Choosing and preparing authentic assessment
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The document discusses choosing assessments for students and describes rubrics. It provides examples of analytic and holistic rubrics to evaluate multimedia presentations. Rubrics are defined as performance-based assessments that specify achievement levels and contain matrices of standards and scores. The document emphasizes that teachers should carefully choose assessments that are appropriate for their purpose in evaluating students.
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Choosing and Preparing for Authentic Assessment
This document discusses choosing and preparing for authentic assessment. It explains that there is a broad range of assessment tools a teacher can use, and the most important consideration is the purpose of assessing. Analytic and holistic rubrics are described and examples are provided. The strengths of performance-based assessments using rubrics are explained. Constructing rubrics depends on the teacher's purpose for assessing students. Types of rubrics and examples are given.
Performance assessment by rubric method
This document discusses performance assessments and provides examples. Performance assessments evaluate students' ability to perform tasks by producing their own work using their knowledge and skills. They require students to apply deep understanding and reasoning skills. Examples include singing, playing an instrument, or completing a project. Performance assessments integrate assessment with instruction, provide opportunities for formative feedback, and are more authentic and engaging for students. However, they can be difficult to score reliably and require significant time from teachers and students. The document also discusses process-oriented performance assessments, which evaluate the process students undergo rather than just the final product or output.
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The document outlines the stages of test construction including determining test aspects, planning content and format, writing test items, preparing items, reviewing items, pre-testing, validating items, and providing guidelines for constructing test items. It discusses determining test purpose and scope, sampling content representative of the course material, avoiding test-wiseness, reviewing items after sufficient time, analyzing pre-test results, and ensuring a range of difficulty levels and skills are assessed.
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This document discusses product-oriented learning competencies and task designing. It defines student performances as targeted tasks that lead to a final product or learning outcome. Products can demonstrate a range of skills and tasks can include behavioral expectations. Learning competencies should target three levels - novice, skilled, and expert. They can be defined based on what the minimum, additional, and aesthetically pleasing parts of the final product illustrate. Effective task designing considers the complexity, appeal, creativity, and goal-based nature of the assigned project or activity.
Chapter 3(designing classroom language tests)
This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
Designing classroom language tests
This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Comparitive Education Performance Based Assessments vs Traditional Assessment
Performance Based Assessments (PBAs) are technical skill assessments based on industry standards that document students' performance levels. PBAs involve hands-on demonstrations of skills rather than traditional multiple choice tests. Culinary and Early Childhood Education students piloted PBAs which involved hands-on food preparation assessments scored by chefs and portfolios scored by instructors. Students found the PBAs more meaningful and reflective of their skills compared to traditional tests. While PBAs require more planning and resources, they better prepare students for their future careers.
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This document discusses choosing and preparing for authentic assessment. It explains that there is a broad range of assessment tools a teacher can use, and the most important consideration is the purpose of assessing. Analytic and holistic rubrics are described and examples are provided. The strengths of performance-based assessments using rubrics are explained. Constructing rubrics depends on the teacher's purpose for assessing students. Types of rubrics and examples are given.
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This document discusses product-oriented performance-based assessment. It involves assessing students' actual performance through products they create. Products can include work targeting skills like reading, writing, speaking and listening. Teachers evaluate students' proficiency on tasks based on rubrics. Assessment targets three levels - novice, skilled, and expert. Tasks and products are designed to be at an appropriate complexity, be appealing, encourage creativity, and be goal-based to attain learning objectives.
Assessment of Learning
This document discusses product-oriented learning competencies and task designing. It defines student performances as targeted tasks that lead to a final product or learning outcome. Products can demonstrate a range of skills and tasks can include behavioral expectations. Learning competencies should target three levels - novice, skilled, and expert. They can be defined based on what the minimum, additional, and aesthetically pleasing parts of the final product illustrate. Effective task designing considers the complexity, appeal, creativity, and goal-based nature of the assigned project or activity.
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This document discusses key considerations for designing classroom language tests. It begins by outlining 5 critical questions to guide test design: 1) purpose of the test, 2) objectives, 3) how specifications reflect purpose and objectives, 4) task selection and arrangement, and 5) scoring and feedback. It then elaborates on each question, providing guidance on defining the test purpose and objectives, ensuring specifications align, selecting authentic and practical tasks, and determining appropriate feedback. The document also outlines common test types like proficiency, placement, and achievement tests and gives practical steps for test construction, including assessing clear objectives, developing specifications, devising tasks, and designing multiple-choice items.
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This document discusses key considerations for designing classroom language tests. It begins by outlining critical questions to guide the design process, including the purpose and objectives of the test. It emphasizes that test tasks and specifications should logically reflect the purpose and objectives. The document then discusses selecting and arranging test tasks, as well as scoring, grading and providing feedback. It also outlines different types of language tests and practical steps for test construction, including assessing clear objectives, drawing up specifications, devising tasks, and designing multiple choice items to measure specific objectives clearly.
Comparitive Education Performance Based Assessments vs Traditional Assessment
Performance Based Assessments (PBAs) are technical skill assessments based on industry standards that document students' performance levels. PBAs involve hands-on demonstrations of skills rather than traditional multiple choice tests. Culinary and Early Childhood Education students piloted PBAs which involved hands-on food preparation assessments scored by chefs and portfolios scored by instructors. Students found the PBAs more meaningful and reflective of their skills compared to traditional tests. While PBAs require more planning and resources, they better prepare students for their future careers.
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The document provides guidance on developing tests and assessments. It discusses determining test objectives and population, planning with test specifications, writing test items, preparing appropriate formats, reviewing items, pre-testing, and validating items. Test specifications serve as a blueprint and should include an outline, skills assessed, and item types. Taxonomies like Bloom's and SOLO can help classify learning outcomes and assess complexity. Sample test formats are also outlined, such as for the SPM 1119 English exam in Malaysia. The goal is to develop valid and reliable assessments that accurately measure the intended objectives.
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The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
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The document discusses the process of test construction. It describes the key steps as including planning, design, and development. In the planning phase, test developers must decide the goal, format, and tasks for the test. In the design phase, material is collected and draft versions are written and evaluated. The development phase involves piloting the test on sample users and revising it based on analysis of piloting results to determine validity and reliability before finalizing the test. The overall process emphasizes iterative development, evaluation, and refinement of test items and versions.
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This document discusses guidelines for designing classroom language tests. It begins by outlining critical questions to consider when designing a test, such as the purpose of the test, its objectives, how test specifications and items will reflect the purpose and objectives, and how the test will be scored. It then describes different types of language tests, including aptitude, proficiency, placement, diagnostic, and achievement tests. Finally, it lists practical steps for designing tests, such as assessing clear objectives, developing test specifications, devising test tasks, and designing multiple-choice items to measure specific objectives in a simple, direct manner.
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The document outlines the steps for developing a valid and reliable test: 1) determining test specifications, 2) planning by preparing a table of specifications, 3) writing test items, 4) preparing appropriate test formats, 5) reviewing test items, 6) pre-testing the test, and 7) validating test items through analyzing item difficulty, discrimination, and facility. The goal is to design a test that accurately measures the intended objectives and skills at an appropriate level of difficulty without cultural bias.
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The document provides guidance on designing classroom language tests. It discusses the purpose and objectives that should guide the test design and selection of test tasks. It also describes different types of language tests, including language aptitude tests, proficiency tests, placement tests, diagnostic tests, and achievement tests. For achievement tests specifically, it notes they should assess objectives and classroom lessons over a particular time period, either short-term like quizzes or long-term over an entire course. Effective test construction involves clear objectives, test specifications, devising test tasks, and designing multiple-choice items. The specifications should outline the test, skills to be tested, and item formats.
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Choosing and preparing authentic assessment
- 1. Objectives: 1. The students should be able to create a rubrics based on what they have learned. 2. The students should be able to explain the importance of choosing the best assessment to be use.
- 2. Choosing and preparing for authentic assessment. โข There is a broad range of assessment tools from which the teacher can choose from. However, the most important consideration is the purpose of the teacher in assessing. โข One format of authentic assessment is the rubric. ( Intel Essentials, version 2, 2005).
- 3. What is a RUBRIC? A rubric is aperformance- based assessment which specifies the level of achievement the students must exhibit. It contains matrices of specific standards and corresponding scores.
- 4. Analytic Rubric to Evaluate a Multi-media Presentation
- 7. A Holistic Rubric to Evaluate a Multi-media Presentation
- 9. The Rating Scale โกThe rating scale is another tool which can be used to evaluate the projects of students. It can be used also for other purpose like assessing the contributions of individual students in their group works.
- 10. Rating scale for Evaluating Multi-Media Pesentation on Soi Erosion.
- 14. Evaluation: Why is it important that a teacher must choose the best and appropriate assessment to be used.