Classroom AssessmentBasics of Assessment- Measuremento The description of an event or characteristic using numbers (data)- Assessmento Includes measuremento Also includes all kinds of ways to sample and observe student’s skills, knowledge,and abilitieso Judgment we make about data we collected- Formative Assessmento Occurs before or during instructiono Usually ungradedo Helps form instruction- Summative Assessmento Occurs after instructiono Summarizes students accomplishmento Usually graded- Norm-Reference Testingo Performance compared to average performance of otherso Often cover a wide range of general objectives o Do not tall if students are ready for advanced materialo Not appropriate for affective and psychomotor objectives- Criterion-Referenced Testingo Performance compared to a pre-establishes standardo Measure mastery of very specific objectives- Test Reliability o Likelihood that scores remain constant across time and conditionso They yield stable and consistent results- Test Validityo Likelihood that test is measuring what it is intended to measure- Absence of Biaso Bias occurs when tests include material that offends or unfairly penalizes a group of students because of the students’ gender, SES, race, or ethnicity - Culture-Fair Testso Have not proved to solve the problem of assessment biasClassroom Assessment: Testing- Traditional Testingo Objective Tests Include multiple-choice, true/false, fill-in, and matching Should be written with specific guidelines in mindo Essay Tests Writing and scoring requires careful planning Evaluation and scoring include criteria to discourage bias in scoringAuthentic Classroom Assessments- Authentic Assessmento Requires students to perform tasks and solve problems that are similar to real-life performances that will be expected of them outside of schoolo Includes assessments on writing, speaking, listening, creating, critical thinking, research and application- Portfolioso A collection of student’s worko Sometimes chosen to represent growth, or featuring “best work”- Exhibitionso Performing real-life tasks in meaningful contexts- Informal Assessmentso Ungraded (formative) assessmentso Help teachers to make instructional decisionso Student observations and checklists, questioning, self-assessmentGrading- Norm-Referenced Gradingo Student standing compared to other studentso Grading on the curveo Not recommended- Criterion-References Gradingo Usually indicated how well the individual student has met each of several objectives- Effect of Gradingo Value of Failing Some failure may be positive if appropriate feedback is providedo Retention Affiliated with dropout, low self-esteem, and lack of job opportunities Better to promote , but provide extra support- Would you promote a student that has not met the requirements for promotion? Why or why