Assessment

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EDSE 4060

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  • \n
  • Discuss the myth of why it is bad to teach to the test\n
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  • Standardized tests are norm referenced - individual’s score on a test is compared with a large demographically representative cross section of American students (that group is the norming population)\nTarget of criticism\nSome say it narrows the curriculum\nScores are not very precise - sorts students into a broad high, medium, and low range\nTeacher assessment of student is STILL necessary - just because a student scores well on a reading standardized test does not mean the student can do that well in all text experiences\n
  • Tasks are complex and grading is complex\nGive a more precise picture of student’s abilities\nThese assessments are not as influenced by cultural bias\nProblem with these assessments is who decides what is authentic or real for a task - these levels can vary\nExamples: portfolios, experiements, demonstrations, essays, projects, problem solving\n
  • Designed to simulate real-world tasks - require active participation of students\nCan be just like authentic assessments EXCEPT gives a benchmark or criteria for judging student performance (usually rubrics)\nUsually the tasks are more closely tied to what actually happens in the classroom\n\n
  • Refer to Laura’s handout\n
  • Can be useful with struggling readers and ELLs\nUse Structure of an Atom Handout - practice and discuss in groups\n
  • Article on Portfolio use\nRubric Examples\n
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  • Assessment

    1. 1. ASSESSMENTS EDSE 4060
    2. 2. FORMATIVE SUMMATIVEASSESSMENT ASSESSMENT Intended to make aIntended to help form or summarizing judgment ofdevelop a student what student has learned or accomplishedHelps a teacher drawconclusions about Examples: test grades,strengths & weaknesses assignment grades, report cards
    3. 3. GOOD ASSESSMENTS...Draws on multipleinformation sourcesUseful information to BOTHstudents & teachersGood conditions for showingcapabilitiesStudents are involved in self-assessmentAdmits potential of fallibility
    4. 4. PROBLEMS FORTEACHERSTimeValidityCredibilityInfluence on curriculumand teachingTeacher knowledge andtraining
    5. 5. ASSESSMENT TYPES Standardized Tests: commercially prepared testsassessing student achievement inacademic areas (usually assessing LARGE numbers of students)
    6. 6. ASSESSMENT TYPES Authentic Tests: Range of assessment tasks and databased on realistic application of knowledge or concepts
    7. 7. ASSESSMENT TYPESPerformance Tests: Similar to authentic assessments except graded according to externallyestablished criteria - students are usually expected to achieve a specific score
    8. 8. RTIResponse to Intervention
    9. 9. SCLAStrategic Content Literacy Assessment
    10. 10. WHAT ELSE??? Portfolios RubricsReadability of tests & quizzes
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