Allow teachers tomeasure how well students have understood a topic.
CONCEPT TESTS/MAPS CONCEPT TEST. Conceptual multiple- choice questions that are useful in large classes. CONCEPT MAP. A diagramming technique for assessing how well students see the “big picture”.
KNOWLEDGE SURVEYStudents answer whetherthey could answer a surveyof course content questions.
ORAL PRESENTATIONS ORAL FLUENCY. An informal assessment of reading to determine oral reading errors or assessment miscues. ORAL READING. An oral & silent reading assessment used for diagnosing student’s assessment developmental literacy levels through oral retelling & an individual reading inventory.
ASSIGNMENTSRefers to tasks assigned tostudents by their teachers to completed outside of class.
POSTER PRESENTATIONS A poster session/posterpresentation is the presentation of research information by an individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is usually peer reviewed.
PEER REVIEW/FOCUSED GROUPHaving students assessthemselves & each other.
PORTFOLIOSA collection of evidence to demonstrate mastery of a given set of concepts.
OBSERVATIONS An informal assessment technique ofwatching students to identify strengths & weaknesses, patterns of behavior & cognitive strategies. Observations help determine which student’s need additional support & how to adjust instruction to encourage more & better learning.
RubricsA set of evaluation criteria based on learning goals & student performance.
PERFORMANCE BASED-TASKS Maybe administered as either dependent/independent activities. A s dependent activities/performance tasks are accompanied by selected response &or constructed response items that set thestage & provide context for the creation of a resulting product or performance.
LABORATORY METHODEducating students in a laboratory performing a hands-on-experiments.
8 STEP PROCESS SCHOOLS CANUSE TO ASSESS STUDENTLEARNING: 1. DECIDE what skill cluster to assess & select a broad assessment that captures more than one attribute of the domain. 2. CONSTRUCT or use existing scoring guides or rubrics for the task.
3. SHARE the task & scoring criteria with staff. 4. ADMISTER the task to students in a similar time frame. 5. SPEND TIME discussing the scoring criteria and agreeing on anchor paper.
6. RATE the student’s paper. It is often useful to have the papers noted by a teacher who is not the student’s own instructor for the subject. 7. COMPARE ratings, discuss & formulate implications for instructional delivery. 8. DATA can be reported in terms of the percentage of students meeting the criteria at the various points.
there’s no one “true way” to measure or assess different abilities or learning outcomes.