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Chapter 7: Assessing and Reporting Student Achievement

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Chapter 7: Assessing and Reporting Student Achievement Michael Giorgio June 11, 2008 Purposes and Principles To assist in student learning To identify students ... – PowerPoint PPT presentation

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Title: Chapter 7: Assessing and Reporting Student Achievement


1
Chapter 7 Assessing and Reporting Student
Achievement
  • Michael Giorgio
  • June 11, 2008

2
Purposes and Principles
  • To assist in student learning
  • To identify students strengths and weaknesses
  • To assess the effectiveness of a particular
    instructional strategy
  • To assess and improve the effectiveness of
    curriculum programs
  • To assess and improve teaching effectiveness
  • To provide data that assist in decision making
    about a students future
  • To provide data in order to communicate with and
    involve parents/gaurdians in their childrens
    learning

3
Assessment Classifications
  • Verbal
  • Oral
  • Written
  • Visual
  • Pictures
  • Diagrams
  • Manipulative
  • Materials
  • Equipment
  • Performing

4
Assessing Student Learning What a student says
and does
  • Maintaining a record book
  • List desirable behaviors
  • Record observations as quick as possible
  • Audio and video recordings
  • Computer software
  • Professional judgment toward desired behavior
  • Discuss comments with student

5
Assessing Student Learning What a student writes
  • Student writing assignments, test items, and
    scoring rubrics should be criterion referenced
  • Read nearly everything a student writes
  • Provide written comments about the students work
    and be positive

6
Types of Assessment
  • Diagnostic
  • Preassessment
  • Skill and intellectual development
  • Formative
  • During instruction
  • Summative
  • After instruction
  • High-Stakes
  • Serious consequences
  • Performance
  • Student response being assessed
  • Authentic
  • Assessment

7
Formal Testing
  • Standardized tests
  • High-stakes exams
  • Aligned with Grade level expectations
  • Possibly required for graduation or advancement
    in grade level
  • Strictly regulated
  • Usually an entire school or grade is tested
    regularly

8
Informal Testing
  • Assess and aid in curriculum development
  • Determine teaching effectiveness
  • Help students develop positive attitudes,
    appreciations, and values
  • Help students increase their understanding and
    retention of facts, principles, skills, and
    concepts
  • Motivate students
  • Provide diagnostic information for planning for
    individualization of the instruction
  • Provide informational data for students and their
    parents/gaurdians

9
Guidelines When preparing informal assessments
  • All objectives or standards are being measured
  • Each item should be clear to all students
  • Each item should be reliable
  • Include several kinds of items and assessment
    instruments
  • Plan each item to address both the least prepared
    and the best prepared students

10
Student Portfolios
  • Selected Work Portfolio
  • Work selected by teacher
  • Short term (one unit)
  • Longitudinal or Growth Portfolio
  • Outcome-driven goals
  • Entire school term
  • Thematic units of study
  • Passport or Career Portfolio
  • Enables student transitions
  • Used toward professional portfolio

11
Checklists for Portfolios
  • Contents should reflect course goals, learning
    standards, and target objectives
  • Determine the materials that should be kept.
    Announce when, how and what criteria portfolios
    will be reviewed
  • Maintenance should be students responsibility
  • Portfolios should remain in the classroom
  • Encourage students to customize their portfolio
  • Students should date all items
  • They should not be compared to other students
    portfolios

12
Confirming Validity Does it measure up?
  • Create a grid of specifications
  • Develop the grid so that it measures both
    behavior and content knowledge
  • Behavior relates to three domains
  • Cognitive
  • Affective
  • Psycomotor
  • Cognitive is the only domain that can be measured
  • Based of Blooms Taxonomy
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • evaluation

13
References for Grading
  • Criterion-Referenced
  • Standard based
  • Preset by objectives
  • Degrees of achievement
  • Letter based grades
  • Norm-Referenced
  • Relative accomplishments
  • Normal curve
  • Not recommended for determining student grades

14
Assessment Items
  • Arrangement
  • Completion Drawing
  • Completion Statement
  • Correction
  • Essay
  • Grouping
  • Identification
  • Matching
  • Multiple Choice
  • Performance
  • Short Explanation
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