APT 501 Assignment 5
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This document discusses developing assessment instruments for competency-based assessments. It defines criterion-referenced tests which measure student performance against predetermined criteria, such as pretests and posttests. Various assessment item types are described like essays, fill-in-the-blank, matching, multiple choice, and document-based questions. Guidelines for developing effective test items emphasize focusing on the assessment, learner, context, and goals. A five-step model for creating assessment instruments is outlined involving identifying elements to evaluate, paraphrasing them, sequencing, selecting evaluator judgements, and determining scoring.
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Designing Rubrics for Competency-based Education
Presentation at the Competency-based Education Workshop sponsored by Penn State's Center for Online Innovation in Learning on October 29, 2015.
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This document discusses assessment rubrics and their purpose and use. It defines a rubric as "a coherent set of criteria for students' work that includes descriptions of levels of performance quality on the criteria." Rubrics can be used to assess student performances and products. They have several advantages, including helping teachers teach, coordinating instruction and assessment, and helping students learn by clarifying expectations. The document discusses different types of rubrics, including analytic vs holistic and general vs task-specific rubrics, outlining the advantages and disadvantages of each. Overall, the document emphasizes that rubrics should focus on learning outcomes rather than specific tasks.
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The document provides a rubric template for developing rubrics to assess student work. It recommends describing the specific assignment or activity to be assessed. Key attributes of exemplary work should be imagined and categorized into facets or dimensions. Standards for each dimension should be outlined precisely using measurable language aligned with standards. The type of rubric and grading scheme should be determined and explained. Developing clear, detailed rubrics helps students understand expectations and allows for more objective assessment of their work.
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From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://goo.gl/ce9s3r
View the recording: http://vimeo.com/79501398
Webinar Description
In their quest for accountability in assessment, teachers might forget those to whom we should first be accountable: our students. Providing students with clear, accessible, and understandable assessment materials promotes accountability. Unfortunately, assessment of student writing is one of the tasks teachers worry about and, at times, nearly dread.
During this presentation, participants will learn procedures for developing tools for writing assessment that are transparent and understandable to students and that act as both teaching and assessment tools. We will first consider assignment criteria – what is it that we want our students to do? We will then consider the rubric, a grading instrument, which offers objectivity, consistency, clarity in assessing writing and concentrate on holistic, analytic, and to a lesser degree, primary trait assessment. We will also consider when and for what kinds of writing assignments each of these rubrics are most appropriate. Additionally, we will examine the components of rubrics (the criteria, the weight, the description) and the steps in creating a good rubric and how assignment criteria informs rubric creation.
Designing Writing Assessments and Rubrics will consider the issue of accountability in classroom assessment of writing. The absence of fair and transparent assessment often leads to student confusion, slows progress, assumptions of professorial arbitrariness, and quite possibly lack of trust in teacher-student relationships.
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The document provides a rubric template for developing rubrics to assess student work. It recommends describing the specific assignment or activity to be assessed. Key attributes of exemplary work should be imagined and categorized into facets or dimensions. Standards for each dimension should be outlined precisely using measurable language aligned with standards. The type of rubric and grading scheme should be determined and explained. Developing clear, detailed rubrics helps students understand expectations and allows for more objective assessment of their work.
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From the CALPER/LARC Testing and Assessment Webinar Series
Download the handout: https://goo.gl/ce9s3r
View the recording: http://vimeo.com/79501398
Webinar Description
In their quest for accountability in assessment, teachers might forget those to whom we should first be accountable: our students. Providing students with clear, accessible, and understandable assessment materials promotes accountability. Unfortunately, assessment of student writing is one of the tasks teachers worry about and, at times, nearly dread.
During this presentation, participants will learn procedures for developing tools for writing assessment that are transparent and understandable to students and that act as both teaching and assessment tools. We will first consider assignment criteria – what is it that we want our students to do? We will then consider the rubric, a grading instrument, which offers objectivity, consistency, clarity in assessing writing and concentrate on holistic, analytic, and to a lesser degree, primary trait assessment. We will also consider when and for what kinds of writing assignments each of these rubrics are most appropriate. Additionally, we will examine the components of rubrics (the criteria, the weight, the description) and the steps in creating a good rubric and how assignment criteria informs rubric creation.
Designing Writing Assessments and Rubrics will consider the issue of accountability in classroom assessment of writing. The absence of fair and transparent assessment often leads to student confusion, slows progress, assumptions of professorial arbitrariness, and quite possibly lack of trust in teacher-student relationships.
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This document provides guidance on designing effective rubrics for assessing student performance. It defines what a rubric is and compares rubrics to checklists. Rubrics can be holistic, assessing the overall quality of work, or analytic, assessing various criteria separately. The document recommends determining clear criteria and descriptors, involving students, limiting criteria to key aspects, using concrete language and examples, and pilot testing rubrics. Rubrics should be task-specific and altered based on experience to improve clarity and usefulness for students.
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This document provides guidance on creating rubrics for grading complex assignments. It explores the purpose and characteristics of rubrics, and distinguishes between holistic and analytic rubrics. The workshop guides participants through developing a rubric for judging chocolate chip cookies and creating a rubric for an assignment using the online tool RubiStar. The goal is for participants to leave with a draft rubric for an assignment and feedback from a colleague.
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Alternative assessment is defined as any assessment other than standardized tests and aims to capture complex outcomes through realistic tasks that communicate valued skills and meet students' needs. Some common alternative assessments include performance-based assessments like projects and experiments, open-ended questions, writing samples, interviews, journals, story retellings, portfolios, self-assessments, peer assessments, teacher observations, and checklists.
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The document provides guidance on creating and using rubrics for grading complex assignments. It defines rubrics as tools that explicitly state criteria for assignments and may be used for grading. The workshop objectives are to describe rubrics, their purpose, types of rubrics, characteristics of good rubrics, and develop a rubric for an assignment. Guidance is provided on creating analytic and holistic rubrics, including identifying criteria and defining performance levels.
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Chapter 7 Developing Assessment Instruments
This document discusses different types of criterion-referenced tests such as entry behavior tests, pretests, practice tests, and posttests. It also covers domains that can be assessed like verbal information, intellectual skills, attitudes, and psychomotor skills. Test items should match objectives and consider learners, context, and quality. Dick and Carey's 5 steps for creating instruments are outlined which involve identifying elements, paraphrasing, sequencing, selecting judgments, and determining scoring. The goal is to effectively evaluate learning and ensure objectives are achieved.
Creating Meaningful Rubrics
This professional development workshop teaches participants how to create meaningful rubrics that assess student learning. The workshop will provide tools for identifying the goals and objectives of student work and assessing various aspects of student products. Participants will investigate theories of rubric design, review online rubric creators, and practice developing rubrics that enhance student work while focusing on assignment goals and objectives. The workshop agenda includes discussions on starting with learning outcomes, formative and summative assessment, and designing valid and reliable rubrics using both holistic and analytic approaches.
Rubrics: Transparent Assessment in Support of Learning
Rubrics provide concise descriptions of criteria for evaluating student work or performance. They define multiple levels of quality for each criterion from excellent to poor. Rubrics benefit both students and teachers by making clear expectations, providing transparency and consistency in grading, and giving effective feedback to improve learning. Teachers can create rubrics for assignments, assessments, or course materials. Rubrics can be holistic, evaluating work as a whole, or analytic, separately rating each criterion. Moodle has a rubric tool to create and apply rubrics for grading assignments.
Rubrics for performance assessment
This document discusses two types of rubrics used for performance assessment: analytical rubrics and holistic rubrics. Analytical rubrics assess multiple criteria separately and provide a total score, allowing for detailed feedback. Holistic rubrics use a single overall score based on general impression rather than separate criteria. The document provides examples of each type and discusses their advantages and disadvantages, such as analytical rubrics taking more time but providing more specific feedback than holistic rubrics.
Concept of rubrics
This document discusses rubrics, which are scoring guides that evaluate student work based on important criteria. Rubrics clarify expectations, support student learning, and provide feedback to help students improve. They should clearly describe observable features of student work focused on demonstration rather than omission. Rubrics benefit teachers by helping align objectives and evaluation, promote consistency, and reduce assessment time. They benefit students by clarifying expectations and supporting self-assessment. Developing effective rubrics involves examining exemplar work to establish criteria and quality descriptions for different performance levels. Rubrics can be used for grading in various weighted and unweighted formats.
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Rubrics are an assessment tool that provide criteria for evaluating student work or performance. A rubric articulates expectations for an assignment by describing levels of quality from excellent to poor. Rubrics benefit teachers by helping to coordinate instruction and assessment, and they benefit students by helping them understand expectations and learn. There are two main types of rubrics: analytic rubrics evaluate criteria separately, while holistic rubrics provide an overall evaluation.
Performance assessment- week 17
The document discusses various methods of performance assessment including performance testing, anecdotal records, checklists, and rating scales. Performance testing directly observes student performance on tasks requiring skills like critical thinking. Anecdotal records involve recording observations of students in narrative form. Checklists are lists to record presence/absence of behaviors. Rating scales provide qualitative and quantitative judgments of student attributes on a scale. These methods allow measuring achievements, habits, behaviors and attitudes beyond traditional tests.
review in assessment of learning by MAD.antonette
This document outlines different methods for evaluating, measuring, and documenting cognitive targets, skills, competencies, abilities, and products from targets. It discusses evaluating knowledge up to synthesis, as well as skills, competencies, abilities, and written products. Evaluation methods include written response instruments, product rating scales, performance tests, oral questioning, and observation. The document also covers attributes of valid, reliable, fair, practical and efficient assessment with ethical considerations.
Introducing rubrics
This document introduces rubrics as a criterion-referenced assessment tool. It defines a rubric as a measurement tool that describes criteria against which a performance or product is compared and measured at different levels of achievement. The document discusses two types of rubrics - analytic and holistic - and some advantages of using rubrics such as providing a common language for assessment and transparency for students. It provides guidance on developing a rubric, including identifying what to assess, looking at example models, defining characteristics and mastery levels, and describing each level. It also stresses ensuring reliability by having markers interpret the rubric consistently.
Rubrics (Analytic and Holistic)
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
Didactics presentation
This document discusses using self-assessment for evaluation purposes. It introduces self-assessment and explains that while commonly used for learning, it is less common for evaluation due to implementation issues. Suggested benefits of self-assessment include increased learner independence, awareness, motivation, and reduced teacher workload. Self-assessment instruments can be global ratings or self-marking tasks. Global assessments over a course, like portfolios, pre-and post-writing, and learner contracts provide a measurement of learner performance and development. With clear guidelines and criteria, self-assessment can provide reliable feedback for evaluation.
Presentation2
This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
Classroom Assessment and Grading Prepared by Rox Wale Equias
I call my tests “opportunities” to give students a different way of thinking about them. -Bert Moore
“CLASSROOM ASSESSMENT and GRADING”
Prepared by:
ROX WALE EQUIAS
CHAPTER OUTLINE
Learning Goals…
THE CLASSROOM AS AN ASSESSMENT CONTEXT
ASSESSMENT AS AN INTEGRAL PART OF TEACHING
ESTABLISHING HIGH – QUALITY ASSESSMENTS
ESTABLISHING HIGH – QUALITY ASSESSMENTS
VALIDITY – refers to the extent to which assessment measures what it is intended to measure and appropriateness of inferences from and uses of the information (McMillan, 2011). Inferences are conclusions that teachers draw from information.
Instructional Validity – is the extent to which the assessment is a reasonable sample of what went on in the classroom.
Establishing High – Quality Assessments
CURRENT TRENDS
TRADITIONAL TESTS
SELECTED – RESPONSE ITEMS
MULTIPLE – CHOICE ITEMS
TRUE/FALSE ITEMS
CONSTRUCTED – RESPONSE ITEMS
Definition
Strategies for Scoring Essay Questions
Strategies for Scoring Essay Questions
Suggestions for Writing Good Essay Items
ESSAY QUESTIONS
ALTERNATIVE ASSESSMENTS
Example of Alternative Assessment
Example of Alternative Assessment
Authentic Assessment
Evaluating a student’s knowledge or skill in a context that approximates the real world or real life as closely as possible
Performance Assessment
Performance Criteria
Specific behaviors that student need to perform effectively as part of assessment
Scoring Rubric for a Report on an Invention
Strategies for Developing Scoring Rubrics
Strategies for Developing Scoring Rubrics
Portfolio Assessment
Using Portfolios Effectively
Your grading curve and my learning curve don’t intersect. -Dave Carpenter from Phi Delta Kappan (1997)
GRADING AND REPORTING PERFORMANCE
Grading
Translating descriptive assessment information into letters, numbers or other marks that indicate the quality of a student’s learning performance
The Purposes of Grading
The Components of a Grading System
Definition
Reporting Students’ Progress and Grades to Parents
Strategies for Parent – Teacher Conferences Related to Grades and Assessment
“I don’t know why you’re so surprised by his poor grades. Every day you asked him what he did at school, and every day he answered, ‘Nothing.’”
-Art Bouthillier. Reprinted with permission.
Some Issues in Grading:
Resource
Educational Psychology by John W. Santrock. 6th Edition. pages 547 - 584
Thank you!!!
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This document discusses different types of criterion-referenced tests such as entry behavior tests, pretests, practice tests, and posttests. It also covers domains that can be assessed like verbal information, intellectual skills, attitudes, and psychomotor skills. Test items should match objectives and consider learners, context, and quality. Dick and Carey's 5 steps for creating instruments are outlined which involve identifying elements, paraphrasing, sequencing, selecting judgments, and determining scoring. The goal is to effectively evaluate learning and ensure objectives are achieved.
Creating Meaningful Rubrics
This professional development workshop teaches participants how to create meaningful rubrics that assess student learning. The workshop will provide tools for identifying the goals and objectives of student work and assessing various aspects of student products. Participants will investigate theories of rubric design, review online rubric creators, and practice developing rubrics that enhance student work while focusing on assignment goals and objectives. The workshop agenda includes discussions on starting with learning outcomes, formative and summative assessment, and designing valid and reliable rubrics using both holistic and analytic approaches.
Rubrics: Transparent Assessment in Support of Learning
Rubrics provide concise descriptions of criteria for evaluating student work or performance. They define multiple levels of quality for each criterion from excellent to poor. Rubrics benefit both students and teachers by making clear expectations, providing transparency and consistency in grading, and giving effective feedback to improve learning. Teachers can create rubrics for assignments, assessments, or course materials. Rubrics can be holistic, evaluating work as a whole, or analytic, separately rating each criterion. Moodle has a rubric tool to create and apply rubrics for grading assignments.
Rubrics for performance assessment
This document discusses two types of rubrics used for performance assessment: analytical rubrics and holistic rubrics. Analytical rubrics assess multiple criteria separately and provide a total score, allowing for detailed feedback. Holistic rubrics use a single overall score based on general impression rather than separate criteria. The document provides examples of each type and discusses their advantages and disadvantages, such as analytical rubrics taking more time but providing more specific feedback than holistic rubrics.
Concept of rubrics
This document discusses rubrics, which are scoring guides that evaluate student work based on important criteria. Rubrics clarify expectations, support student learning, and provide feedback to help students improve. They should clearly describe observable features of student work focused on demonstration rather than omission. Rubrics benefit teachers by helping align objectives and evaluation, promote consistency, and reduce assessment time. They benefit students by clarifying expectations and supporting self-assessment. Developing effective rubrics involves examining exemplar work to establish criteria and quality descriptions for different performance levels. Rubrics can be used for grading in various weighted and unweighted formats.
Rubrics
Rubrics are an assessment tool that provide criteria for evaluating student work or performance. A rubric articulates expectations for an assignment by describing levels of quality from excellent to poor. Rubrics benefit teachers by helping to coordinate instruction and assessment, and they benefit students by helping them understand expectations and learn. There are two main types of rubrics: analytic rubrics evaluate criteria separately, while holistic rubrics provide an overall evaluation.
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The document discusses various methods of performance assessment including performance testing, anecdotal records, checklists, and rating scales. Performance testing directly observes student performance on tasks requiring skills like critical thinking. Anecdotal records involve recording observations of students in narrative form. Checklists are lists to record presence/absence of behaviors. Rating scales provide qualitative and quantitative judgments of student attributes on a scale. These methods allow measuring achievements, habits, behaviors and attitudes beyond traditional tests.
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This document outlines different methods for evaluating, measuring, and documenting cognitive targets, skills, competencies, abilities, and products from targets. It discusses evaluating knowledge up to synthesis, as well as skills, competencies, abilities, and written products. Evaluation methods include written response instruments, product rating scales, performance tests, oral questioning, and observation. The document also covers attributes of valid, reliable, fair, practical and efficient assessment with ethical considerations.
Introducing rubrics
This document introduces rubrics as a criterion-referenced assessment tool. It defines a rubric as a measurement tool that describes criteria against which a performance or product is compared and measured at different levels of achievement. The document discusses two types of rubrics - analytic and holistic - and some advantages of using rubrics such as providing a common language for assessment and transparency for students. It provides guidance on developing a rubric, including identifying what to assess, looking at example models, defining characteristics and mastery levels, and describing each level. It also stresses ensuring reliability by having markers interpret the rubric consistently.
Rubrics (Analytic and Holistic)
1) A rubric is a guideline that lists the criteria used to assess the quality of student work on a scale, such as excellent to poor. It helps evaluate student performance and provides communication about expectations.
2) Good rubrics clearly describe what is being assessed, are visually appealing, reliable, valid, fair, and connected to the learning goals. Everyone should understand them consistently.
3) Key steps to designing a rubric include identifying learning goals, choosing measurable outcomes, developing or adapting a rubric, sharing it with students, assessing student work, and analyzing results.
Didactics presentation
This document discusses using self-assessment for evaluation purposes. It introduces self-assessment and explains that while commonly used for learning, it is less common for evaluation due to implementation issues. Suggested benefits of self-assessment include increased learner independence, awareness, motivation, and reduced teacher workload. Self-assessment instruments can be global ratings or self-marking tasks. Global assessments over a course, like portfolios, pre-and post-writing, and learner contracts provide a measurement of learner performance and development. With clear guidelines and criteria, self-assessment can provide reliable feedback for evaluation.
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Similar to APT 501 Assignment 5
Presentation2
This document discusses developing effective assessment instruments. It defines assessment and criteria, and outlines objectives like describing how tests are used by instructional designers. It also covers types of criterion-referenced tests, designing tests for different domains, determining mastery levels, writing test items, formats, and evaluation. Key aspects include relating all assessment back to the objectives, allowing multiple opportunities to demonstrate skills, and using tools like portfolios to assess growth over time. The goal is to create valid assessments that accurately measure learners' abilities and provide useful feedback for improving instruction.
Classroom Assessment and Grading Prepared by Rox Wale Equias
I call my tests “opportunities” to give students a different way of thinking about them. -Bert Moore
“CLASSROOM ASSESSMENT and GRADING”
Prepared by:
ROX WALE EQUIAS
CHAPTER OUTLINE
Learning Goals…
THE CLASSROOM AS AN ASSESSMENT CONTEXT
ASSESSMENT AS AN INTEGRAL PART OF TEACHING
ESTABLISHING HIGH – QUALITY ASSESSMENTS
ESTABLISHING HIGH – QUALITY ASSESSMENTS
VALIDITY – refers to the extent to which assessment measures what it is intended to measure and appropriateness of inferences from and uses of the information (McMillan, 2011). Inferences are conclusions that teachers draw from information.
Instructional Validity – is the extent to which the assessment is a reasonable sample of what went on in the classroom.
Establishing High – Quality Assessments
CURRENT TRENDS
TRADITIONAL TESTS
SELECTED – RESPONSE ITEMS
MULTIPLE – CHOICE ITEMS
TRUE/FALSE ITEMS
CONSTRUCTED – RESPONSE ITEMS
Definition
Strategies for Scoring Essay Questions
Strategies for Scoring Essay Questions
Suggestions for Writing Good Essay Items
ESSAY QUESTIONS
ALTERNATIVE ASSESSMENTS
Example of Alternative Assessment
Example of Alternative Assessment
Authentic Assessment
Evaluating a student’s knowledge or skill in a context that approximates the real world or real life as closely as possible
Performance Assessment
Performance Criteria
Specific behaviors that student need to perform effectively as part of assessment
Scoring Rubric for a Report on an Invention
Strategies for Developing Scoring Rubrics
Strategies for Developing Scoring Rubrics
Portfolio Assessment
Using Portfolios Effectively
Your grading curve and my learning curve don’t intersect. -Dave Carpenter from Phi Delta Kappan (1997)
GRADING AND REPORTING PERFORMANCE
Grading
Translating descriptive assessment information into letters, numbers or other marks that indicate the quality of a student’s learning performance
The Purposes of Grading
The Components of a Grading System
Definition
Reporting Students’ Progress and Grades to Parents
Strategies for Parent – Teacher Conferences Related to Grades and Assessment
“I don’t know why you’re so surprised by his poor grades. Every day you asked him what he did at school, and every day he answered, ‘Nothing.’”
-Art Bouthillier. Reprinted with permission.
Some Issues in Grading:
Resource
Educational Psychology by John W. Santrock. 6th Edition. pages 547 - 584
Thank you!!!
Developing Assessment Instrument
The document discusses developing criterion-referenced assessments. It explains that criterion-referenced assessments directly measure skills described in behavioral objectives and focus on gauging learner performance and instructional quality. The document provides guidance on writing test items, developing different types of assessments, setting mastery criteria, and ensuring assessments are congruent with objectives and instructional analyses. It emphasizes the importance of criterion-referenced assessments for evaluating both learners and instruction.
Apt 501 chapter_7
The document discusses developing assessment instruments for measuring learner progress and instructional quality. It covers criterion-referenced assessments that measure performance against specific standards or levels. The objectives are to describe criterion-referenced tests and different types of pre- and post-instruction assessments. It also discusses developing quality criterion-referenced test items and assessments of products, performances, and attitudes.
Assessment
A high quality assessment has three key characteristics: 1) clear learning targets that specify what students should know and be able to do, 2) appropriate assessment methods that are well-suited to evaluate the targeted learning, and 3) assessments that are valid, reliable, fair, practical and conducted ethically.
Evaluation: Determining the Effect of the Intervention
This document discusses evaluation in the instructional design process. It defines assessment, measurement, and evaluation, and explains the purpose and goals of learner evaluation. The development of learner evaluations involves examining instructional goals and objectives to determine the intended change and criteria for success. Validity and reliability are also important concepts. Evaluations can be criterion-referenced or norm-referenced. The document provides guidelines for developing various assessment techniques, including objective test items, observations, portfolios, and rubrics. Formative and summative evaluation are described as important types for gathering feedback and determining effectiveness. The role of the instructional designer is to plan and implement efficient and effective evaluations.
Professional Education reviewer for PRC-LET or BLEPT Examination
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Developing Assessment Instruments
The document discusses developing assessment instruments for instructional design. It covers:
- Types of criterion-referenced tests including entry skills tests, pre-tests, practice tests, and post-tests.
- Designing criterion-referenced tests with considerations for test format, mastery levels, test item criteria, and assessing different domains.
- Alternative assessment instruments like rubrics for evaluating performances, products, and attitudes. Portfolio assessments are also discussed.
Chapter 11 apt 501
The document discusses the process of summative evaluation according to the Dick and Carey instructional design model. It describes the purpose and phases of summative evaluation as well as how to design summative evaluations, formative evaluations, and develop assessment instruments. The document provides guidance on evaluating instructional objectives, test items, tests, and congruence in the instructional design process.
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Chapter 11 apt 501
The document discusses developing assessment instruments, focusing on revising instruction based on formative evaluation data. It describes methods for summarizing evaluation data and identifying weaknesses in materials to suggest revisions. The revision process aims to improve instructional materials, strategies, and achievement of learners based on results from formative assessments.
Test presentation
A test is a means of measuring the knowledge, skills, feelings, intelligence or aptitude of an individual or group.
Test presentation
This document discusses test design and provides guidance on creating effective test items and questions. It defines tests as a means to measure individual or group knowledge, skills, feelings, or aptitude. Tests are categorized as either objective items, which require selecting or supplying short answers, or essay questions, which permit longer form responses. The document provides tips for writing different question types, considerations for item difficulty and test specifications, and strategies for improving learning through test design.
Ppt 101 ferdinand and mujar
This document outlines various methods that teachers can use to assess student learning, including concept tests/maps, knowledge surveys, oral presentations, assignments, poster presentations, peer review, portfolios, observations, rubrics, performance-based tasks, laboratory methods, and an 8-step process for assessment. Concept tests and concept maps are useful for assessing conceptual understanding in large classes. Other methods involve having students self-assess or assess each other's work through techniques like peer review. Portfolios and observations allow teachers to evaluate student mastery over time. The 8-step process provides a framework for administering, scoring, and analyzing assessment tasks.
Developing assessment instruments
The document discusses developing assessment instruments. It describes criterion-referenced assessments which directly measure skills based on performance objectives. There are four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. When developing tests, considerations include matching learning domains to items and determining mastery levels. Effective test items use goal-centered, learner-centered, context-centered, and assessment-centered criteria. Alternative assessment instruments also require identifying elements to evaluate, sequencing elements, selecting response formats, and determining scoring.
Assessment of student learning by kyle yvonne
This document discusses different types of assessment items for measuring student learning, including interpretive test items, performance test items, and factors to consider when constructing tests. Interpretive test items measure complex learning outcomes through items like multiple choice questions based on materials like pictures or paragraphs. Performance test items aim to simulate real-life situations to assess skills. They are advantageous for measuring application of skills but are more difficult and time-consuming to develop and score reliably. When creating any test items, factors like avoiding bias, unclear directions, or clues that give away answers need to be considered.
Assessment primer
This document provides an overview of assessment methods and how to create rubrics for assessment. It discusses formative and summative assessment, as well as direct and indirect assessment methods. It also covers different types of assessment tools like rubrics, checklists, rating scales, and portfolios. Rubrics are described as composed of a task description, performance scale, dimensions being assessed, and descriptions of each performance level. The document provides examples of different rubric formats and discusses how to create rubrics and address potential biases. It emphasizes that the goal of assessment is to improve student learning by establishing learning objectives and measuring outcomes to determine if objectives are met.
A4.Guanotoa.Michael.CátedraInregradora:Diseño Desa Rec Estrategias
This document discusses different methods for assessing student performance, including product assessments and performance assessments. Product assessments evaluate work students produce and can include projects, research papers, logs or journals, and media products. Performance assessments evaluate what students can do, such as oral presentations, debates, and play-based assessments. Several aspects to include in rubrics for each type of assessment are outlined, such as preparation, organization, and knowledge gained.
Criterion-Referenced Assessment Review
This document provides an overview of criterion-referenced assessment and test development during instructional design. It discusses four types of criterion-referenced tests: entry skills tests, pretests, practice tests, and posttests. Objective tests are one of the most popular testing formats described. The document also covers alternative assessments like rubrics and portfolio assessments, noting key criteria for developing these tools.
Assessment-of-learning
The document provides information on assessment of student learning. It defines key terms like tests, measurement, assessment and evaluation. It describes different modes of assessment like traditional, performance and portfolio assessments and their advantages and disadvantages. It also outlines principles of high-quality assessment like clarity of learning targets and appropriateness of methods. Additionally, it discusses diagnostic, formative, summative and placement evaluation, as well as instructional objectives and learning taxonomies. Finally, it covers different types of tests based on purpose, scope, construction and interpretation.
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APT 501 Assignment 5
- 1. DEVELOPING ASSESSMENT INSTRUMENTS COREY L. HARRIS APT 501
- 2. BACKGROUND An assessment instrument is a part of an assessment tool that are instructions which are needed to conduct portions of the competency-based assessment.
- 3. CRITERION-REFERENCED TESTS Tests that are designed to measure a student’s performance level versus predetermined criteria.
- 4. EXAMPLES OF CRITERION-REFERENCED TESTS Entry Behavior Tests Pretests Practice Tests Posttests
- 5. ASSESSMENT ITEMS Individual task items outlined in an assessment schedule for a course.
- 6. EXAMPLES OF ASSESSMENT ITEMS Essay Fill in the blank Matching Multiple choice Document Based Questions
- 7. ESSAY A short piece of writing on a particular subject.
- 8. FILL IN THE BLANK A type of question or phrase with one or more words replaced with a blank line, giving the individual the chance to fill in the missing word.
- 9. MATCHING A term that is equivalent to another term. Giving the individual the opportunity to relate the two.
- 10. MULTIPLE CHOICE A question that is accompanied by several possible answer choices from which the individual must selct the most accurate one.
- 11. DOCUMENT BASED QUESTION An essay or series of short answer questions that is constructed by students using one’s own knowledge combined with support from several provided sources.
- 12. TEST ITEMS ARE CENTERED AROUND Assessment Learner Context Goal
- 13. ASSESSMENT CENTERED The items should be grammatically and Grammarly correct and direction should be clearly written for the students.
- 14. LEARNER CENTERED The items should be centered around the level of knowledge and course information that the learner has obtained.
- 15. CONTEXT CENTERED The information should be realistic and based around the information that has been studied.
- 16. GOAL CENTERED The items should measure the behavior and responses that are stated in the objectives.
- 17. DICK AND CAREY 5 STEPS TO CREATE AND INSTRUMENT 1. Identify the elements to be evaluated 2. Paraphrase each element 3. Sequence the elements on the instrument 4. Select the type of judgement to be made by evaluator 5. Determine how the instrument will be scored
- 19. RESOURCES Developing Assessment Instruments [Dick,Carey and Carey (2009), Chapter 7