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Short History of Assessment

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Authentic Assessment. Norm Referenced. 1920. World War I ... Examples of Authentic Assessment. Rubrics (specific criteria teaching is planned around criteria) ... – PowerPoint PPT presentation

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Title: Short History of Assessment


1
Short History of Assessment
  • By Jeanne Pfeifer

2
Major Changes in Assessment
  • Norm Referenced Tests
  • Criterion Referenced Tests
  • Authentic Assessment

3
Norm Referenced
1920
World War IIQ Screening
4
Norm Referenced
  • Based on the Bell Curve
  • Use standardized tests
  • Comparing students to students
  • Want to create a spread
  • Item analysis
  • Distinguish items High achievers get correct
    and low achievers get wrong
  • Used for screening people in and out

5
Criterion Referenced
1970
1920
Criterion Referenced Testing Began
6
Criterion Referenced
  • Specific standards established
  • Certain information/learning is necessary to
    continue the next steps of learning.
  • Students learning is compared to the criteria or
    standards (NOT to each other)
  • Assumption If students do not reach standards,
    find other means of teaching students
  • Banks of testing items created to match different
    types of curriculum (mostly multiple items)

7
Authentic Assessment
1980s
1970
1920
Authentic Assessment
8
Authentic Assessment
  • Not all of what we teach can be assessed by paper
    and pencil tests nor by multiple choice items
  • Students need to demonstrate what they learned
    performance based (based on constructivist
    learning theory)
  • Assessment is different than testing or grading
    (closer to diagnosis)
  • Multiple means of assessment

9
Examples of Authentic Assessment
  • Rubrics (specific criteriateaching is planned
    around criteria)
  • Includes attention to non-academic or difficult
    to assess
  • Cooperative learning
  • Critical thinking skills
  • Social learning
  • Differentiates summative vs. formative assessment
  • Portfolios

10
Rubrics
  • Have layers
  • May be based on developmental levels
  • May be weighted for different categories at
    different times of the years
  • Need to be sensitive to the time to present to
    learners
  • Too earlyoverwhelming (havent taught it yet)
  • Too latenot useful for modifying or developing
    products
  • Eventually students can develop rubrics (they
    have internalized the criteria)
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