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Presented by Kelly Hampp

Helpful Assessment Guidelines. Presented by Kelly Hampp. Assessment Defined . An assessment is a demand for student performance that provides evidence from which teachers can draw meaningful inferences about students’ level of knowledge and skills. Types of Assessment.

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Presented by Kelly Hampp

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  1. Helpful Assessment Guidelines Presented by Kelly Hampp

  2. Assessment Defined • An assessment is a demand for student performance that provides evidence from which teachers can draw meaningful inferences about students’ level of knowledge and skills.

  3. Types of Assessment • Pre-Assessment • given way in advance to have time to score and plan • Formative • given at least every 2 weeks • Post • should be given 3 days before the end of the unit • Summative assessment • graded • All assessments feedback should be provided within 72 hours

  4. Multiple Choice Test Guidelines • Should be one best answer • Positive wording, no negatives • No cues or hints • Avoid “none of the above,” “all of the above,” and “I don’t know” • Avoid distracters

  5. Incomplete Statement • Put the line to be filled in at the end of the statement • Makes students read the whole question before answering • Provide an answer bank • One blank per question • Ask straight questions so students don’t have to turn it around

  6. Short Answer and Essay Questions • Include a brief explanation in directions • Be specific about how many examples • Avoid subjective language • Some, few, good, many, most, little, creative, etc. • Quantify • Use objective language • Specific • Measurable • Observable • Understandable • Matched to task directions • Provide a scoring guide

  7. Short Answer Example • The title of our book was The Warriors. Write a paragraph answering the following question.Why do you think the author, Joseph Bruchac, made this the title of his book? Provide two examples from the book to support your answer. In a second paragraph respond to the following question. What does it mean to be a warrior? Provide at least one example from the book, or your own life to support your answer.

  8. Use of Rubrics • Avoid subjective language • Complete, adequate, general, most, successfully, etc. • Use objective language • Specific, measurable, observable, understandable, and matched to task directions • Include words from the standards and essential questions • Use qualitative or quantitative wording • Goal is to reach Proficient, but also have an exemplary category which reaches proficient standards and beyond • Also include progressing and beginning.

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