sample knowledge
on many topics in a
short time
• Students should
understand scoring
process
• Portray the assessment
as an opportunity to
improve skills
• Efficiently uses class time
• Formatively oriented
• Helps reduce the
“evaluative” climate
• Difficult to achieve
standardization and
reliability
• Often time-consuming to
administer and score
Criterion vs. Norm
Referenced
Referenced
• Tells us what the
students have
achieved in relation to
specific instructional
objectives
• Oriented to achieving
mastery
• Diagnoses
weaknesses very well
• Compares a students’
performance on a task
with the performance
of other students
• Frequently used in
standardized tests
• Can undermine the
sense of community
and create undo
competitive situation
Criterion or Norm Referenced?
• Ivy is taking an achievement test in
English. Her score will let her know
how her performance compares with
that of her classmates.
• Leon is taking a Spanish test that will
determine whether he should be
placed in an advanced section of
Spanish II designed for students who
have achieved a an especially high
level in Spanish I.
Criterion or Norm Referenced?
• Mr. Jones asks his physical education
students to do as many chin-ups and
push-ups as they can. He requires at
least 4 chi-ups and 20 push-ups from
each student.
• Mr. Duchesne grades students’ essays
on the causes of the American
Revolution, giving the five best
essays an A, the next five best a B,
and so on.
Portfolio’s
• Definition—A systematic collection of student work
assembled over time
• Integrates instruction and assessment
• Can be useful in promoting students self-evaluation
• Can illustrate the complex nature of students’
achievement
• Often have low reliability and validity
• Almost impossible to standardize
Objective Tests
• Multiple Choice: Stem—alternatives.
Recognition task. Can measure a variety
of learning levels, easy to grade.
• True/False: Statements a student judges
as correct or incorrect. Easy to write and
grade, tests recognition with a high
probability of guesses.
• Matching: Identify relationships. Asks
students to apply discrimination skills.
Tests a large amount of information in a
short space.
Multiple-Choice Example
An advantage of knowing some skills to a level of
automaticity is that skills learned to
automaticity:
a. require less working memory capacity
b. promote the development of retrieval cues
c. make meaningful learning of those skills
unnecessary
d. enhance the reconstructive nature of
retrieval
Constructed Response Tests
Tests high-level cognitive skills, but, timeconsuming to grade and difficult to
ensure reliability.
• Short answer: Requires a single word, set
of words, or sentence or complete.
• Essay: Requires learners to organize and
express their thoughts over several or
more paragraphs.
• Problem-solving: Presents situation for
the learner to diagnose and solve.
Problem-Solving Examples
•
•
One worker can build five benches in one
day. For a particular job 20 benches are
needed in one day’s time. How many
workers need to be assigned to the job?
Show all your work and circle the final
answer.
You are given a beaker that contains one of
five chemical solutions used in previous
laboratory exercises. Describe a procedure
that you would use to positively identify the
particular solution and rule out the other
alternatives. (be sure to list each major step
in you solution).