Overview of Assessment Ch. 3

Have you ever had the feeling, after taking a test, that the test was not valid indicator of your knowledge, that you really knew more but the test did not allow you to show it, or that the test seemed unfair because it asked questions about topics not covered in class? This chapter looks at some basic principles of assessment. It also looks at a number of different kinds of tests and the ways in which tests and other assessment devices can be chosen and used as to provide the most accurate and useful information. Using what you know Overview ofAssessment

Read each of the following statements. Put a check under “Agree” or “disagree” to show how you feel bout each one. If you can, discuss your responses with classmates. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Anticipation Guide

[object Object],[object Object],Principles of Effective Assessment

[object Object],[object Object],[object Object],Dynamic Assessment

[object Object],[object Object],Administering a Dynamic Assessment

[object Object],Levels of Knowledge

[object Object],[object Object],Trial Teaching

[object Object],[object Object],Dynamic Assessment Analysis

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Essential Steps in the Assessment Process

[object Object],Authentic Assessent

[object Object],Norm-Referenced Tests Norm-referenced test : the performance of students is compared to that of norming or sample group. Percentile Rank : the most-used score for norm-referenced tests of reading and writing. Percentile rank is measure of comparative standing. If students progress at the same rate, their percentile ranks stay the same. To move up to a higher percentile, they must make a better-than-average gain.

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Norm-Referenced Tests Continued..

[object Object],[object Object],[object Object],[object Object],Criterion-Referenced Tests

[object Object],[object Object],Survey versus Diagnostic Tools

[object Object],Formal versus Informal Tests

[object Object],[object Object],[object Object],Informal Tests

[object Object],[object Object],[object Object],Formative versus Summative Assessment

[object Object],Assessing for Learning: Using Formative Assessments Continued..

[object Object],[object Object],Evaluating Assessment Devices

Evaluating Assessment Devices Continued… ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],Validity

[object Object],Standard Error of Measurement Standard error of measurement ( SEM ): estimate of the difference between the obtained score and what the sore would be if the test were perfect.

Usefulness & Fairness ,[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Assessing English Language Learners

[object Object],[object Object],[object Object],[object Object],Functional-Level Assessment

[object Object],High-Stakes Tests

[object Object],Reporting To Parents

Overview of Assessment Ch. 3

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Overview of Assessment Ch. 3