Chapter 4 Assessment and Instruction
4.6- percentile rank example:
when a person's performance is compared to the average--students scoring above 72 will be performing comparably to students in a later semester or in a higher grade.
4.4- when should teachers apply adaptation ?
when assessing students with special needs we have difficulty with certain testing formats.
4.5 - benefits of teacher assessing student work
faculty can make a difference in student learning. Faculty can engage in more productive conversations about the status of student achievement.
4.3- Purpose for Assessments
1. Assessment drives instruction 2. assessment drives learning 3. assessment informs students of their progress 4. assessment informs teaching practice to determine if effective. 5. role of grading in assessment. grades should be reflection of what students have learned as defined by learning outcomes 6. when student learning outcomes are not met, faculty can focus on the data from assessments to determine what to do next
exercise 4.6 - understanding and explaining test scores - #1- one student asks, "according to the College Board website, SAT scores are reported on a scale from 200 to 800, with additional sub-scores reported for the essay (ranging from 2 to 12) and for multiple-choice writing questions (on a 22-80 scale). My report for critical reading shows that I scored a 730. But it also shows that I got only four questions wrong! what exactly does 730 mean?" how might you reply?
730 is a scaled score. It is determined via a statistical analysis. The College Board website explains this well: your raw score is then converted to a scaled score (reported on a 200 to 800 scale) by a statistical process called equating. Equating makes it possible to make comparisons among test-takers who take different editions of the test across different administrations from the College Board website.
competency 4.3
apply knowledge of strategies for integrating assessment and instruction, for aligning assessment with instructional goals, and for using assessment to monitor student understanding and to guide instruction..
4.6 - effective teachers must explain results to an audience appropriately... the attempted to the feelings of the students and or families involved. attend to differences in language and culture when discussing assessment results.
be sure that everyone understands the data and applications. In some cases, student-led conferences, in which students describe their own work for their parents/Guardians can help ensure that all participants feel comfortable and understand the feedback.
4.2- summative assessment
testing that follows instruction and assesses achievement
Competency 4
•recognize commonly used assessment formats and measures and know how and when they are best applied. (e. G., Rubrics, scoring systems) available to students at the start of the lesson to help them Focus their attention on the learning goals, identify the cognitive processes necessary to achieve those goals, and provide ongoing feedback about what has and has not yet been learned. To be useful, assessments must be clearly tied to learning objectives and content standards, but they should also be flexible enough that the teacher doesn't end up "teaching to the test".
4.5- ways for teachers to assess student work
1. Creating quiz assessments 2. creating exams 3. creating using classroom techniques 4. using concept maps 5. using concept tests 6. assessing group work using rubrics and checklists
4.2 - disadvantages of assessments
1. May limit what can be measured 2. group administered multiple choice tests always include potentially high amount of errors largely uncorrectable by "guessing", "correction" (formulae which lowers validity) 3. summative data only (no formulative evaluation) 4. if used repeatedly there is a concern that teachers May teach to the test
4.4-examples of adaptation in learning
1. Offering additional time to complete assessment-- for students with learning and intellectual disabilities 2. providing a separate quiet location for testing-- good for attention deficit disorder 3. allowing breaks during the test. Good for ADHD 4. Offering large print Braille good for visual disability 5. Allowing assistive devices...resources good for physical or intellectual disabilities
4.6-raw score
A test score that has not been transformed or converted in any way.a ie. 3/10 means 30% understanding...
4.1-standardized test
A test with uniform procedures for administration and scoring. Many standardized tests allow a person's performance to be compared with the performance of other individuals.
4.1-Reliability
Ability of a test to yield very similar scores for the same individual over repeated testings
4.6 - norm-referenced assessment
An assessment that compares a student's performance to a sample of that student's peers.
4.1- summative evaluation
Evaluation conducted after instruction to assess students' final achievement. ie...post test
4.1-formative evaluation
Evaluation conducted before or during instruction to facilitate instructional planning and enhance students' learning.
4.1- practicality
Extent to which an assessment instrument or procedure is inexpensive and easy to use and takes only a small amount of time to administer and score.
Diagnostic # 8 - teacher gives students weekly quizzes. Each student in the class is assigned to personal identification number known only by the teacher and the student. Instead of returning the graded quizzes, the teacher posts grades on the bulletin board listed by students personal identification numbers. Which of the following statements is an accurate evaluation of this approach to providing students with feedback?
Helping improve instruction through ongoing feedback on teaching effectiveness. Competency 4 - apply strategies for using assessment to monitor student understanding and to guide instruction. Teachers need to determine what students have mastered.
#32- a student incorrectly answers 3 out of six items on a daily math quiz. which of the following examples of teacher feedback would best promote student Improvement on the real quiz covering similar material?
I see the problem, you multiplied rather than dividing at this step right here. I think we need to review the steps for solving this type of equation. competency 4, this question requires the examinee to apply knowledge of strategies for providing students with timely, accurate, and effective feedback and for helping students use Teacher Assessment, peer self assessment, and self assessment to guide their own Learning. Without such feedback students are far more likely to make the same mistakes repeatedly.
4.6- criterion-referenced test
Individual's performance is measured against mastery of curriculum criteria rather than other students ie. assessment of Professional Knowledge
4.1 - using informal assessments- #1- identify the example of informal assessment in the case study.
Rebecca was using informal assessment when she watched and listened to students doing the practice problems on the board. While she was listening and observing students, however, she was not getting the same information from every student under the same condition, so her observations were informal. The quiz she plans is an example of a formal assessment.
4.1 - using informal assessments- #3- based on the information in the case study, assess the extent to which Rebecca's quiz will be valid and How likely it will be reliable. Her quiz has 10 simple fractions including 5/7, 8/9, and 6/8. Give reasons for your answer.
Rebecca's quiz was both valid and reliable. Her goal was for the students to convert simple fractions to decimal notation to the thousandths place. while students will need to demonstrate knowledge of accurate Division and rounding off to the nearest thousandths all of the simple fractions in the quiz will give every student the same opportunities to show accurate decimal notation in their conversions, the skill Rebecca is assessing. No problem asks students to demonstrate knowledge of the conversion of complex fractions were students answers would yet reflect the need for placeholder zeros in their answer. Reliability would be dependent upon scoring consistency as well as the length and the difficulty of the quiz.
4.1- Assessment
The evaluation or estimation of the nature, quality, or ability of someone or something
4.6 - effective teachers must explain results to an audience appropriately...
"Your child scored significantly below the rest of the class" may be truthful but an Effective Teacher should communicate it in a positive, encouraging fashion.
4.1 - Other informal ways to assess students:
1. Asking students direct questions 2. Having students call out or write answers on the board. 3. Observing students to see if they are performing skills properly. 4. Having direct conversations with students, including conference or individual meetings to review their thought processes
4.2- Advantages of Assessments
1. Can be adopted and implemented quickly 2. provides stability 3. provides comparison for Norm referenced groups 4. support state or national standards 5. very variable for benchmarking
4.2-standardized test
A test with uniform procedures for administration and scoring. Many standardized tests allow a person's performance to be compared with the performance of other individuals.
4.2-Essay tests
An assessment format that requires students to make extended written responses to questions or problems. •provide a structure or framework for the expected answer. • Make sure the question is clear and not too broad of scope. • Identify scoring criteria in advance, including examples of excellent or inadequate responses
4.1- norm-referenced assessment
An assessment that compares a student's performance to a sample of that student's peers. may work best if you are: •measuring General ability (strengths and weaknesses) in certain areas, Such as English, and algebra, general science, or American history. •Assessing the range of abilities in a large group. •Selecting top candidates when only a few openings are available.
4.1- performance assessment
Assessment in which students demonstrate their knowledge and skills in a nonwritten fashion.
4.1-paper-pencil assessment
Assessment in which students provide written responses to written items.
4.1-authentic Assessment
Assessment of students' knowledge and skills in a "real-life" context.
4.1- informal Assessment
Assessment that results from a teacher's spontaneous, day-to-day observations of how students behave and perform in class. informal assessments are spontaneous measures of student achievement.
4.2- formative Assessment
Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching
Diagnostic #1 - Part 2 - Describe 1 approach Mr. Vincent took in creating and implementing the learning center to try to provide a successful enrichment experience for students and explain why this is a good approach to try.
In the above case study, Mr. Vincent made an effort to engage students in new activities based on the output of the learning center. From the output total, students were 29 in class. Out of them, 9 participated in the 1st week, 10 students were added in the 2nd week and in the 3rd week he observed he was concerned about the students who had not visited the center. In this case study to provide a successful enrichment experience for students, Mr. Vincent should focus on the children who get frustrated and didn't get a chance to learn . They are slow in studies and newspaper reading was a huge task for them. Mr. Vincent should give extra days to such students and need to pay little attention to them. They are slow and cannot complete their work, they didn't get a chance to learn. They need to separate days only for students to learn. The newspaper reading was a difficult task for them as compared to others then it can be easy and frequent to them if they get more time for the same activity.
chapter 4: end of chapter exercises- multiple choice- #2- Ron and Kevin are taking the same Physics course but with different teachers. Ron's teacher gives a lengthy test the first Monday of every month. Kevin's teacher gives a short quiz over class material every Friday. Which boy is likely to learn Physics more effectively and why?
Kevin because he must review what he has learned more often
4.1 - disadvantages of informal assessments
Limitations include: • informal assessments can be subject to bias. Teachers must take care not to form preconceptions about some students' abilities. •Teachers may not gather the same information from everyone. For example, teachers may call on certain students more than others and thus not adequately assess knowledge of some students.
exercise 4.2: methods of assessment- #4- what is a rubric? how can teachers and students develop rubrics? how do rubrics support student learning?
a rubric is a scoring guide for a particular activity. Rubrics clarify performance expectations in all areas of the assignment, including content, format, and behavior. Each assignment or option for participation or expression should have its own rubric. it is a good idea for students and teachers to work together to develop rubrics. when students participate in the development of a scoring criteria they are more likely to internalize the criteria. Rubrics remove the mystery behind expectations and evaluation criteria. Students are able to use the rubric as a framework for completing the project, helping them identify what is important. Rubrics allow teachers to assess each student within the scope of their own learning style, skill level, and degree of readiness.
#30- on the first day of class, a math teacher explains to students that we will be evaluated based on class participation, homework, weekly quizzes and bi-weekly exams. The greatest advantage of the teacher's use of these assessments is that this practice:
allows the teacher to closely monitor the effectiveness of instruction and student programs. competency 4, examinee must demonstrate knowledge of benefits of using multiple assessment methods along with appropriate strategies for adapting classroom assessments for students with various characteristics and needs including English language Learners and students with exceptionalities. The Math teacher can use various types of Assessments: Daily observation of students, class participation, evaluation of homework assignments, and regular use of quizzes and exams give the teacher access to ample information to closely monitor instructional effectiveness...
exercise 4.3- #3- what are some assessment tasks that supported a direct relationship between assessment and instruction?
although there are many informal assessment techniques that support the use of assessment to guide instruction, the video mentions the following assessment methods: • self-reflective activities that deepen students' understanding of their own. Strengths, weaknesses, and fears regarding activity • performance tasks and performance-based assessments •problem-based learning
4.1- criterion-Referenced Assessment
an assessment procedure in which a student's performance is compared to a particular level of mastery works best if you are: •measuring Mastery of basic skills. •Determining if students have prerequisites to start a new unit. •assessing affective and psychomotor objectives. •Providing evidence that students have met learning standards. •Grouping students for instruction.
competency 4.5 - core content: providing effective feedback
apply knowledge of strategies for providing students with timely, accurate, and effective feedback and for helping students use teacher assessment, peer assessment, and self-assessment to guide their own learning...
exercise 4.3- #1-what is the relationship between instruction and assessment? to develop lesson planning and assessment skills, focus on the way the teachers in the video describe the marriage between curriculum and assessment.
assessment is the key to instruction. It should guide lesson Planning by helping teachers know what students understand, able to do, and can apply independently. Teachers know how to develop future lesson plans on the assessed strengths and weaknesses of their students.
4.1-traditional Assessment
assessment that focuses on measuring basic knowledge and skills in relative isolation from activities typical of the outside world
4.2- performance assessment
assessment that utilizes a student-created product as a demonstration of knowledge
4.1-teacher-developed assessment instrument
assessment tool developed by an individual teacher for use in a specific classroom
4.1 - using informal assessments- #2- Rebecca concluded, "they've all got it except Karina, she thinks as she watches a student's work. Based on the information in the case study, evaluate the extent to which the conclusion was appropriate at that point in Rebecca's instruction. Give your evaluation.
at that point in the lesson, Rebecca's conclusion was not supported. Her conclusion was based on this performance and the students at the board, but she does not know how much is assistance into relied on from their Partners or that they can count all convert simple fractions to decimal notation. inFormal assessments are most valuable for making routine decisions, such as to whom to call on and when, how long to conduct an instructional activity, review is needed, and when to intervene if students are off task. The formal assessment (the quiz) is a better measure of whether students got it."
exercise 4.2: methods of assessment- #1- when is authentic performance-based assessment? focus on the many descriptions of performance-based assessment provided by educator being interviewed.
authentic assessment that is performance-based focuses on the application and transfer information. Whereas traditional paper and pencil testing assesses content, authentic performance-based assessment tests students' level of understanding by asking them to show what they can do whether they can apply skills and knowledge independently.
4.2- performance assessments
best used for an assessment of procedural knowledge (ie. skills) best suited for the Arts and for laboratory Sciences. e.g., teachers can observe students as they perform particular procedures such as mixing chemicals in the lab or playing piano. Performance assessments to evaluate an outcome --(ie... the color of the liquid in the test tube after mixing the piano concerto composed by the student...
#31- a high school English teacher wants to adopt an assessment for a student with a learning disability who receives special education services. Which of the following would be the most appropriate first step for the teacher to take?
check the student's individualized education program (IEP) for information about assessment methods to use with the student. competency 4 - this question requires the examinee to demonstrate knowledge of benefits of using multiple assessment methods to support instruction and appropriate strategies to adapting classroom assessments for students with various characteristics and needs including English language Learners and students with exceptionalities.
4.1-Standardization
defining meaningful scores by comparison with the performance of a pretested group
Competency 4.2
demonstrate knowledge of appropriate assessment instruments and practices for given instructional situations and needs and how to select or construct assessment instruments for various purposes...
competency 4.6- interpreting and communicating assessment scores
demonstrate knowledge of how to interpret assessment results and how to communicate assessment results to students and families...
4.1- core content: instructions for a diverse population
demonstrate knowledge of important assessment Concepts, such as reliability, validity, and bias, and the characteristics uses, advantages, and limitations of various types of formal and informal assessments...
Competency 4.4 - multiple assessment measures
demonstrate knowledge of the benefits of using multiple assessment methods to support instruction and appropriate strategies for adapting classroom assessments for students with various characteristics and needs including English language Learners and students with exceptionalities...
#29- a middle school teacher can give students a brief pretest before beginning a new instructional unit. the teacher can best use the information gained from the preliminary assessment for which of the following purposes?
determining a suitable point where to begin whole class instruction of unit content. Competency 4, examinee must apply knowledge of strategies for integrating assessment and instruction for aligning assessment with instructional goals. the teacher will neither be too basic nor too Advanced given a students' current knowledge base.
competency 4.5 - core content: providing effective feedback - offer concrete strategies for improvement
for example, "if you check your textbook on page 84, you will find the correct information about the man's title in the country who ruled." provides a strategy the student can use to correct the error about Archduke Ferdinand.
competency 4.5 - core content: providing effective feedback - describe the errors rather than just marking them.
for example, "this statement isn't quite correct because it states that the assassination of Archbishop Ferdinand of Germany was the trigger for the first world war, but Ferdinand wasn't an Archbishop and he wasn't from Germany." describes the erroneous statement. Avoid making judgments about the student or his or her study strategies, such as "you don't seem to understand." Or "you must have copied the information about Archduke Ferdinand down in your notes incorrectly."
competency 4.5 - core content: providing effective feedback - balance feedback about errors or inconsistencies with feedback that focuses on Student Successes.
for example, a teacher might say, "the problem setup is accurate and describe well and computation is correct through step 6, where you've missed a sign." rather than simply placing an X through the final answer.
competency 4.5 - core content: providing effective feedback - tie feedback directly to learning goals.
for example, unless spelling and grammar are stated as learning goals, teachers consider not marking all spelling errors in student writing (e. G., Chemistry lab notes, explanations for math word problems).
4.1- advantages of formal assessments
formal assessments are planned and structured. Teachers use formal assessments to assess each students' knowledge, so usually every student completes the same assessment. Quizzes, exams, homework assignments, and in-class projects are formal assessments. Specific instruments that most commonly use formal assessments include: testing, performance evaluations, and portfolios, are discussed in detail the next section. •Teachers have time to make sure the measures are reliable and valid (as discussed below). •Teachers can use one assessment measure, given at one time, to gather the same information about all students.
4.1- how can a teacher reduce bias in assessment...?
identify the qualities of an assessment instrument that offends or unfairly penalizes a group of students because of the students' gender, ethnicity, socioeconomic status, religion, or other such group defining characteristic.
competency 4.5 - core content: providing effective feedback - consider why the student made an error.
if teachers can identify a misconception and the reasons that may have occurred, they can address it directly, help clarify the student's understanding and work with the student to identify strategies to correct the error or avoid it later.
exercise 4.6 - understanding and explaining test scores - #3- the Third student then says, "the College Board website also says 'usually your scores fall in a range of roughly 30 to 40 points above or below your true ability. My score was 580 does that mean that if I take it again I might score 620 without any extra studying?" how might you reply?
in theory, yes. The College Board is reporting the standard error of measurement here. Note, though you might also score 540! people perform differently on the same or slightly different versions of a test for various reasons, even if the test is reliable--sometimes you are tired, sometimes you guess wrong and other times you guess right, sometimes the questions are more aligned with your particular interest or skills. Standardized test scores are usually reported along with the standard error of measurement; even if it's not printed on your score sheet, colleges know what it is for this test and take it into account when reviewing your application.
4.5 - benefits of peer assessing student work
it help students develop lifelong skills
4.4 - multiple methods of assessment - #1- why is it important to use a variety of assessment methods when evaluating student learning and growth?
it is important to evaluate all aspects of student learning and prepare them for Life After School. Teachers who use a variety of assessment measures are able to evaluate progress, skill acquisition, independent skill utilization, and content knowledge while preparing students by practicing such life skills as paper and pencil testing and application and transfer of skills in different environments.
4.1- disadvantages of formal assessments
limitations include: •formal assessments often takes quite a bit of time to prepare, and it can be difficult to develop a reliable and valid measure. •Formal assessments usually take class time to administer. They should be written into the lesson plans appropriately. •If standardized formal assessments are used (e. G., Chapter tests created by The Textbook Company, Statewide achievement tests) teachers must be sure that they are appropriate and/or adapted for use with their students.
chapter 4: end of chapter exercises- multiple choice- #1- which one of the following examples illustrates informal assessment?
observing how various students handle the ball as they play soccer.
4.4 - multiple methods of assessment - #3- what are some of the advantages to providing assessments that don't necessarily reflect a student's best work?
one goal of assessment is to provide a complete picture of a student's achievements. Showing what students have difficulty with then, is just as important as showing what they can do easily or well. Another goal of assessment is to encourage further development, and that also typically requires a good understanding of what students have difficulty with. As the teacher in the video States, this strategy also allows student reflection and can encourage self-regulation and working toward new goals.
4.5- ways for peers to assess student work
peers assess student work in order to critique and provide feedback.
competency 4.5 - core content: providing effective feedback - offer feedback as soon as possible.
students need to recall their thinking processes to be able to consider why they made particular errors. Timely feedback is especially important for assessment measures that come in the midst of a lesson or unit, when students have opportunities to correct misconceptions or practice a skill before moving on to more advanced activities or new topics.
exercise 4.2: methods of assessment- #3- portfolio assessment is a method of assessment commonly used in classrooms today. Explain what portfolio assessment entails, and describe how teachers and students develop portfolios. How do portfolios demonstrate and support student learning?
portfolio assessment is an evaluation method uses work samples to demonstrate student achievement, effort, and growth. Portfolios can reflect a specific domain or overall School progress. The creation of the portfolio should be a collaborative effort between the student, rough and final drafts of written work as well as samples from beginning, middle, and end and teacher. Material selected might emphasize process over product by including the school year. Students might be encouraged to include samples of the least successful work with explanations about why the work was difficult for them, in addition to their successful work. Some teachers include samples chosen by the teacher, student, parents/ Guardians, and peers of the student. One important consideration in selecting work is to ensure that the work reflects evidence of progress and the key standards in the classroom. Portfolios are tools that give substance to grades by providing concrete evidence of achievement, in addition to serving as tools for teachers as ways to support students' progress toward goal achievement.
Assessment
refers to the process of drawing inferences about a student's knowledge and abilities based on the sample of the student's work can provide valuable information regarding student's goals and aspirations
competency 4.5 - self assessment - #1- what are some benefits of self-assessment? focus on the middle to end of the video, where an educator explains the process and value of a self-assessment for students.
self assessment techniques such as portfolio assessment and self-editing are critical to Student Learning. They help students think about what they need to do to become good Learners and what evidences there are of their learning. When students participate in their evaluation process, they become stronger, more motivated Learners. Students are empowered by understanding their progress, as well as what they did to accomplish it.
competency 4.5 - self assessment - #2- what are some techniques used to teach students self-assessment? provide examples from the video if possible.
some self assessment techniques teachers can Implement in the classroom are: •learning logs •portfolios •Work samples •computer records of reading progress •self-assessments using rubrics
4.6 - effective teachers must explain results to an audience appropriately. teachers should be well informed about the test when communicating results to parents or students...
sometimes it's best to use General statements when communicating assessment results (ie..., "your child is on target for children of her age"), but if a parent/Guardian asks for more detailed or specific information, teachers are required to give it.
4.1-formal Assessment
standardized written or performance test of knowledge, aptitude, values, etc.
chapter 4: end of chapter exercises- multiple choice- #4- what is a major drawback of using percentile ranks to describe students' performance on a standardized test?
students in the middle range can be quite similar in achievement and yet have scores that are somewhat dissimilar.
#27- a teacher could best use the results of a criterion-referenced test to obtain information about...
students' Mastery of particular knowledge or skills. competency 4. teachers must demonstrate an understanding of certain concepts like reliability, validity, and bias. in addition, identify the characteristics, uses, advantages and limitations of various types of informal and formal assessments.
4.2- difference between formative and summative assessment
summative assessment focuses on the outcome of the program. The formative assessment summarizes to participants development in particular time.
4.3- assessment guides instruction
teachers can also use an assessment to guide instruction. for example, teachers can assess knowledge before an instructional unit and then plan lessons and activities based on the results of the assessment. This type of assessment can be formal, as well as when a teacher gives a diagnostic assessment at the start of the unit to assess students' knowledge prior to instruction (also known as pre-testing) and then plans activities to address what the students don't know. Teachers may also use informal measures, such as class discussions or journals to identify what students know or think prior to beginning instruction and to help identify the appropriate level of instruction that is necessary.
4.6 - effective teachers must explain results to an audience appropriately. in the United States, test scores are confidential information under the family educational rights and Privacy Act FERPA...
teachers can share assessment results with the student him/herself, that student's parents/Guardians, and any school Personnel directly involved with the student's education. Teachers cannot post scores publicly or in a fashion that allows identification (ie...social security number)
4.2- observations on student behavior
teachers can use a checklist or frequency chart to guide an observation because they can be formal or informal. For example, a teacher might observe a student during several class discussions, keep a tally of the number of times a student performs a particular action (ie. raises hand, speaks out of turn) during a discussion and compute the average for that student.
4.3-instruction guides assessment
teachers need to ensure that the assessments are appropriate and valid for the instruction that precedes it--- are they testing what they are teaching? one way to do this is to see the standardized tests that come with the textbooks. These assessments were typically validated--- in other words, the test creators designed them to ensure that the content of the test aligns with the content of a book. if The teacher covers all the content in the textbook, a standardized final exam should be a valid assessment that aligns properly with the instructional goal.
exercise 4.3- #2- how and what should teachers assess to support instruction?
teachers should assess everything they teach and teach everything at they assess. Assessment should be an ongoing process. In order to assess each activity fully, teachers should consider the overarching goals of each lesson and assess for Content or solution to the problem, the process by which students achieve the solution, and how students communicate their understanding of the concepts.
4.1-validity
the extent to which a test measures or predicts what it is supposed to
4.6- percentile rank
the percentage of scores below a specific score in a distribution of scores. (norm referenced score)
exercise 4.6 - understanding and explaining test scores - #2- a second student then notes, "his percentage is listed as 98%. But the numbers don't add up because he didn't get 98% of the answers correct. The report says this means he scored higher than 98% of the graduating students in our school who took the test last year. Is that right? I don't think that I fully understand what percentage means." What misconception does the student show?
the student is confusing percentile with percentage. Percentage is a criterion-referenced measure that tells you something about the number of questions that were correct. Specifically, percentage is a ratio of the number correct compared to the total number of questions available. The SAT score reports do not indicate percentage correct, although you can compute it easily. For example, if a test has 75 questions and the student Missed 4, his actual percentage correct would be 95%. percentile, in contrast, is a norm-referenced measure it tells you something about your position relative to the other students who took the test. So, in this case, is student who scored higher than 97% of the students at his school, took the test last year, and 3% have the same score or did better.
#28- in which of the following instructional situations would it be most appropriate for a teacher to select an essay test to assess students Mastery of a topic...?
the teacher wants to evaluate students' ability to independently organize and integrate information. competency 4, demonstrate knowledge of appropriate assessment instruments for various purposes. A key advantage of essay questions is that they allow the teacher to assess students' ability to generate answers on their own regarding complex instructional content.
4.4 - multiple methods of assessment - #2- portfolios are a rich assessment tools that include within them a variety of measures. Should a teacher use just a portfolio to evaluate student performance? explain your reasoning.
there's no definite answer to whether a portfolio should be used as the only or even the primary assessment measure. However, developing an effective portfolio that really shows the student's achievement, including both products and the development of process skills does not require the same strategy---using multiple assessment measures to evaluate student learning and growth. an advantage of creating an actual portfolio, as opposed to merely collecting student scores on various activities in a Gradebook is that it can be shared with the students and with their parents and Guardians, and the concrete representation of development is usually easy to see. Note that the teacher in the video at one point describes portfolios as "evidence" to support grades. for example, advances in students' thinking skills can be seen in the length and structure of essays. Another Advantage is that students can participate more in the creation of portfolios both in terms of selecting the materials to include and in completing written Reflections to accompany them.
4.2-objective tests
these tests require students to recognize the correct answer (ie. selected responses...include multiple choice and matching) •avoid using the exact words from the text. ie: Assessment of Professional Knowledge Exam
4.2-observations on student behavior
this can be done either formally or informally and is especially useful when a teacher is interested in nonverbal behaviors. Observation is most systematic when teachers identify or list specific behaviors to observe. Teachers can use checklists or frequency charts to guide in observation and to summarize the students' behaviors easily. For example, a teacher might observe a student during several class discussions, keep a tally of the number of times the student performs particular action (e. G., Raises hand, speaks out of turn) during each discussion, and then compute an average for that student.
4.2- portfolio
this is a sample of a student's work systematically collected over a period of time. Portfolios can include many kinds of items, such as writing samples, constructions or inventions, photographs, audio recordings, video recordings, Etc. they frequently include the students' own evaluations and descriptions of their work and their feelings about their achievements. Teachers use portfolios to capture a broad picture of the student's interests, achievements, and abilities and to summarize student performance and complex tasks. When using portfolios, teachers should: •Encourage and guide students to help select materials for their portfolios. • Develop criteria for evaluation, and share them with students in advance. •SHARE portfolios with parents/ Guardians at conferences or at the end of the year.
4.2- students' assessment of their own work or their peers work.
this is common for instructional activities that are student-directed. Teachers use peer and self-assessment when they want students to become agents of their own learning and to develop intrinsic motivation for school work. When peer and self-assessment are used to measure achievement, teachers may need to: • provide standards for evaluation in advance and ensure that students understand the standards. Often students work with teachers develop the evaluative criteria. • provide training to ensure that students can reliably evaluate the work. •Develop checklists, or other structured recording sheets to guide student evaluation.
chapter 4: end of chapter exercises- multiple choice- #3- in which of the following situations would criterion-referenced scores always be more appropriate than norm-referenced scores?
to pretest students' knowledge so that you know where to begin instruction
#33- a tenth grade student receives a percentile rank of 75 on a nationally standardized mathematics achievement test that includes 200 test items. The teacher would most accurately interpret the score for the students in which of the following ways?
you scored the same as or better than 75% of students in the sample group who originally took the test. Competency 4, this question requires the examinee to demonstrate knowledge of how to interpret assessment results and how to communicate assessment results to students and their families. A percentile rank identifies proportion of scores in a distribution that a specific score is greater than or the percentage of the student's peer group that the student's score surpassed.
Diagnostic Part #1 Part 1- Describe 1 additional approach (different from the 1st recent post) Mr. Vincent could have taken in creating and implementing the learning center to try to provide a successful enrichment experience for students and explain why this would have been a more successful enrichment experience for students.
•By watching videos or listening to audio the students can effectively get the concept of any topic to discuss about •It would improve their critical thinking skills as Mr. Vincent asked them the thing they see or or listen to •Audios or videos grab the attention of students so it's always an easier approach to make students focus on their learning. •It enhances the students' energy level, and they tend to participate more in group discussions and critical thinking sessions.
4.1- advantages of informal assessments
•informal assessments can be used flexibly and without much advanced planning. •Informal assessments can be integrated into classroom lessons. •With informal assessments, teachers can provide immediate corrective feedback. •Informal assessments are usually not anxiety-producing for students.
