Week 5 Presentation

1. Varying
Assessments
Dominique Liggans
February 13, 2016
CUR 530 -Assessment and Evaluation Models
Professor Dawna Bybee

2. Introduction
In education, assessments are used to test the
knowledge of students. Throughout the year they
learn so much information and assessments are the
way that teachers know if they taught the content
successfully or if they should go back to cover a topic
again. There are many different types of assessments
that could be used, but each type falls under a
category and they are portfolio assessments,
performance assessments, and selected and
constructed response assessments. Today I’m going
to cover the purpose each assessment holds, the
benefits that come with them, and the different types
of test that fall under each category.

3. Portfolio Assessments
Purpose:
- To measure a student’s progress over
a period of time.
- To demonstrate mastery in a curricular
area.
Benefits:
- It can be tailored to the individual
student’s needs.
- It fundamentally changes the teachers
approach to instruction.
- It provides a way of documenting and
evaluating growth happening in a
classroom in ways standardized or
written tests cannot.
- Has the potential to create authentic
portraits of what students learn.
- Can be an opportunity to establish a
teacher learning community.
Examples:
Before & After Pieces: Students would
place early and revised pieces in their in
their file so they can see the difference in
quality that takes place over time.
Portfolio Conferences: Students would
evaluate their work.
Specific Steps:
1. Make sure the student’s own their work.
2. Decide on what kinds of work samples to
collect.
3. Collect and store work samples.
4. Select criteria by which to evaluate
portfolio work samples.
5. Require the students to continually
evaluate their own portfolio products.
6. Schedule and conduct portfolio
conference.
7.Involve parent in the portfolio assessment
process.

4. Performance Assessments
The Purpose Of The
Assessments
Benefits Examples
- To measure a student’s status
based on the way the student
completes a specific task.
- More authentic. Short Answer/Essay
3rd-12th grade
-To require students to construct
an original response.
- Alternative to traditional paper-
and-pencil tests.
Individual Projects
2nd-12th grade
- To have teachers observe a
student’s construction process so
their performance can be judged.
- It establishes assessment targets
that often influence the teachers
instruction.
Group Projects
6th-12th grade
-Has a positive impact on
instructional activities.
Demonstrations
1st-12th grade
- Coincides with high level
cognitive skills

5. SelectedResponse
Assessments
Purpose: For students to select a response from
available alternatives given in a series of
questions or statements.
Benefits: Can be answered quickly, can be
scored quickly, and covers a broader range of
curriculum in a shorter amount of time.
Examples: Multiple Choice, True/False, and
Matching. These types of assessments would be
suitable for 1st-12th graders.

6. Constructed Response
Assessments
Purpose Benefits Examples
For students to
demonstrate
knowledge gained
by creating or
constructing an
original response.
Allows students to
demonstrate complex, in
depth understanding.
Less likelihood of guessing
the correct answer.
Motivates students to learn
in a way that stresses
organization of information,
principles, and application.
Short Answer: 3rd-12th
grade
Essay: 4th-12th grade
Fill In The Blank:
2nd-12th grade

7. Conclusion
There are many different forms of assessments that
teachers could use in their classrooms. They are portfolio
assessments, performance assessments, and selected
and constructed response assessments. Within each
category, there are two or more ways that these
assessments can be carried out. Though very different
from one another, the ultimate goal of each assessment is
to test students’ knowledge to see if they’ve mastered the
content curricular given to them over the year. Every test
has it’s own benefits making it easy to decide which
assessment should be used given the classroom situation
(i.e. what’s being learned).

8. References
Popham, J. (2014). Classroom assessment: What teachers need to know (7th ed.). Retrieved from
https://phoenix.vitalsource.com/#/books/9781323103029/cfi/18.
Selected-response vs. constructed-response assessment methods. (2015). Retrieved from https://
www.mydigitalchalkboard.org/portal/default/Content
ViewerContent;jsessionid=5dGd6tSGC6Z5rgx9Vz9IGg**?action=2&scId=505706&sciId=15387