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EDUC 8P19: Quiz #2
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- 1Classroom Assessmentthe process of collecting, synthesizing, and interpreting information to aid in classroom decision making
- 2Testinga formal, systematic, often paper-and-pencil procedure used to gather information about student performance; one important tool for gathering assessment information (but not the only one)
- 3Measurementthe process of collecting data on student performance using an instrument associated with a numerical scale;
eg. when a teacher scores a quiz or test - 4Evaluationthe process of using assessment data to judge the level of student learning, interest, and/or attitude about the quality of classroom instruction;
occurs after assessment data have been collected, synthesized, and interpreted because this is when the teacher is in a position to make informed judgements - 5The decision-making process (three steps)1. collecting information
2. interpreting information
3. making a decision based upon interpretation - 6Three factors determining the quality of assessment information1. The conditions (emotional, physical) during assessment, opportunity to show typical behaviour, and quality of instruction
2. The quality of instruments used to collect information, clarity of test items/performance criteria, appropriateness of language
3. The objectivity of information, including unbiased scoring. - 7Diagnostic Assessmentan assessment taking place before a unit of instruction to determine students' prior knowledge, students' learning style preferences, or student skill ability;
can guide a teacher to carry out remedial activities or make accommodations (more serious cases referred to diagnosis/ intervention outside the classroom);
this before-instruction assessment has the purpose of assessment FOR learning, providing teachers with information to modify instruction in order to differentiate student learning - 8Formative AssessmentThe use of observations and feedback intended to alter and improve students' learning while instruction is taking place;
requires teachers to continually gauge the success of their instruction and make the necessary modifications;
students must also know how well they are learning;
use these data to make decisions about whether new instruction may proceed / how previous instruction might change to maximize student learning;
this During-Instruction assessment has purposes of assessment FOR learning (already described) and assessment AS learning which is a process for developing and supporting students' metacognition - 9Summative AssessmentThe task of verifying students' learning at the end of instruction;
eg. end-of-unit tests, exams, projects, reports;
understanding how well the student mastered the material, whether they are ready for the next unit, and what are their appropriate grades;
purpose is for assessment OF learning which is used to confirm what students know - 10Why do teachers struggle to use formative assessment?They rarely experienced it during their own schooling, may be unfamiliar with the many types of formative assessment.
- 11Performance Assessment (gen.)occurs while a student is actively engaged in a task;
eg. giving a speech, using a microscope - 12Authentic Assessment (gen.)involves the assessment of tasks within the classroom that replicate those undertaken in real-world contexts;
can intersect performance assessment (eg. using a microscope) - 13Three Primary Methods to Collect Data1. Paper-and-Pencil Techniques
2. Observation Techniques
3. Oral Questioning Techniques - 14Paper-and-Pencil TechniquesAssessment methods in which students write down their responses to questions or problems;
eg. MC test, written homework, report, draw a picture - 15P&P TECHNIQUE: Selected Response Itemsassessment techniques that the student responds to by picking an answer already provided;
eg. MC, T/F, matching
provide the maximum degree of control for the teacher because both the questions and the answer choices are specified - 16P&P TECHNIQUE: Constructed Response ItemsAssessment techniques that require the student to construct an answer to a question or problem;
length varies;
teacher only has control over the items themselves, as students construct their own answers - 17Observation TechniquesOBSERVATION: involves watching or listening to students carry out some activity (process) or judging a product a student has produced (product);
some are formal and planned in advance, observing a particular set of skills and behaviours;
others = unplanned and informal, reflect momentary unplanned happening that the teacher observes, mentally records, and interprets. - 18Oral Questioning Techniquesteacher-type questions used to assess students during and at the end of a lesson;
can be used to review an idea OR brainstorm a new one;
find out how the lesson is being learned;
can promote engagement in a student who is not paying att'n - 19Standardized Assessmentprocedures that are administered, scored, and interpreted in the same way for all test takers, regardless of where or when they are assessed;
students in many different classrooms, but always under identical conditions of administration, scoring, and interpretation - 20Non-Standardized Assessmentsusually constructed by the teacher, used to assess individual student performance without making comparisons to the performance of other students;
reflect the focus of instruction within a single classroom;
assess a narrow range of content and skills that is specific to expectations or learning outcomes outlined in curriculum documents;
may be modified for particular students - 21ValidityValidity is the degree to which an assessment measures what it intends to measure;
assessment data should be sufficient and appropriate for making a correct decision;
more than just the accuracy of an assessment decision but the consequences - 22Types of Validity (three)1. Content-related
2. Criterion-related
3. Construct-Related - 23Content-related validitythe degree to which an assessment measure mirrors the curriculum and learning experiences that students have been exposed to during instruction
- 24criterion-related validitythe degree to which an assessment measure can predict success on a criterion variable;
eg. if a scale has criterion-related validity, then there will be a strong positive relationship between scores on scale and their success as reading buddies - 25construct-related validityconstructs = skills and attitudes
the degree to which an assessment technique or instrument accurately measures a construct;
teachers can use to make important decisions about instruction;
must be sure the construct is precisely defined and understood by the teacher before instruction/assessment
eg. reading comprehension - 26Cautions for validityAll methods/techniques of assessment need to be valid;
decisions that may significantly affect a student's education should not be made simply on the basis of one result;
student's work habits can cloud a teacher's judgement - 27ReliabilityReliability refers to consistency of an assessment measure (such as a test) when repeated over a period of time;
similar if they were gathered at some other time
if it is not reliable, teachers should exercise caution in using that information to make a decision about a student/class;
no single assessment procedure / instrument can be expected to provide perfect, error-free information
eg. of non-reliability causers; ambiguous test items, interruptions during testing, attend spans, clarity of directions, guessing, mistakes in scoring, sample too small - 28True ScoreTrue score is a precise measure of a student's level of ability
- 29Observed Scoreobserved score is the score that each student gets on a test
- 30Measurement errorthe difference between the true score and the observed score
- 31Types of Measurement Errors (two)1. Systematic errors
2. Random errors - 32Systematic Errorsrepresent a consistent variation from the true score;
eg. consistent inclusion of clues, persistent distractions from outside the classroom, routine allowance of support materials;
difficult to uncover but can be easily rectified - 33Random Errorintroduced by factors that vary from one assessment situation to the next;
eg. guessing, motivation levels, attentiveness, unusual distractions, use of multiple scorers for subjective assessments;
more likely to vary from test to test;
more difficult to correct because it is unpredictable - 34Test-Retest Reliabilitythe extent to which a test yields the same performance when students are given it on two different occasions
- 35Alternate Forms Reliabilityinvolves giving different forms of the same test on two different occasions to the same group of students to determine how consistent the scores are
- 36Internal Consistency Reliabilitya measure of how consistently a concept is measured across the items on a test
- 37Decision Consistencythe degree of consistency of classification decisions across a number of similar criterion-referenced tests.
- 38The relationship between validity and reliabilityValid assessment must be reliable, but reliable assessment is not always valid.
- 39Ethical Issues of Assessmenthuman activity that affects many people;
avoid incorrect interpretations about students and their characteristics;
cultural minorities' underlying causes of performance may be very different from those that underlie performance among majority group students - 40Pluralistic assessmentbeing responsive to cultural diversity in the classroom and at school
- 41Assessing and Evaluating Students with Exceptionalitiesdevelop alternative assessment procedures to ensure consistent and valid assessment;
eg. oral instead of written format, individual instead of group administered, additional time
identify strengths and needs;
gathered by classroom teacher and psychologists;
accommodations and modifications can be outlined in individual edu. plan or IEP - 42Steps of Assessment for Students with Exceptionalities1. Identification (awareness of difficulty)
2. Diagnostic Instruction (adjusts instruction)
3. Referral (school-based team)
4. Assessment/IEP (assessment results used to develop IEP)
5. Educational Intervention
6. Evaluation of Student Progress - 43EducationThe process of helping to change students' knowledge and behaviour in desired ways
- 44Curriculumdescribes the skills, performances, knowledge, and attitudes students are expected to learn in school
- 45Instructionincludes the methods and processes used to contribute to learning and change students' behaviour
- 46Achievement Aptitudeschool-based learning
- 47Ability / Aptituderefer to the capacity to learn skills or accomplish a level of complexity
- 48Backwards DesignPlanning, assessment and evaluation should be driven by a clear knowledge of expectations, objectives, and outcomes about what students should learn
Three components/questions:
1. What is worthy of understanding?
2. What is the evidence of understanding?
3. What experiences will promote understanding and interest? - 49The Instructional Process1. Planning:
identifying speicific expectations/objectives or outcomes, selecting materials to foster these outcomes, and organizing learning experiences to reinforce sequence
2. Instruction:
delivering planned instruction
3. Assessment and Evaluation
Assessing and evalauting how well students learn or achieve the expectations, objectives, or outcomes
***3 components should work in synchronicity, interrelated - 50Purposes of Instructional Planning (seven)1. Connect assessment and evaluation to instruction in a way that facilitates learning
2. Help teachers feel comfortable about instruction
3. Give teachers a sense of ownership
4. Establish a purpose and subject matter focus
5. Review material prior to teaching
6. Provide a framework to follow for delivery of instruction
7. Link daily lessons to goals, units, or curriculum units - 51Examples of teacher-controllable factorsphysical arrangement of the classroom, rules and routines students must follow, their interactions with students, the kind of instruction planned and the nature of its delivery, and the methods used to assess, evaluate, and grade students.
- 52Examples of non-controllable factorsnumber and characteristics of the students in their classes, the physical size of their classroom, the quality of their instructional resources, and the Ministry/Department of Education curriculum guidelines.
- 53Student Characteristics & Instructionimportant to understand level of mastery, level for challenge, cooperative skills, exceptionalities, cultures/languages, learning styles, etc.
typically before-instruction assessments to gather this information - 54Teacher Characteristics & Instructionsubject matter knowledge, prior experiences, personality, attitudes, beliefs, physical limitations are important factors in planing and delivering instruction;
accuracy and up-to-datedness of topical coverage and teaching strategies = all influenced by own knowledge limits;
favour certain instructional methods over others - but need to be flexible - 55Instructional Resourcesavailable supplies, equipment, space, educational assistants or volunteers, textbooks, tests, and time
eg. Ministry/Department curriculum expectations, objectives, outcomes - Textbook materials – making sure they match up - Time - Technology - Other resources (space, educational assistants, equipment) - 56Levels of Teaching Objectives (three)1. Global Objectives
2. Educational Objectives
3. Instructional Objectives - 57Global Objectivescomplex learning outcomes requiring substantial time and instruction to accomplish;
Typically connecting to the “BE”
Example: The student will become a lifelong learner - 58Educational Objectivesmore specific and sufficiently narrow to help focus teaching – seen as overall expectations;
Connecting the “KNOW”
Example: The student distinguishes between facts and hypotheses - 59Instructional Objectivesmost specific, focus teaching on narrow topics of learning in a content area;
Used to plan lessons, seen in curriculum as specific expectations
Example: The student can correctly punctuate sentences - 60Three Domains of Outcomes1. The Cognitive Domain
2. The Affective Domain
3. The Psychomotor Domain - 61Cognitive Domainintellectual activities such as memorizing, interpreting, problem solving, and thinking critically;
more commonly taught, assessed, and evaluated instructional outcome - 62Bloom's Taxonomy (def.)cognitive processes organized into 6 general categories;
widely used by teachers to describe and state cognitive objectives;
system of classification - each successive level representing a more complex type of cognitive process;
created into a revised version (2001) - 63Revised Bloom's Taxonomy LevelsRemember
Understand
Apply
Analyze
Evaluate
Create - 64Higher-level Cognitive Behaviourrequire students to carry out thinking and reasoning processes such as analysis, application, synthesize, and evaluation
- 65Original Bloom's Taxonomy LevelsKnowledge
Comprehension
Application
Analysis
Synthesis
Evaluation - 66The Affective DomainThe affective domain involves feelings, attitudes, interests, preferences, values, emotions, motivation, trustworthiness, self-control, and personality;
less often assessed formally, but are constantly informally assessed;
most can describe their students' affective characteristics based on their informal observations and interactions;
no single, widely accepted taxonomy of affective behaviours;
can learn through reflection, formative assessment and self-reflection - 67Affective Domain Category Levels1. Awareness, willing to listen
2. Active participation
3. Attaching value/worth - internalizing a set of specific values
4. organizes values into priorities
5. Value system controls behaviour - pervasive, consistent, predictable, and characteristic of learner. - 68The Psychomotor Domainphysical and manipulative activities;
eg. shooting a basketball, setting up lab. equipment, word processing, etc.;
especially stressed in younger ages / students with exceptionalities;
no single widely accepted taxonomy - 69Psychomotor Domain Levels1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7. Origination (like create) - 70Where do the domains line up in before-, during-, and after-assessment?Cognitive (P&P, oral questioning): Diagnostic, Formative, Summative
Affective (observation, questionnaires): Diagnostic, Formative
Psychomotor (observation): Diagnostic, Summative - 71Criteria for Effective Outcomes (gen.)1. Outcomes must state what the student is to learn from instruction; they describe STUDENT LEARNING, not the activities the teacher or students engage in.
2. Outcomes must contain CONTENT (know) for students to learn and a PROCESS (do) to show their learning.
3. Outcomes must be complete statements. - 72Criteria for Effective Outcomes (five)1. Outcomes describe student behaviour that results from instruction.
2. Outcomes represent important content of a lesson, unit, or curriculum.
3. Outcomes center on a verb that specifies student performance.
4. Outcomes state the behaviour in terms that can be observed and assessed.
5. Outcomes can be fulfilled in a reasonable amount of time. - 73Improving the tie between Planning, Assessment, and Evaluation (eight)1. Perform complete before-instruction (diagnostic assessments) of student characteristics and needs.
2. Use DA information when planning.
3. Do not rely entirely on textbooks and teachers' manuals when planning.
4. INclude a combo. of lower-level and higher-level outcomes.
5. Include a wide range of instructional activities and strategies to fit the students' instructional needs.
6. Match learning outcomes with teaching strategies and planned assessments.
7. Recognize one's own knowledge and pedagogical limitations and preferences
8. Include assessment strategies in instructional plans. - 74Accommodationan alteration to the learning environment to support the students’ learning needs and reduce disadvantages;
changes in environment and teaching;
eg. teach generable, alter instructional methods, be aware of instruction - 75Modificationa change to the curricula because the prescribed learning outcomes are not appropriate for a student;
changing the curriculum – either lower or higher, specified in IEP - 76Accommodations for contentIf students have fallen behind, teach what is most generalizable.
Teach learning strategies along with teaching content.
Select content based on student interest. - 77Accommodations when planning outcomesPretest prior to teaching to ensure the outcomes are appropriate for the student.
Determine whether an outcome can be altered for some students. - 78Accommodations when planning the lessonProvide directions, procedures, and rules orally and in writing.
Follow-up by asking questions or have students repeat or paraphrase what they are to do.
Repeat key words using the same wording.
Ask for frequent active responses.
Break up information with practice, keep reminding students of the whole task, and stop often to summarize.
Point to steps on a written list as they are demonstrated - 79Advantages/Disadvantages of Selected Response ItemsAdvantages:
1. Items can be answered quickly so a broad sample of instructional topics can be surveyed on a test.
2. Items are easy and objective to score
3. Test constructor has complete control over the stem and options so the effect of writing ability is controlled
Disadvantages:
1. Time-consuming to construct
2. Many items to be constructed
3. Guessing is a problem - 80Advantages/Disadvantages of Constructed Response ItemsAdvantages:
1. Preparation of items is relatively easy; only few questions needed
2. Affords students a chance to construct their own answers; test behaviours such as organizing and expressing information
3. Lessens chance the students can guess the correct answer to items
Disadvantages:
1. Time-consuming to score
2. Covers a small sample of instructional topics
3. Bluffing is a problem - 81Multiple Assessment Methods =Alternative Assessment (showing)
authentic, portfolio, performance-based
+
Traditional Assessments (knowing)
selected/constructed response items - 82Performance AssessmentAny form of assessment in which students carry out an activity or produce a product in order to demonstrate learning.
Open-ended tasks with no objective answer allow students to think deeply and assess higher-order thinking skills.
Also called alternative and authentic assessments. - 83Role of Performance AssessmentsProducts = produce tangible outcomes = things you can hold in your hand
Written stories
Paintings
Lab reports
Science fair projects
Performances = things you observe or listen to
Giving a speech/oral presentation
Holding a pencil
Typing
Cooperating in groups
Debate
Athletic competition - 84Performance Assessments in SchoolsPerformance assessments reflect the recent emphasis on real world problem solving;
Increased popularity of performance assessment may be attributed to:
1. How they’ve been proposed or mandated in schools and districts in Canada
2. Increased classroom emphasis on problem solving, higher-level thinking, and real-world reasoning skills
3. How they provide an alternative testing formats for a variety of student learning styles
More renewed interests in this now;
Wanting to foster real world situations and higher-order thinking;
Adaptable to the needs of all types of learners;
Measure ability to apply procedural knowledge in real-life situations - 85Developing Performance Assessments (four)1. Have a clear purpose.
2. Identify observable aspects of the performance or product that can be judged.
3. Provide an appropriate setting for eliciting and judging the performance or product.
4. Provide a judgment or score to describe performance - 861. Defining the Purpose of the PAGrading students’ work;
Constructing portfolios of work;
Diagnosing student learning;
Helping students to recognize the important steps in a project;
Providing work samples to parents - 872. Identify Performance Criteriadescribing the specific behaviours a student should display in properly carrying out a performance or creating a product;
These are the heart of performance assessment, yet they are the area in which most judgment problems occur;
Performance criteria can focus on processes, products, or both - 88Cautions in Developing Performance CriteriaState criteria that are meaningful, important, and easily understood by students.
Develop 6-12 essential criteria; lengthy lists of narrow criteria are ineffective.
Revise and clarify initial performance criteria based on experience from their use and feedback, in order to provide the focus needed for valid and reliable assessment - 893. Provide a Setting to Elicit and Observe the PerformanceTeachers may observe behaviours as they naturally occur in the classroom or set up situations in which they assess carefully structured performances.
There are two considerations in deciding whether to observe naturally occurring behaviours or to set up a more controlled exercise:
(1) the frequency with which the performance naturally occurs in the classroom
(2) the seriousness of the decision to be made
Formally structured assessments are needed when dealing with low-frequency behaviours and when making important decisions.
Multiple observations of student performances provide more reliable and accurate information - 904. Developing a Scoring SystemScoring a performance assessment can be holistic or analytic
In situations where an important decision is to be made, additional observers/scorers may be added
Many options are available for collecting, recording, and summarizing observations of student performance:
Anecdotal records, Checklists, Rating scales, Rubrics, Portfolios - 91Writing Clear and Simple Test Items: Seven Rules1. Avoid ambiguous and confusing wording and sentence structure.
2. Use appropriate vocabulary.
3. Keep questions short and to the point.
4. Write items that have one correct answer (exclud. essay questions).
5. Give information about the nature of the desired answer.
(use narrow essay questions, inform about nature and scope of expected answer, should not give total freedom)
6. Do not provide clues to the correct answer (happens with grammatical errors with FITB, need reasonable distractors with MC).
7. Don't overcomplicate test items. - 92Decisions in Planning a Test (four)1. What should I test?information/knowledge, processes, and skills that will be tested.
2. What type of assessment should I use?
The type of assessment procedure chosen should depend on the nature of the outcome being assessed and what students have been taught.
e.g., Remember level outcomes should be tested using selected response questions, while Evaluate level outcomes should be tested using constructed response questions
Written tests primarily assess cognitive skills; affective and psychomotor skills are best assessed using other formats.
3. How long should I make the test?
The age of the students, the subject being tested, and the length of the class period all impact the length of the test.
The number of test questions per outcome depends on: 1) the instructional time spent on each outcome and 2) its importance in relation to the whole curriculum.
4. Should I use a teacher-made or textbook-made test?
The main consideration in judging the adequacy of a textbook test is the match between its questions and what students were actually taught in class. - 93Valid and Reliable Summative TestsValid tests also need to be reliable tests- they need to produce consistent scores
The main factors in attaining reliable summative or after-instruction tests are
(1) the number and representativeness of the items included on the test, and (2) the objectivity of scoring.
It is important that teachers review the assembled test before reproducing and administering it.
If possible, teachers should also ask a colleague to critically review the test format and individual test items.
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- Flashcards on EDUC 8P19: Quiz #2, created by jessicamorris on 26/02/2015.
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