Chapter 1: The Role of Assessment in Teaching and Learning

Describe at least three of the ways classroom assessment supports teacher decision-making besides documenting student learning and assigning grades.

1. Diagnosing of student strengths, weaknesses, misunderstanding, and learning errors. 2. Monitoring of student effort and progress toward proficiency. 3. Providing feedback to parents.

AYP

Adequate Yearly Progress

Name four of the 21st century-knowledge, skills, and dispositions that are considered essential for students.

Effective communication skills. Effective social skills. Global understanding and perspectives. Creativity and innovative thinking.

cognitive theory

Knowledge is constructed; learning involves creating personal meaning that connects new information with prior knowledge.

Name three of the aspects that affect teacher decision-making, according to the textbook.

Preassessment, Embedded formative assessment, and summative assessment.

What is goal setting theory and what are three of its implications for classroom assessment?

Students perform best when they know the goal. 1. Make standards explicit before beginning instruction. 2. Give students examples of performance at different levels. 3. Provide specific feedback that links performance with standards.

What is backward design as it relates to assessment?

Teachers plan instruction after creating the summative assessment.

Name three of the significant factors that influence classroom assessment, according to the textbook.

Technology Standards-based education High-stakes testing

multidimensionality

The ability to organize, present, and analyze data by several dimensions. Teachers wear many different hats.

What is differentiation and what are three of its implications for classroom assessment?

There is variety among students on learning styles, language, memory, aptitudes, attention, and developmental pace. 1. Provide choices in how to show mastery/ competence. 2. Provide sufficient time for all students to demonstrate knowledge. 3. Use multiple modes of assessment.

measurement

a systematic process of assigning numbers to behavior or performance.

standards-based

commonly accepted objectives for student learning.

classroom assessment

gathering, interpreting, and using evidence of student learning to support teacher decision making in a variety of ways.

alternative assessments

include authentic assessment, performance assessment, portfolios, exhibitions, demonstrations, journals, technology-enhanced items, simulations, and other forms of assessment that require the active construction of meaning rather than the passive regurgitation.

summative assessment

is conducted after instruction and is primarily a way to document what students know, understand, and can do.

simultaneity

many things happen at once in the classroom

self-efficacy

motivation and effort are important components of learning and performance that shape perceptions of capability to succeed.

embedded formative assessment

occurs during teaching and is a way of assessing students' progress, providing feedback, and making decisions about further instructional activities.

high-stakes testing

ones that have important consequences.

goal setting

students learn best when they know a goal, see examples or exemplars, and know how their performance compares with established standards of mastery.

preassessment

what you will do before instruction to ascertain students' knowledge, attitudes, and interests.

differentiation

there is a variety among students on learning styles, language, memory, aptitudes, attention, and developmental pace.

alignment

things are configured so that they reinforce and support each other.