Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
8 Cards in this Set
- Front
- Back
|
Norm-referenced Assessments
|
It's used to classify student learners for homogenous groupings based on ability levels or basic skills into a ranking category. NRT's are used to classify students into Advanced Placement, honors, regular or remedial classes that can significantly impact student future educational opportunities or success. Stiggins states "Norm-referenced tests are designed to highly achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers."
|
|
|
Criterion-referenced Assessments
|
It examines specific student learning goals and performance compared to a norm group of student learners. According to Bond, "Educators or policy makers may choose to use a CRT when they wish to see how well students have learned the knowledge and skills which they are expected to have mastered." Many school districts and state legislation use CRTs to ascertain whether schools are meeting national and state learning standards. Latest national mandate of "No Child Left Behind" and Adequate Yearly Progress (AYP) use CRTs to measure student learning, school performance, and school improvement goals as stractured accountability expectations. It's used in learning environments to reflect the effectiveness of curriculum implementation and learning outcomes.
|
|
|
Performance-based Assessments
|
They are currently being used in a number of state testing programs to measure the learning outcomes of individual students in subject content areas. In today's classrooms, PBAs in core subject areas must have established and specific performance criteria that start with pre-testing in the subject area and maintaining of dialy or weekly testing to guage student progress toward learning goals and objectives. To understand a student's learning is to understand how a student processes information. Effective performance assessments will show the gaps or holes in student learning which allows for an intense concentration on providing fillers to bridge non-sequential learning gaps. It includes oral and written student work in the form of research papers, oral presentations, class projects, journals, portfolio collections of work, and community service projects.
|
|
|
Informal Assessment:
ANECDOTAL RECORDS |
These are notes recorded by the teacher concerning an area of interest or concern with a particular student. These records should focus on observable behaviors and should be descriptive in nature. Should not include assumptions or speculations regarding effective areas such as motivation or interest. These records are usually compiled over a period of several days to several weeks.
|
|
|
Informal Assessment:
RATING SCALES & CHECKLISTS |
These assessments are generally self-appraisal instruments ompleted by the students or observations-based instruments completed by the teacher. The focus of these is frequently on behavior or effective areas such as interest and motivation.
|
|
|
Informal Assessment:
PORTFOLIO ASSESSMENT |
The use of student portfolios for some aspect of assessment has become quite common. The purpose, nature, and policies of portfolio assessment vary greatly form one setting to another. It contains samples of work collected over an extended period of time.
|
|
|
Informal Assessment:
QUESTIONING |
One frequent form of assessment is oral questioning by the teacher. As the teacher questions the students, s/he collects a great deal of information about the degree of student learning and potential sources of confusing for the students. While questioning is often viewed as a component of instructional methodology, it is also a powerful assessment tool.
|
|
|
page 34
|
and 35
|
