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Measuring Complex Achievement

Measuring Complex Achievement. Linn and Gronlund Chapters 9, 10, 11…. Extras from Chapter 9. When writing an Interpretive Exercise, be sure to select info that is new to the student… (suggestion #3 in the book) See p.221 http://www.mvk.usace.army.mil/offices/ed/edh/docs/bullet.txt.

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Measuring Complex Achievement

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  1. Measuring Complex Achievement Linn and Gronlund Chapters 9, 10, 11…

  2. Extras from Chapter 9 • When writing an Interpretive Exercise, be sure to select info that is new to the student… (suggestion #3 in the book) See p.221 • http://www.mvk.usace.army.mil/offices/ed/edh/docs/bullet.txt

  3. Extras from Chapter 10… • If you can measure something with objective questions, do so. • If you want kids to write well, then you need to assess them on it. • Essay questions aren’t reliable, they take forever to grade, and are limited in scope. • The book says about optional questions…

  4. Chapter 10 cont… • Look at the rubrics in the book… (p.242 ff) • Now for their suggestions (my take….) • Restrict the questions • Make an outline of the answer • Do all the questions one at a time • Don’t look at the student’s name

  5. More from 10… • Advantages of essays: • Can measure complex outcomes • Integrates higher order thinking (Bloom) • Easy to write • Disadvantages: • Reliability • Time • Little Content

  6. Extras from Chapter 11… • Student Teaching is a Performance Based Assessment • Scoring Rubrics and Rating Scales p.262 • Interview Forms for TEP admittance • Likert Scale (lykert scale) • Checklists • Student participating in the process

  7. Chapter 11 cont… • Errors • Personal Bias • Generosity Error – too easy • Central Tendency Error – everyone’s in the middle • Severity Error – too hard • Halo Effect

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