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Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
Web 2.0 assessment presentation
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Web 2.0 assessment presentation

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Heather Miles - Web 2.0 Assessment Presentation

Heather Miles - Web 2.0 Assessment Presentation

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  • 1. Web 2.0 Assessment Presentation Heather Miles St. Leo University
  • 2. Presentation Content  Definition of Assessments  Types and uses of Assessments  Statistical Information Assessments Provide
  • 3. Definition of an Assessment  An assessment can be defined as using information to improve learning.  Assessments should be ongoing and to help educators understand student learning.
  • 4. Formative Assessments  Formative assessments are on-going assessments, reviews, and observations in a classroom.  Teachers use formative assessment to improve instructional methods and student feedback throughout the teaching and learning process.  Examples include quizzes, essays, lab reports, and diagnostic tests.
  • 5. Summative Assessments    Summative assessments are typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. Examples include final exams, statewide tests (FCAT), national tests (AP or IB exams), and entrance exams (SAT or ACT).
  • 6. Screening Assessments  These assessments are used to determine if further assessments are needed or to measure if students are progressing as expected.
  • 7. Diagnostic Assessments  These assessments are given to students to identify areas of mastery and areas of concern.  Diagnostic assessments are norm referenced. At my school, students take the ERB test annually which ranks their mastery against students from around the nation.
  • 8. Progress Monitoring Assessments    Progress monitoring assessments measure essential skills that children learn in reading, writing and math. Such assessments are given over time to not only document students' level of performance, but also their rate of learning. Both types of information are essential to determining if the intervention is helping the student reach grade-level expectations.
  • 9. Outcome Measures Assessments  These assessments document the process of monitoring, or gathering data which, when analyzed reveals how effective teachers or schools are at achieving their desired outcomes.
  • 10. Individual Assessment Analytics  Overall score of thinking ability  A categorical interpretation of the strength of the overall Score and scale scores  A norm-referenced percentile ranking  Scale scores to indicate which of the skills areas are particularly strong and which are weaker and require attention.
  • 11. Large Group Assessment Analytic      Assessment results provide schools and/ or districts with descriptive statistics and/or graphic representation of overall scores and scale scores for the group. Descriptive graphics and representations include size of the group, mean, median, standard deviation, standard error of the mean, lowest score, highest score, first quartile score and third quartile score. Descriptive statistics of the demographic characteristics of the test-taker group. The average percentile of group as compared to a preselected external norm group. The ERB test is given to students grades 3 -8 at my school and the results provide all of the above.

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