Ch 13

Formative question asks

" how well are you doing and how can you be doing better?"

Summarize question asks

" how well did you do?"

backward planning

start with the desired end result, and plan backwards to the present (more often incremental, bottom-up approach)

affective objectives

Learning objectives that focus on values, feeling, beliefs and emotions.

Bloom's Taxonomy: Knowledge

Lowest level Memorizing (recalling info)

Did tractors or foils (multiple choice)

One correct response and wrong but plausible answers

instructional objectives

(Behavioral objective) statement of skills or concepts that students are expected to know at the end of a period of instruction. - organize planning - guide evaluation - improve student achievement (correlation)

Bloom's Taxonomy: Comprehension

(Translating, interpreting info) Show an understanding of info as well as the ability to use it.

Bloom's Taxonomy: application

(Using principles or abstractions to solve real life problems) Use knowledge or principles to solve practical problems.

Assessment

Measuring the degree to which students have learned the objectives set out for them

Teachers can allocate instructional time for a course by ..... (5)

1. Decide what topic to cover during the year or semester. 2. Decide how many weeks to spend on each topic 3. Choosing units within each topic 4. Decide how many days to spend on each. 5. Decide what each days lesson should be.

Two goals in mind for writing multiple choice

1. Capable student should be able to choose the correct answer and not be distracted by the wrong alternatives 2.you should minimize the chance that a student can guess the correct answer.

Student evaluation's serves six primary sources. They are :

1. Feedback to students 2. Feedback to teachers 3. Information to parents 4. information for selection and certification 5. Information for accountability 6. Incentives to increase student effort

What are the three steps of task analysis?

1. Identify a prerequisite skills - what should students already know before you teach the lesson? 2. Identify component skills - in actual lesson, what sub skills should student be taught before they can learn larger objective? (Teaching in steps) 3. Plan how component skills will be assembled into the final skill - final step resembles sub skills into complete process being taught.

Some tips to writing multiple choice

1. Make specific to stand on its own without qualification. 2. Avoid long and complicated stems. 3. Avoid repeating phrases

Guidelines for writing effective essay items

1. Match items to instructional objectives 2. Don't make it general. Use the right verbs (compare, contrast, list, etc) 3. Determine how long it will take students (4x as long as it took teacher)

Reasons why we inform parents about their child grades

1. Parents know why students doing bad. Can get them back on track easier 2. Set up an informal home-based reinforcement system (good grades - get reward and want to continue behavior)

Problem solving evaluation elements (4)

1. Problem organization 2. Procedures (trial and error, working backwards, experimental process) 3. Solution (answer reasonable, checked, correct) 4. Logic specific to the detail or application of the given info was sound

Drawbacks of short/long essays

1. Scoring essay responses can be difficult (who got it and who didn't) 2. Takes time 3. Considerable response time from students.

Detecting bluffing in students essays

1. Student repeats the question and tells how important topic is. 2. Student writes about what they do know about the topic and tried to compare 3. Includes the teachers basic belief wherever possible 4. Sprinkles the answer with basic concepts

Common sense for teachers (Koretz)

1. Teaching is complex 2. All tests have trade offs 3. Clear about what each test does 4. Multiple methods 5. Voice reason for students, parents, society

3 purposeful reasons for writing instructional objectives

1. This exercise helps to organize your planning 2. helps to guide evaluation 3. Development of instructional objectives improves student achievement

Two keys to reliable summarize assessment

1. You should use multiple assessment opportunities. No student should receive a grade based on only one test 2. Test learning when it is completed, not as it is developing

Six principles to keep in mind in preparing achievement tests (brookhart/Gronlund

1. should measure clearly defined learning objectives that are in harmony with instructional objectives 2. should measure a Representative sample of the learning tasks included in the instruction 3. should include the types of test items for measuring the desired learning outcomes 4. should fit the results 5. should be reliable as possible but should nevertheless be interpreted with caution 6. should improve learning

Most schools give report cards every _____

6-9 weeks (4 or 6 times per year)

Criterion-referenced grading (another from of absolute standards

A - above average B - average C- below-average D- inadequate F - mastery of the instructional objective

General meanings of each letter (letter grades)

A = superior; exceptional; outstanding attainment B = very good, but not superior. Above average C= competent, but not remarkable work or performance. Average D= minimum passing, but serious weaknesses are indicated. Below average E= failure to pass, serious weaknesses demonstrated

behavior content matrix

A chart that shows how a particular concept or skill will be taught and assessed at different cognitive levels.

What do short essays and long essays test students ability to do

Analyze, synthesize, and evaluate.

criterion-referenced interpretation

Assessing students a mastery of specific skills, regardless of how other students did on the same skills

Authentic assessment vs performance assessments.

Authentic assessment - demonstrate achievement in realistic contexts (performing to community-real world) Performance assessment. -involves actual demonstration of knowledge or skills in real life (to teacher)

Types of assessment

Objective assessments (blooms -recall) - true false, multiple choice, matching Constructed response - short answer, essay, problem solving Alternative - portfolio, performance/authentic

Making assessments fair! Fairness means....

Being honest, impartial, and free from discrimination.

Information for selections

Being placed in job, club, college, etc. based on testing and seeing where students are at.

Bloom's Taxonomy: analysis

Breaking information apart) See underlying structure of complex info

How does objective relate to assessment

Objectives are the learning plan for what student should know and be able to do at the end of the course of study. Must be designed to accomplish objectives

Summative Assessment is (norm or criterion)

Can we both. however teachers usually want to know how each student did in comparison to other students (norm)

Portfolio Assessment

Collection and evaluation of samples of student work over an extended period of time

norm-referenced interpretation

Comparison of a student scores with other students

Content vs mechanics

Content - show how concepts are similar, show how concepts are different, well organized, good opening sentence, good concluding sentence Mechanics - spelling, grammar, punctuation, at least 2 pages

Formative evaluation is (norm-interpretation or criterion)

Criterion - teachers want to know who is having troubles

halo effect

Occurs when you know which student wrote which response and you alter the grading of the paper in accordance with your opinion of the student (Avoid halo effect- follow rubric)

selected-response items

Either correct or incorrect (multiple choice, true/false, matching)

Feedback for students

Evaluations should be specific

table of specifications

For each unit - listing various objectives taught and different levels of understanding to be assessed.

How student learning is evaluated

Formative Summative Norm-referenced criterion-referenced Match evaluation strategies with goals.

Examples of instructional objectives

Given 100 division facts, students Will give correct answers to all 100 in three minutes When I asked, students will name at least five functions that characterize all living organisms. In an essay, students will be able to compare and contrast the artistic skills that van Gogh did.

Bloom's Taxonomy: evaluation

Judging something against given standard

Standard based grading (SBG)

Key elements and why One concern (theoretical content)

Classifying test items for each objective according to 6 categories. What are the categories? (Table of specification)

Knowledge of terms Knowledge of facts Knowledge of rules and principles Skills in using processes and procedures Ability to make translations Ability to make applications

You should choose different types of evaluation for different purposes. The two types of evaluation should be used:

One directed at providing incentive and feedback. The other directed at ranking individual students relative to a larger group

Problem solving assessment requires students to

Organize, select, and apply complex procedures that have at least several important steps or components.

magers three parts of instructional objectives

Performance - what learners should be able to do (Verb - write, identify, match, etc) Conditions - what do you want the learner to do (list 3 states) Criteria - how well is it done? At least 9 of the 10 sentences.

Absolute Grading Standards

Preeetablished percentage scores required for a given grade A - 90-100% B - 80-89% C - 70-79% D- 60-69% F - less than 60%

task analysis

Process of brewing tasks/objectives down into simpler components (three steps)

Purpose of Bloom's Taxonomy

Provide different levels of objectives. Appropriate for different purposes and for students at different stages of development. Many levels Of skills

Two ways to say the "three Rs" (sternberg)

Reading, 'riting, 'rithmetic Reasoning, resilience, responsibility

Things to include on report cards

Scores of quizzes/tests Scores on papers/projects Scores on homework Scores on seatwork Class participation Deportment (behavior, tardiness, attitude) Effort Percentage of each concept above

Contract grading

Serious negotiate a particular amount of work or a level of performance that they will achieve to receive a certain grade Ex: agree to complete 5 book reports within time frame to receive an A

writing clear objectives

Should be specific enough to be meaningful. Would student Understand?

Difference between writing specific objective and objectives

Specific objections are when student must learn well-defined skills or info with a single right answer - less flexibility . Ex: given 10 problems involving addition of two fractions with like denominators, students will solve at least 8 correctly.

evaluative descriptors

Statements describing strong and weak features of a response to an item, question, or project.

The basic form of multiple choice items is the ______

Stem. May be a question or a partial statement that is completed by one of several choices.

True or false main drawback

Students have 50% chance of guessing correctly

Matching items

Students should recall. Helpful tool is process of elimination. Teachers should include more items in list B than A.

Performance grading

Teachers determine what children know and can do and then report this in a way that is easy for parents and students to understand.

Teaching objectives vs learning objectives

Teaching objectives - clear statements I want students are expected to learn through instruction (Ability ti subtract three digit numbers) Learning objectives - specific behaviors students are expected to exhibit at the end of a series of lessons (237-184=?)

Formative Evaluation

Tells teachers whether additional instruction is needed and tell students whether additional learning is needed (during lessons)

summative evaluation

Test of student knowledge at the end of instructional units (final exams)

Information for accountability

Tests taken seriously for the state to determine where each school is at.

relative grading standard

The teacher gives a great according to the students rank in their class or grade (Grading in the curve)

Bloom's Taxonomy: synthesis

Use old ideas to create new ones

Performing a task analysis

What skills are necessary to be taught or assigned (task analysis) As a part of the lesson, they will need to browse the web. They better know how to do it before you teach the lesson.

Four phases of testing (fairness)

Writing assessment- don't trick students. Make sure no students have advantage or disadvantage. Giving assessments - equal opportunities to learn materials on assessment. Give plenty of time. Make sure they know directions and know how to do what they are asked. Scoring assessments - follow rubric Interpreting assessment - base grades on several different formats. All students learn differently

Why do teachers use tests and grades?

You must periodically check and communicate about students learning Tests and grades tell teachers, students, and parents how students are doing in school

mastery grading

establishing standard of mastery (80 or 90%) all who achieve that standard receive an A. Students who do not will receive correct instructions and retake

Bloom's Taxonomy (6)

knowledge > remember comprehension > understand application > apply analysis > analyze synthesis > create evaluation > evaluate