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Assessment and evaluation

Assessment and evaluation. Chapter 6. Assessment refers to the full range of information gathered and synthesized by teachers about their students and their classrooms. Assessment is a continuous process and is tied to instruction .

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Assessment and evaluation

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  1. Assessment and evaluation Chapter 6

  2. Assessment refers to the full range of information gathered and synthesized by teachers about their students and their classrooms. • Assessment is a continuous process and is tied to instruction.

  3. Information gathered can be informal – such as through observation and verbal exchange. • It can be gathered through formal means such as homework, tests, and written reports.

  4. Evaluations

  5. Evaluation refers to the process of making judgments, assigning value, or deciding worth. • Evaluationsare either formative or summative.

  6. Formative Evaluations: are collected before or during instruction and are intended to inform teachers about their students’ prior knowledge and skills in order to assist with planning.

  7. Summative Evaluations are efforts to use information about students or programs, after a set of instructional activities has occurred. • Summative evaluations are designed so that judgments can be made about accomplishments of a particular student, group of students, or teacher on a set of learning goals or objectives.

  8. A test is said to be reliable when it produces dependable results consistently. • A test is said to be valid when it measures what it claims to measure. • A test is said to be fair if it offers all students the same chance to doing well and if it does not discriminate against a particular group of students because of race, ethnicity, or gender.

  9. High stakes testing describes the situation where test scores are used to make important decisions such as placement or admissions to education programs or institutions. • The results of the tests are used to make judgments about the effectiveness of schools and teachers and most important, to decide the future educational and job opportunities available to students.

  10. Standardized and Criterion Reference Tests

  11. Standardized tests are have been designed and validated by professional test makers for specific purposes such as measuring academic achievement or literacy levels. • Examples of standardized tests include the Stanford Achievement Test (SAT), the California Achievement Test (CAT) used by many colleges and universities in making entrance selections. To be certified as a teacher, you will have to take the Texas Examination of Educator Standards (TExES).

  12. Two major types of standardized tests are used to measure student abilities and achievement. • Norm Referenced Test • Criterion Referenced Test

  13. Norm referenced tests: • attempt to evaluate a particular student’s performance by comparing it to the performance of some other well-defined group of students on the same test.

  14. Criterion Referenced Tests: • measure student performance against some agreed upon level of performance or criterion (pre-established standard or criterion).

  15. Advantages and Disadvantages • Norm- referenced tests allow comparisons within a particular school, district, or state. • Norm- referenced tests, however, will not tell very much about how well a specified set of school or teacher objectives are being accomplished, nor will they tell how students are currently doing in comparison to past performance on locally derived objectives.

  16. Advantages and Disadvantages • Criterion- referenced tests, on the other hand, can provide information about a student’s level of performance in relation to some specified body of knowledge or list of agreed- upon objectives or standards. • However, the results of criterion –referenced tests, do not allow for comparing the performance of students in a particular locale with national norm.

  17. The Teacher’s Classroom Assessment Program • The three main purposes are to: • Diagnose Prior Knowledge • Provide corrective feedback • Test for Summative Evaluation and Reporting

  18. Student Portfolios

  19. A collection of a student’s work that requires performance in context. • Contents: • Test and Quizzes • Prompts • Performance Tests • Projects/Products/Artifacts • Portfolios are scored using rubrics. • A scoring rubric is a detailed description of some type of performance

  20. Performance Assessment/Authentic Assessment • Performance Assessments want students to demonstrate that they can perform particular tasks, such as writing an essay, doing an experiment, interpreting the solution to a program, playing a song, or painting a picture. • Authentic Assessment takes these demonstrations a step further and stresses the importance of the application of the skill or ability within the context of a real life situation.

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