Arte387 Ch3
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The document discusses traditional strategies for assessing student learning, including tests, questionnaires, and visual identification. It describes different types of test formats like multiple choice, essays, and alternative questioning techniques. Essays are discussed as being useful for assessing higher-order thinking but not factual recall. Questionnaires and inventories are presented as self-report tools to understand student interests and abilities through questions like checklists and Likert scales. Visual identification is defined as having students match images to concepts. The document advocates using a variety of assessment strategies to best evaluate student skills and knowledge in art education.
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1) The document discusses different types of assessment including informal assessment (e.g. observations), formal assessment (e.g. tests), diagnostic assessment (e.g. pre-tests), formative assessment (e.g. observations during class), and summative assessment (e.g. exams).
2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
Alternative means of assessment and evaluations in inclusive classrooms
This document discusses alternative forms of assessment compared to traditional testing. It provides examples of alternative assessments like portfolios, student logs, and observations, and explains how they are more authentic and provide greater accountability than standard tests. The document also discusses how to develop effective scoring criteria for alternative assessments, including rubrics, checklists, and rating scales, with clear guidelines on how to create valid and reliable rubrics to evaluate student performance.
Appropriateness of assessment tools
The document discusses various assessment tools that educators can use to identify students' strengths and weaknesses in literacy and numeracy. It describes objective tests which require selecting a correct response, and subjective tests which allow for original answers. Performance assessments require students to complete real-world tasks demonstrating knowledge and skills. Portfolio assessments are based on collecting a student's work over time. Other tools mentioned include oral questioning, observation techniques like informal or formal observation, and self-reports to evaluate performance and attitude.
Alternative assessment
Brown and Hudson discuss the benefits of alternative language assessments over traditional assessments. They provide a list of positive characteristics of alternative assessments, including that they require students to perform real-world tasks, assess higher-level thinking, and provide information on student strengths and weaknesses. They also discuss the importance of reliability, validity, and reducing bias in assessments. Three categories of language assessments are identified: selected response, constructed response, and personal response. The advantages and disadvantages of different assessment types within each category are outlined.
Differences between testing and assessments
Testing, assessment, and evaluation are used to measure student learning and mastery of materials. While they are sometimes used interchangeably, they have distinct meanings. Testing specifically examines a student's knowledge through a quiz or exam to determine what they have learned. Evaluation makes judgements based on criteria and evidence. Assessment documents a student's knowledge, skills, and beliefs in a measurable way in order to promote improvement rather than just judgement. Assessment plays an important role in building student confidence in their ability to learn and developing lifelong learning skills needed for career success.
authentic assessment vs traditional assessment
Traditional assessments measure correctness through multiple choice questions and exams, while authentic assessments measure thinking processes and meaningful application of skills through performances and projects. Authentic assessments include things like portfolios, discussions, and interviews. To create an authentic assessment, educators identify standards, design real-world tasks to demonstrate mastery, establish clear criteria for evaluating performance, and create rubrics to assess student work analytically or holistically. Authentic assessments aim to better engage students and reflect their depth of understanding compared to traditional assessments.
Chapter 1 testing assessing and teaching
1. Assessment is the process of gathering information from various sources to determine how well a student is achieving curriculum expectations, while tests are a particular type of assessment that focuses on eliciting a specific performance sample.
2. There are informal assessments like unplanned feedback and formal assessments like planned sampling to appraise student achievement; formative assessments evaluate students as skills are forming and summative assessments measure skill mastery at the end.
3. Criterion-referenced assessments compare performance to objectives while norm-referenced assessments compare performance to peers; examples include standardized tests like the ACT and SAT.
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This document discusses assessment and evaluation in language teaching. It defines assessment as a formative, ongoing process to gather information on student learning, while evaluation is a summative process to determine what students have learned at the end of a course. The document also outlines key differences between assessment and evaluation, including their timing, focus, relationship to students, and findings. It emphasizes using assessment and evaluation to improve teaching and learning through defining learning outcomes, continual progress assessments, and rigorous evaluations of outcome achievements.
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2) It provides examples and details on the strengths and weaknesses of each type of assessment. Informal assessments are less structured but can provide accurate measures, while formal assessments are more concrete but may be stressful.
3) Diagnostic assessments identify student knowledge and skills before instruction, formative assessments provide feedback during learning, and summative assessments evaluate learning after instruction is complete.
Alternative means of assessment and evaluations in inclusive classrooms
This document discusses alternative forms of assessment compared to traditional testing. It provides examples of alternative assessments like portfolios, student logs, and observations, and explains how they are more authentic and provide greater accountability than standard tests. The document also discusses how to develop effective scoring criteria for alternative assessments, including rubrics, checklists, and rating scales, with clear guidelines on how to create valid and reliable rubrics to evaluate student performance.
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The document discusses various assessment tools that educators can use to identify students' strengths and weaknesses in literacy and numeracy. It describes objective tests which require selecting a correct response, and subjective tests which allow for original answers. Performance assessments require students to complete real-world tasks demonstrating knowledge and skills. Portfolio assessments are based on collecting a student's work over time. Other tools mentioned include oral questioning, observation techniques like informal or formal observation, and self-reports to evaluate performance and attitude.
Alternative assessment
Brown and Hudson discuss the benefits of alternative language assessments over traditional assessments. They provide a list of positive characteristics of alternative assessments, including that they require students to perform real-world tasks, assess higher-level thinking, and provide information on student strengths and weaknesses. They also discuss the importance of reliability, validity, and reducing bias in assessments. Three categories of language assessments are identified: selected response, constructed response, and personal response. The advantages and disadvantages of different assessment types within each category are outlined.
Differences between testing and assessments
Testing, assessment, and evaluation are used to measure student learning and mastery of materials. While they are sometimes used interchangeably, they have distinct meanings. Testing specifically examines a student's knowledge through a quiz or exam to determine what they have learned. Evaluation makes judgements based on criteria and evidence. Assessment documents a student's knowledge, skills, and beliefs in a measurable way in order to promote improvement rather than just judgement. Assessment plays an important role in building student confidence in their ability to learn and developing lifelong learning skills needed for career success.
authentic assessment vs traditional assessment
Traditional assessments measure correctness through multiple choice questions and exams, while authentic assessments measure thinking processes and meaningful application of skills through performances and projects. Authentic assessments include things like portfolios, discussions, and interviews. To create an authentic assessment, educators identify standards, design real-world tasks to demonstrate mastery, establish clear criteria for evaluating performance, and create rubrics to assess student work analytically or holistically. Authentic assessments aim to better engage students and reflect their depth of understanding compared to traditional assessments.
Chapter 1 testing assessing and teaching
1. Assessment is the process of gathering information from various sources to determine how well a student is achieving curriculum expectations, while tests are a particular type of assessment that focuses on eliciting a specific performance sample.
2. There are informal assessments like unplanned feedback and formal assessments like planned sampling to appraise student achievement; formative assessments evaluate students as skills are forming and summative assessments measure skill mastery at the end.
3. Criterion-referenced assessments compare performance to objectives while norm-referenced assessments compare performance to peers; examples include standardized tests like the ACT and SAT.
FITZROY KENNEDY, MA - TESTING & ASSESSMENT IN ELT
This document discusses assessment and evaluation in language teaching. It defines assessment as a formative, ongoing process to gather information on student learning, while evaluation is a summative process to determine what students have learned at the end of a course. The document also outlines key differences between assessment and evaluation, including their timing, focus, relationship to students, and findings. It emphasizes using assessment and evaluation to improve teaching and learning through defining learning outcomes, continual progress assessments, and rigorous evaluations of outcome achievements.
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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.
Assessment types and tasks
This document discusses different types of assessment used to evaluate learner performance. Formal assessment includes tests and exams with numerical grades, while informal assessment observes learner skills through comments without grades. Self-assessment and peer assessment also allow learners to evaluate themselves and each other. Examples of assessment tasks that can be used formally or informally include gap fills, multiple choice questions, interviews, compositions and dictation. Tasks vary in what they measure, from communication skills to language accuracy, and in how easy they are to score objectively versus subjectively. Informal methods include observation, note-taking and self/peer evaluation sheets.
Introduction to Alternative Assessment
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.
Norm referenced and Criterion Referenced Test
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
benifits of formal performance assessment
Formal performance assessment provides several benefits in education. It measures how well students can apply their knowledge and skills to authentic tasks rather than just answering multiple choice questions. Examples of formal performance assessments include presentations, speeches, and reading assessments where students are informed of the criteria ahead of time and receive a grade. Formal performance assessment allows schools to evaluate higher-level thinking, complex skills, and how students can perform hands-on activities. It also permits students to organize information and ideas on their own and express themselves comprehensively.
Alternative assessment technique rubrics
This document discusses rubrics, which are scoring tools that lay out the criteria and standards used to assess performance or products. Rubrics can be holistic, providing one overall score, or analytic, scoring different dimensions separately. They can also be general, using the same criteria across tasks, or specific, tailored to a single task. Rubrics benefit students by clarifying expectations, providing feedback, and allowing self-assessment. When used for assessment, rubrics should be shared with students beforehand and can provide both grades and guidance for improvement.
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This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Principles of high quality assessment
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Diagnostic test
It is a type of assessment given at the beginning of the instruction. It aims to identify the strengths and weaknesses of the students regarding the topic to be discussed.
A diagnostic test is a test designed to locate specific learning deficiencies in case of specific individuals at a specific stage of a learning lesson, so that specific effort could be made to overcome those deficiencies.
Diagnostic test
A diagnostic test is used to diagnose specific problems or misconceptions regarding a particular study area. It involves multiple choice or short answer questions designed around common student misconceptions. Diagnostic tests are used to assess students' understanding of key concepts before, during, and after instruction in order to help teachers identify strengths and gaps in students' content knowledge. The results are used to diagnose problems and inform remedial teaching methods targeted at slow learners.
Beyond test : alternatives assesment
The document discusses various alternatives to traditional standardized testing for language assessment. It describes the defining characteristics of alternative assessments as focusing on real-world tasks, processes, and higher-order thinking. Some alternatives discussed include performances assessments, portfolios, journals, conferences, interviews, observations, self-assessment, and peer assessment.
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This document discusses tests, assessments, and teaching, defining them and explaining their relationships. It outlines different types of assessments including formative and summative, norm-referenced and criterion-referenced tests. It also covers approaches to language testing like discrete-point and integrative testing as well as current issues involving views on intelligence and computer-based testing.
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Basic Principles of Assessment
The document discusses the importance of summarization for processing large amounts of text data. Automatic summarization systems aim to understand documents, determine the most important information, and present the key details in a condensed form while preserving the overall meaning. However, accurately summarizing text in a concise yet complete manner remains a challenging task that current systems have not fully solved.
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An overview of a variety of assessment types and alignment between stage 1 of curriculum mapping and stage 2 of assessments.
Classroom testing-tailor made test
Classroom tests should be tailored by teachers to assess their specific objectives. Teachers can design tests that fit both the class and individual students. Evaluation should not be limited to conventional paper tests, as some objectives require techniques like ratings scales, checklists, and observations. Tests provide both qualitative and quantitative information about students and are used to determine achievement of goals, assign grades, identify weaknesses, and inform teaching practices. [/SUMMARY]
Types of assessment(2)
The document discusses different types of assessments including formative assessment, which is used to identify if students have achieved the lesson objective and determine gaps. Examples of formative assessments include questioning students and collecting assignments. Summative assessment provides grades based on performance over a period of time, such as final exams. Performance assessment evaluates what students can do in real-world scenarios through demonstrations and projects.
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Classroom tests and assessment types and also instructional designs including cognitive levels of learning.
Testing and evaluation
Testing and Evaluation: Master 2 Didactics. University of Ali LOUNICI- Blida 2 . Department of English
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This document discusses concepts and principles of evaluation in education. It defines evaluation as a process of making judgements to establish goals, collect evidence of progress, make assessments, and revise procedures and goals based on those assessments. Evaluation is used to improve outcomes, processes, and goals. Formative evaluation refers to assessment during a program to identify progress and make improvements, while summative evaluation examines final effects and outcomes. The document outlines various evaluation types, purposes, characteristics, and models to systematically collect and analyze information to determine how well students are achieving educational objectives.
Essential questions
This document discusses Bloom's Taxonomy and its revision, which categorizes different types of learning objectives from simple recall to evaluation. It also discusses essential questions, which spark curiosity and require students to construct their own answers. Finally, it explains Understanding by Design, an instructional framework that begins with identifying desired learning outcomes and designing assessments to measure student understanding.
Essay assessment
Assessment is used to determine if educational objectives have been achieved. It can be formative or summative and is related to course learning objectives. Assessment measures how a student's knowledge, skills, and attitudes have changed due to academic experiences. Methods of assessment have strengths and flaws according to reliability, validity, impact on learning, acceptability, and costs. Assessment can have intended and unintended consequences like encouraging cramming over reflective learning. Characteristics of good assessment include relevance, validity, reliability, and objectivity. This document provides guidelines for creating effective essay questions, including using action verbs, structuring questions, and developing rubrics for grading.
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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.
Assessment types and tasks
This document discusses different types of assessment used to evaluate learner performance. Formal assessment includes tests and exams with numerical grades, while informal assessment observes learner skills through comments without grades. Self-assessment and peer assessment also allow learners to evaluate themselves and each other. Examples of assessment tasks that can be used formally or informally include gap fills, multiple choice questions, interviews, compositions and dictation. Tasks vary in what they measure, from communication skills to language accuracy, and in how easy they are to score objectively versus subjectively. Informal methods include observation, note-taking and self/peer evaluation sheets.
Introduction to Alternative Assessment
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.
Norm referenced and Criterion Referenced Test
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
benifits of formal performance assessment
Formal performance assessment provides several benefits in education. It measures how well students can apply their knowledge and skills to authentic tasks rather than just answering multiple choice questions. Examples of formal performance assessments include presentations, speeches, and reading assessments where students are informed of the criteria ahead of time and receive a grade. Formal performance assessment allows schools to evaluate higher-level thinking, complex skills, and how students can perform hands-on activities. It also permits students to organize information and ideas on their own and express themselves comprehensively.
Alternative assessment technique rubrics
This document discusses rubrics, which are scoring tools that lay out the criteria and standards used to assess performance or products. Rubrics can be holistic, providing one overall score, or analytic, scoring different dimensions separately. They can also be general, using the same criteria across tasks, or specific, tailored to a single task. Rubrics benefit students by clarifying expectations, providing feedback, and allowing self-assessment. When used for assessment, rubrics should be shared with students beforehand and can provide both grades and guidance for improvement.
Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Principles of high quality assessment
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Diagnostic test
It is a type of assessment given at the beginning of the instruction. It aims to identify the strengths and weaknesses of the students regarding the topic to be discussed.
A diagnostic test is a test designed to locate specific learning deficiencies in case of specific individuals at a specific stage of a learning lesson, so that specific effort could be made to overcome those deficiencies.
Diagnostic test
A diagnostic test is used to diagnose specific problems or misconceptions regarding a particular study area. It involves multiple choice or short answer questions designed around common student misconceptions. Diagnostic tests are used to assess students' understanding of key concepts before, during, and after instruction in order to help teachers identify strengths and gaps in students' content knowledge. The results are used to diagnose problems and inform remedial teaching methods targeted at slow learners.
Beyond test : alternatives assesment
The document discusses various alternatives to traditional standardized testing for language assessment. It describes the defining characteristics of alternative assessments as focusing on real-world tasks, processes, and higher-order thinking. Some alternatives discussed include performances assessments, portfolios, journals, conferences, interviews, observations, self-assessment, and peer assessment.
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Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Basic Principles of Assessment
The document discusses the importance of summarization for processing large amounts of text data. Automatic summarization systems aim to understand documents, determine the most important information, and present the key details in a condensed form while preserving the overall meaning. However, accurately summarizing text in a concise yet complete manner remains a challenging task that current systems have not fully solved.
Assessment
An overview of a variety of assessment types and alignment between stage 1 of curriculum mapping and stage 2 of assessments.
Classroom testing-tailor made test
Classroom tests should be tailored by teachers to assess their specific objectives. Teachers can design tests that fit both the class and individual students. Evaluation should not be limited to conventional paper tests, as some objectives require techniques like ratings scales, checklists, and observations. Tests provide both qualitative and quantitative information about students and are used to determine achievement of goals, assign grades, identify weaknesses, and inform teaching practices. [/SUMMARY]
Types of assessment(2)
The document discusses different types of assessments including formative assessment, which is used to identify if students have achieved the lesson objective and determine gaps. Examples of formative assessments include questioning students and collecting assignments. Summative assessment provides grades based on performance over a period of time, such as final exams. Performance assessment evaluates what students can do in real-world scenarios through demonstrations and projects.
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Classroom tests and assessment types and also instructional designs including cognitive levels of learning.
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This document summarizes a research project on visual culture education between Northern Illinois University and a partnership K-8 school. Over the course of two years, university art education students taught lessons incorporating visual culture to experimental groups while control groups received regular instruction. Pre- and post-tests examined how students interpreted images in terms of description, narration, and emotional response. Analysis found that the visual culture instruction improved students' abilities to analyze and discuss art in more depth, increased their social awareness, and strengthened writing skills. The study will continue to assess student development in visual literacy and teacher preparation.
01202011
This document lists information for 8 famous artworks from different artists and eras. It provides the title, artist, year created, and current location for works such as Fernand Leger's Leisure: Homage to Louis David, Piet Mondrian's Broadway Boogie Woogie, Pablo Picasso's Girl before a Mirror, and Vincent van Gogh's Van Gogh’s Bedroom. The works are located in museums around the world, including the Museum of Modern Art in New York and museums in Oslo, Amsterdam, and Florence.
3lesson4plan2taskanalysis
The document provides guidance on task analysis and writing learning objectives for lesson plans. It explains that task analysis involves breaking down tasks into observable sequential steps. It also provides a formula and examples for writing clear, measurable learning objectives that specify the context, desired student behavior, degree of achievement, and concepts/skills to be learned. Assessment criteria should directly relate to the objectives and focus on the specified behavior and achievement level.
Momo presentation
This document summarizes an interdisciplinary teaching project that integrates storytelling, visual art, and music based on the Japanese folktale "Momotaro." It provides details on sample lessons that use music and art to teach students about the story and Japanese culture. The lessons engage students in singing, playing instruments, crafting character headdresses, and acting out the story. The document also compares illustrations of "Momotaro" in American and Japanese books and describes how the story is celebrated through food, art, and festivals in Okayama City, Japan.
Who’sWhoinNIU2010WMC
The document profiles several musicians involved with world music programs at Northern Illinois University (NIU) and beyond:
1) Yung-Hsin Chen is a Chinese music expert and conductor of NIU's Chinese Music Ensemble.
2) The musical group Hewar combines influences from Middle Eastern, jazz, classical, and other genres. Members include Kinan Azmeh, Dima Orsho, Issam Rafea, Kinan Abu-Afach, and Omar Al-Musfi.
3) Several musicians have international performance experience, including with Yo-Yo Ma's Silk Road Project and recordings that have been in film soundtracks.
Arte387 Ch6
The document discusses summative assessments, which evaluate completed work or programs. It describes test blueprints that guide summative tests, scoring rubrics, and different methods of referencing student scores against standards or peers. The document also discusses converting scores to grades and determining grading policies for art classrooms.
Arte387 Ch5
This document discusses formative and summative assessment in art education. Formative assessment is used throughout instruction to monitor student progress and provide feedback, while summative assessment evaluates student learning at the end of a period of instruction, such as a lesson, unit, or course. The document provides examples of assessment strategies that can be used for different art disciplines and cognitive domains, such as paraphrasing to assess critical thinking or attitude scales to evaluate student mindsets. It also covers topics like scoring rubrics, exit levels, and grading systems for summative assessment.
Arte387 Ch8
This document discusses validity and reliability in art education assessments. It defines validity as ensuring inferences from test scores are validated based on 12 criteria like relevance, complexity, and meaningfulness. Reliability means consistency of scores and can be improved using techniques like clear scoring criteria, training scorers, and item analysis. While an assessment can be reliable without being valid, it cannot be valid unless it is also reliable. The document emphasizes art educators need to understand these concepts to effectively evaluate student learning beyond the classroom.
Arte387Ch8
This document discusses validity and reliability in assessment. Validity refers to whether inferences made from test scores are appropriate, which is ensured by addressing 12 validation criteria like relevance, content, and consequences. Reliability refers to consistency of scores and is necessary for validity. Reliability can be improved through clear scoring rubrics, multiple scorers, and item analysis to evaluate assessment items. An assessment cannot be valid without first being reliable.
Arte387Ch4
This document discusses various strategies for scoring and judging student artworks, including checklists, tallies, rating scales, critiques, interviews, observations, and student self-assessments. It defines objective and subjective scoring and notes that objective scoring will produce the same results across scorers while subjective scoring may produce different results depending on the individual scorer. It also outlines several types of errors that can occur with rating scales.
Arte387 Ch2
The document discusses various strategies for performance-based assessment in art education, including portfolios, journals, group projects, and exhibitions. It notes that performance assessment takes time but is important for evaluating student learning and curriculum. Portfolios specifically allow students to show progress, skills, and achievements over time. Teachers must plan how to manage and evaluate performance assessments in their classrooms.
Arte387 Ch1
The document discusses assessment in art education. It defines assessment and explains that assessment can occur at the classroom, district, state, and national levels. Assessment is used to diagnose student strengths and weaknesses, monitor progress, improve teaching, and receive feedback. A quality assessment should be student-oriented, involve cooperation and collaboration, and allow student participation. Assessments should have clear criteria, use examples, and be flexible. They should evaluate both the artistic process and products. Effective assessments are continuous, formative, multi-layered, and apply all visual art disciplines.
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- 1. Chapter Three : Traditional Strategies: Tests, Questionnaires and Visual Identification