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The first of these indicators and the first step a teacher must take when creating a sound assessment is making sure that it has clear purposes. (Guskey, T. 2003). The purpose of the assessment is the decision the teacher makes about why the assessment is being given, who will be taking the assessment, and what is being assessed. This indicator also makes sure that the assessment processes and results serve clear and appropriate purposes for both the teacher and the students. If the teacher properly uses clear purposes the assessment will allow the teacher to use the assessment they create to help formulate
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Another type of assessment they use to make decisions are standardized assessments. Standardized assessments are assessments constructed by experts and published for use in many different schools and classrooms to evaluate a student's understanding and knowledge for a particular area, admissions potential for a student in grade school or college, or to assess language and technical skill proficiency. (Hurt, M. 2013) The standardized tests students take is the product of about 3 years of development involving thousands of educators and rigorous research. Educators and administrators in each state construct content standards that specify what a student should know by the end of the school year, and then each state selects a testing partner. The testing partner gathers education experts to create questions that test the state’s content standards. These questions range from multiple-choice questions and essay prompts to tasks and situations. After the questions are created independent professionals, state education experts, and classroom teachers review them all multiple times. Each set of professionals review the questions to verify that there is only one correct answer to each, and that they address state standards. Once the questions are created and reviewed, they are then field-tested with groups …show more content…
Raw scores are merely the quantity of questions or problems the student answered or resolved correctly. Raw scores are impossible to decipher in terms of percentile, grade, or measured progress, because without knowing how many questions were on the test or the point value of each question the score is essentially meaningless. (Johnson & Media, 2013) A percentile rank is a type of converted score that expresses a single student’s score in comparison to their group in percentile points. These scores allow you to compare one student’s scores with a group of students who took the same test, and indicate the percentage of students tested who made scores equal to or lower than the specified score for that student. However, this type of score does not refer to the percentage of correct answers the student had on the test. (Schultzkie, 2012) Lastly, a grade equivalent score expresses the grade level of students who on average get a specific raw score. These scores were constructed on the notion that it is helpful to define a student’s progress in terms of the grade-level at which an average student attains a given level of knowledge or skill. (Munday,
Another type of assessment they use to make decisions are standardized assessments. Standardized assessments are assessments constructed by experts and published for use in many different schools and classrooms to evaluate a student's understanding and knowledge for a particular area, admissions potential for a student in grade school or college, or to assess language and technical skill proficiency. (Hurt, M. 2013) The standardized tests students take is the product of about 3 years of development involving thousands of educators and rigorous research. Educators and administrators in each state construct content standards that specify what a student should know by the end of the school year, and then each state selects a testing partner. The testing partner gathers education experts to create questions that test the state’s content standards. These questions range from multiple-choice questions and essay prompts to tasks and situations. After the questions are created independent professionals, state education experts, and classroom teachers review them all multiple times. Each set of professionals review the questions to verify that there is only one correct answer to each, and that they address state standards. Once the questions are created and reviewed, they are then field-tested with groups …show more content…
Raw scores are merely the quantity of questions or problems the student answered or resolved correctly. Raw scores are impossible to decipher in terms of percentile, grade, or measured progress, because without knowing how many questions were on the test or the point value of each question the score is essentially meaningless. (Johnson & Media, 2013) A percentile rank is a type of converted score that expresses a single student’s score in comparison to their group in percentile points. These scores allow you to compare one student’s scores with a group of students who took the same test, and indicate the percentage of students tested who made scores equal to or lower than the specified score for that student. However, this type of score does not refer to the percentage of correct answers the student had on the test. (Schultzkie, 2012) Lastly, a grade equivalent score expresses the grade level of students who on average get a specific raw score. These scores were constructed on the notion that it is helpful to define a student’s progress in terms of the grade-level at which an average student attains a given level of knowledge or skill. (Munday,