Psy Chapter 14
Criterion-referenced grading
Letter grades normally assigned on the basis of percent of items answered correctly, but different approaches are being tried
Exhibitions
A display or showing of some product (painting, drawing, models, photograph)
Portfolios
A folder that contains pieces of a student's work, some of which demonstrates different stages of completion.
Criterion-referenced grading
A form of criterion-referenced grading in which students are given multiple opportunities to master a set of objectives
Norm-referenced grading
Also referred to as "grading on the curve" because under ideal circumstances a distribution of grades takes the shape of a bell-shaped curve
Criterion-referenced grading
Assumes all students can achieve if given good quality instruction, sufficient time to learn, and are motivated to learn
Characteristics of performance tests
Close relationship between teaching and testing
Measurement
Collecting information about how much knowledge and skill students have learned
Characteristics of performance tests
Degree of realism
Performance tests
Demonstrations
Performance tests
Direct writing assessments
Characteristics of performance tests
Emphasis on complex problems
Written tests
Essay tests (constructed response)
Performance tests
Exhibitions
Criterion-referenced grading
Make up exam questions based on the outline and study guide questions Arrange these questions into at least two (preferably three) alternate exams for each unit of study Make up tentative criteria for grade levels for each exam and for the entire unit or report period Test students either when they come to you and indicate they are ready or when you feel they have had ample opportunity to learn the material
Evaluation
Making judgments about the adequacy or acceptability of each student's level of learning
What is assessment
Measurement and Evaluation
Weaknesses of criterion-reference grading
Performance standards are arbitrary and may be difficult to justify
Performance tests
Portfolios
Strengths of criterion-reference grading
Promotes the motivation to learn because it holds out the promise that all students can master most of a teacher's objectives
Strengths of criterion-reference grading
Provides more specific and useful information about student strengths and weaknesses
Written tests
Selected-response tests (multiple choice)
Written tests
Short-answer tests
Weaknesses of criterion-reference grading
Standards may fluctuate as a result of unnoticed variation
Demonstrations
Students are required to show how they can apply information or perform a task.
What are performance assessments?
Students required to use a wide range of knowledge and skills over an extended period of time to complete a task or solve a problem under more or less realistic conditions
Norm-referenced grading
System assumes that classroom achievement will naturally vary among a group of heterogeneous students because of student differences and so compares the score of each student to the scores of the other students in order to determine grades
Criterion-referenced grading
System in which grades are determined on the basis of whether each student has attained a defined standard of achievement or performance
Strengths of norm-referenced grading
System is useful for evaluating advanced levels of learning
Strengths of norm-referenced grading
System is useful for selecting students for limited-enrollment programs
Some concerns about performance tests
Teachers may be reluctant to use them because of the emphasis on standardized testing
Direct Writing Assessment
Tests ask students to write about a specific topic under a standard set of conditions
Weaknesses of norm-referenced grading
There are few situations in which the typical public school teacher can appropriately use it
Formative assessment
To monitor student progress for remedial or supplementary instruction
Summative assessment
To provide a summary judgment of student performance over time and different tasks
The primary purpose of assessment
To provide teachers with diagnostic information they can use to increase student achievement and improve their instruction
Characteristics of performance tests
Use of formative evaluation
