Assessment: The collection, synthesis and interpretation of information to aid the teacher in decision making.Test: A formal, systematic usually paper-and-pencil procedure for gathering information.Measurement: The process of quantifying or assigning a number to performance.Evaluation: The process of making judgments about the quality or goodness of performance or a course of action.(Airasian, 2000, p. 11)
remember that assessment is not necessarily an either-or option. Instead, these assessment strategies can be used together in order to gain a better picture of your students' grasp of the content. By using more than one point of data, you are able to see a clearer picture of what the student knows and does not know.
Also, you should be smart in choosing assessment strategies. Match your assessment strategy to your objectives' levels of difficulty. Objective assessments work well with low-level knowledge on Bloom's taxonomy (Knowledge, Comprehension, Application and possibly Analysis). Performance-based assessment are more time consuming but work well for higher-order thinking skills on Bloom's taxonomy (Application, Analysis, Synthesis and Evaluation), particularly when there is more than one possible correct response or student product.
More criteria.Weighting with percents or factors.
Assessment Strategies<br />Michael M. Grant 2010<br />Image from paul goyette at Flickr.com<br />
Reminder about computer functions…<br />See page 333 in your textbook.<br />
Task List</li></ul>Assessment is not necessarily an either-or option.<br />
Key Issues<br />Match assessment to objectives<br />Match assessment to objectives<br />Match assessment to objectives<br />The language (the exact words) in the assessment item should be very, very, very, very similar to your objective. It’s okay for it to be that way.<br />
In a simple example, it should be like this…<br />Be sure the language is aligned fromobjective to assessment.<br />
Match your assessment strategy to the difficulty level of your objective.<br />
We’re going to focus on …<br />Task Lists<br />Rubrics<br />Because we’re emphasizing using technology to support student learning and building student products.<br />
Tasks Lists<br />Rating scale, <br />Content items and process skills, <br />Any work habits, <br />Any social/group skills, <br />Any technology skills,<br />Possibly any metacognitive skills, <br />Is developmentally appropriate for the grade level you specified.<br />