Understanding Different Types of Educational Assessments: Assessment & Objective Matching , Study notes of Teaching method

Download Understanding Different Types of Educational Assessments: Assessment & Objective Matching and more Study notes Teaching method in PDF only on Docsity! Chapter 6 Online Assignment 1. On a matching activity students will know the definitions of assessment terms with 90% accuracy. Type the letter of the term in the blank of its definition. Use the following terms to match with definitions 1 - 10 a. Assessment b. Authentic assessment c. Criterion-referenced tests d. Evaluation e. Fairness f. Formative evaluation g. Grading to criterion h. Holistic scoring i. Norm-referenced tests j .Objective tests _____ 1. A test that evaluates a particular student's performance against a pre-established standard of criterion. _____ 2. Process of collecting a full range of information about students and classrooms for the purpose of making instructional decisions. _____ 3. Practice of assigning grades according to how well students do on a pre-defined set of objectives or standards. _____ 4. Assessment procedures that have students demonstrate their abilities to perform particular tasks in real-life situations. _____ 5. The degree to which a test is free from bias and does not discriminate against a particular group of students because of their race, ethnicity, or gender. _____ 6. Process of making judgment, assigning value, or deciding on the worth of a particular program or approach or of a student's work. _____ 7. Evaluation that occurs before or during an instruction and is used to assist with planning or making adaptations. _____ 8. Tests with items that produce answers that can be scored relatively free from bias. _____ 9. Technique for grading essay questions or other written work that emphasizes looking at the work as a whole rather than at its individual parts. _____ 10. A standardized test that evaluates a particular student's performance by comparing it to the performance of some other well-defined group of students. Type the letter of the term in the blank of its definition. Use the following terms to match with definitions 11 - 17 k. Performance assessment l. Portfolio m. Reliability n. Scoring rubric o. Standardized tests p. Summative Evaluation q. Validity _____ 11. The degree to which a test produces consistent results over several administrations. _____ 12. A detailed description of some type of performance and the criteria that will be used to judge it. _____ 13. A collection of a student's work that demonstrates the student's ability to perform particular tasks. _____14. Tests that are normally designed by professional testmakers for nationwide use and are commercially distributed. _____ 15. Assessment procedures that have students demonstrate their abilities to perform particular tasks in testing situations. _____ 16. The degree to which a test measures what it claims to measure. _____ 17. Evaluation done after instruction to determine program effectiveness or the worth of student's work. 2. On a worksheet students will classify objectives according to Types and Levels of knowledge with 90% accuracy. Classifying Objectives and Levels of Cognition and Types of learning Use the Sixth Grade Ecology Unit: Wetlands Lesson Plan (in the folder in Weekly Assignments) to create a test blueprint such as the one in Table 6.6. Use the objectives as written below. Place the number of the objective in the appropriate cell, for example objective 1 requires knowledge at the application level and would be procedural knowledge. Only the shaded boxes should have numbers. You can put more than one number in a box. Objective 1: On an essay test question students will explain how questions can be answered through scientific investigations with 80% accuracy. Objective 2: In small groups students will investigate, gather and interpret data and prepare a report on wetlands with 80% accuracy on a scoring rubric. Objective 3: Students will explain the impact of human activity on resources and on the environment in a small group discussion with 80% accuracy. Objective 4: Using the internet students will find examples of the effects of human activity on wetlands with 80% accuracy. Objective 5: On an essay test question students will make decisions regarding wetlands with the knowledge of benefits and risks with 80% accuracy. Objective 6: Using their observations small groups of students will identify patterns of natural processes and human activities that contribute to natural hazards with at least 80% according to a grading rubric. Test Item Advantages Disadvantages Construction Cognitive Level Multiple Choice Stem: One correct answer Three distracters Can be written for all cognitive levels True - False Statements must be clearly true or false. Knowledge Comprehen- sion Essay Open-ended with precise directions for answers Application Analysis Synthesis Evaluation Fill-in-the- Blank One blank per ? At end of ? May have list of terms to choose Knowledge Comprehen- sion Matching Only one topic More items for choice All on one page Limit to 6-8 items Knowledge Comprehen- sion 5. Using the completed chart of types of test questions students will write one test item for each type with 90% accuracy. (Boxes will expand to fit your question). Multiple Choice True - False Essay Fill-in-the-Blank Matching 6. Using the internet as a resource, students will find or make a rubric for project using 90% of the correct methods for rubrics. (Attach the rubric here and give the web location you used.) 7. Students will develop a plan for using assessments to produce an evaluation of student achievement using the ABC format with 90% accuracy. Develop your own assessment plan for the grade and subject that you teach or plan to teach. Use the headings below to organize your plan. a. Grade or Subject and Level: b. Describe your overall approach to assessment and evaluation: c. What weights (parts of the whole grade) will you give to: Assessment Percen t Tests Assignments Homework Quizzes Projects Other d. Will you use points, letter grades, percents? Why? e. How will you deal with participation, tardiness, group work, effort and attendance? f. Will you hold all students to the same standards or will you establish different ones for gifted students and those with learning disabilities? g. How will you justify your system to the students and parents?