Principles AND PROCEDURES OF CLASSROOM ASSESSMENT

Learning GOAL: Distinguishes between sound and unsound rules and processs.

Directions:Indicate whether each of the undermentioned statements represents asound ( S )orunsound ( U )rule or process of schoolroom appraisal by circling the appropriate missive to the left of the statement.

S U 1. The first measure in mensurating schoolroom acquisition is to make up one’s mind on the type of trial to utilize.Second

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

S U 2. Classroom appraisal should be based on nonsubjective informations merely.Uracil

S U 3. The type of schoolroom appraisal used should be determined by the public presentation to be measured.Second

S U 4. Effective schoolroom appraisal requires the usage of a assortment of appraisal techniques.Second

S U 5. Appraisal techniques should replace teacher observation and judgement.Uracil

S U 6. Mistake of measuring must ever be considered during the reading of assessment consequences.Second

Learning Goal: State the significance of trial, measuring, and appraisal.

Directions:In your ain words, province the significance of each of the undermentioned footings.

Trial:

A trial is an rating given to measure cognition and accomplishments of pupils. Entails different subdivisions providing for assorted abilities.

Measurement:

Procedure of delegating Numberss to persons degree of public presentation, command of constructs or features.

Appraisal:

An rating which will find the extent to which pupils have learnt what you have as your larning results, if you have accomplished your aims.

Meaning OF CRITERION-REFERENCED AND NORM-REFERENCED INTERPRETATIONS

Learning GOAL: Distinguishes between illustrations of each type of reading.

Directions:Indicate whether each of the undermentioned statements represents acriterion-referenced ( C )reading or anorm-referenced ( N )reading by circling the appropriate missive.

C N 1. Erik obtained the highest mark on the reading trial.Nitrogen

C N 2. Carlos can place all of the parts of a sentence.C

C N 3. Connie can type 60 words per minute.C

C N 4.John earned an mean mark on an arithmetic trial.Nitrogen

C N 5. Tonia defined merely 20 per centum of the scientific discipline footings.C

C N 6. Mare set up her research lab equipment faster than anyone else.Nitrogen

Learning GOAL: Writes statements stand foring each type of reading.

Directions:Write three statements that representcriterion-referencedreadings and three statements that representnorm-referencedreadings.

Criterion-referenced readings:

  1. Paul can add 10 braces of Numberss.
  2. Mary can compose 5 complete sentences.
  3. Sylvia can label all parts of a flower.

Norm-referenced readings:

  1. Evaldo came in 3rd in Math category.
  2. Ofelia scored highest in English test.
  3. Mark wrote the best verse form among all schools in the Toledo District.

Concerns AND ISSUES IN TESTING AND ASSESSMENT

Learning GOAL: Identifies factors related to concerns and issues in proving and appraisal.

Directions:Indicate whether trial specializers wouldagree ( A )ordisagree ( D )with each of the undermentioned statements depicting concerns and issues in proving and appraisal by circling the appropriate missive.

A D 1. Many of the unfavorable judgments of proving are the consequence of misunderstanding and abuse of trial tonss.A

A D 2. A common misunderstanding of tonss on trials and appraisals is to presume they measure more than they do.A

A D 3. Testing doesnonhold any unwanted effects on pupils.Calciferol

A D 4. If a peculiar group receives lower tonss on a trial, it means the trial is biased against members of that group.Calciferol

A D 5. It is good pattern to post tonss on standardised trials so that pupils in a category can see how their public presentation compares to that of their equals.A

A D 6. Test anxiousness may take down the public presentation of some pupils.A

Learning GOAL: Lists the possible effects of pupils and parents analyzing school testing and assessment consequences.

Directions:List the advantages and disadvantages of the legal demand that pupils and parents must be provided with entree to school proving and assessment records.

Advantages:

Students can follow up on advancement in their topics.

Students are motivated more. Parents supervise and supervise their child’s advancement.

They can see teacher if they wish to seek more information about child’s public presentation because they know their kid is go throughing or neglecting.

Disadvantages:

Students can change their consequences in some manner or another to avoid parents’ confrontation on failures.

Parents may be biased in respects to the consequences of their children’s appraisal and cause dissensions between instructor and parent.

FACTORS AND CONDITIONS INFLUENCING VALIDITY

Learning GOAL: Identifies the influence of appraisal patterns on cogency.

Directions:Indicate whatinfluenceeach of the undermentioned appraisal patterns is most likely to hold on cogency by circling the appropriate missive to the left of each statement, utilizing the undermentioned key.

KEY R = Raise cogency ; L = Lower cogency.

R L 1. Increase point trouble by utilizing more complex sentence construction.Liter

R L 2. Increase the figure of points mensurating each particular accomplishment from five to ten.Liter

R L 3. Replace multiple-choice points with short-answer points for mensurating the ability to specify footings.Roentgen

R L 4. Replace multiple-choice points by laboratory public presentation undertakings for mensurating ability to carry on experiments.Roentgen

R L 5. Use selection-type points alternatively of supply-type points to mensurate spelling ability.Roentgen

R L 6. Use an essay trial to mensurate factual cognition of historical events.Roentgen

Learning GOAL: Lists factors that lower appraisal cogency.

Directions:In the infinite provided below, list as many factors as you can believe of that might take down the cogency of a schoolroom appraisal.

Factors that lower cogency of a schoolroom appraisal:

  1. Learning results are non the same as to what is tested.
  2. Complexity is increased to dispute pupils that possess changing accomplishments merely to be unjust with pupils.
  3. Number of points provided is excessively much given a limited clip to finish appraisal.

Performance Appraisals

Learning GOAL: Identifies features of and principles for the usage of public presentation appraisals.

Directions:Indicate whether measuring specializers wouldagree ( A )ordisagree ( D )with each of the undermentioned statements refering public presentation appraisals by circling the appropriate missive.

A D 1.The belief that proving and assessment forms direction has led to increased accent on public presentation appraisals.A

A D 2.Authentic appraisal is routinely achieved by the debut of public presentation appraisals.A

A D 3.Many advocates of public presentation appraisals accept the thought that “what you test is what you get.”A

A D 4.Tasks necessitating extended responses have been the mark of most unfavorable judgments of proving and appraisal.A

A D 5.Anything that can be measured by a public presentation appraisal undertaking could besides be measured by a multiple-choice trial.Calciferol

Learning GOAL: Identifies advantages and disadvantages of performance-based appraisals.

Directions:List some of the major advantages and disadvantages of performance-based appraisals.

Advantages:

Implement practically the accomplishments of pupils.

Students feel confident and have greater opportunity to go through.

Students who are non good with theory will make better practically.

Disadvantages:

Students must hold knowledge to execute a accomplishment, hence pupils must besides make pen and paper appraisals.

Performance-based appraisals necessitate more clip and therefore more concentration and at some cases it requires utmost attention in operation.

TYPES AND USES OF CLASSROOM TESTS AND ASSESSMENTS

Learning GOAL: Relates type of trial point or appraisal undertaking to information needed.

Directions: For each of the undermentioned inquiries, indicate which type of trial point or assessment undertaking provides the most utile information by circling the appropriate missive to the left of the inquiry.

KEY P = Placement

F = Formative

S = Summative

P F S 1. Are pupils doing satisfactory advancement in larning to do connexions among major mathematical constructs?F

P F S 2. What types of mistakes are pupils doing in larning grammar?F

P F S 3. Should Carman be encouraged to inscribe in an advanced mathematics class?Phosphorus

P F S 4. Is Michael ready for direction on the new unit?F

P F S 5. What concluding class should Lizanne receive in the scientific discipline class?Second

P F S 6. How make my pupils rank in accomplishment.Second

Learning GOAL: States whether a criterion-referenced or norm-referenced trial is more utile for a peculiar usage and justifies the pick.

Directions: For each of the inquiries 1-6 above, ( 1 ) province whether a criterion-referenced trial or a norm-referenced trial would supply more utile information, and ( 2 ) explain, in a sentence or two, why you think that trial type would be more utile.

  1. Criterion-referenced trial: Identify specific challenges that hinder advancement and seek redress to better in failings.
  2. Criterion-referenced trial: Determine specifically the mistakes to turn to in order to better public presentation.
  3. Norm-referenced trial: Determine the competency of Carman by comparing to a group of rational intelligence.
  4. Criterion- referenced trial: Michael’s degree of public presentation accomplishment will be outlined to cognize if he has command of the unit.
  5. Criterion-referenced trial: All of Lizanne’s assessment consequences should reflect her ability to execute specific undertakings and be given a class.
  6. Norm-referenced trial: Students’ accomplishment can be compared to others based on ranking or a group. This should put an thought of the degree of accomplishment that pupils have.

VALIDITY AND RELATED CONCEPTS

Learning GOAL: Identifies the nature of cogency.

Directions:Indicate which of the undermentioned statements refering cogency arecorrect ( C )and which areincorrect ( I )by circling the appropriate missive.

C I 1. A trial is by definition valid if it is consistent.C

C I 2. Cogency is a affair of grade ( e.g. , high, low ) .C

C I 3. Cogency is a general quality that applies to assorted utilizations of assessment consequences.I

C I 4. Cogency is a unitary construct.I

C I 5. An nonsubjective trial is by definition valid.C

C I 6. Cogency may be described by the correlativity of assessment tonss with a standard step.C

Learning GOAL: Distinguishes amongcogency,dependability, andserviceability.

Directions:Briefly describe the cardinal characteristic of each construct.

Cogency: The cogency of an appraisal is how appropriate and meaningful was the appraisal based on what was expected to be the learning result.

Dependability: Dependability of assessment consequences refers to the consistence of the consequences stand foring specific accomplishments that are assessed or rated by the scorer.

Serviceability:

Serviceability of appraisal refers to the easiness of usage and the practicality.

COMPARISON OF VALIDITY AND RELIABILITY

Learning GOAL: Identifies similarities and differences between cogency and dependability.

Directions: Indicate whether each of the undermentioned statements is characteristic ofcogency ( V ),dependability ( R ), orboth ( B ), by circling the appropriate missive to the left of the statement.

V R B 1. Can be expressed by an anticipation tabular array or arrested development equation.Volt

V R B 2. Refers to the consistence of a measuring.Roentgen

V R B 3. Is frequently based on a comparing with an external standard.Roentgen

V R B 4. May be used to foretell future behaviours.Volt

V R B 5. Compares public presentation on two halves of an appraisal.Volt

V R B 6. Contributes to more effectual schoolroom instruction.Bacillus

Learning GOAL: Explains the relationship between cogency and dependability.

Directions: In the appropriate infinites below, briefly explain each of the undermentioned statements.

1. If assessment consequences are extremely valid, they will besides be extremely dependable.

If the consequences are extremely valid they will be extremely dependable because if others rated the appraisal, the consequences would be the same. The consistence indicates that it can be relied upon.

2. If assessment consequences are extremely dependable, they may or may non be valid.

Appraisal may hold been on incorrect things and done systematically, generalising beyond accomplishment sphere, hence consequences may be extremely dependable but non valid because it is nonmeaningful.

3. In choosing an appraisal, cogency has precedence over dependability.

Validity of an appraisal will foreground and be directed to what is the expected result, it must be appropriate, relevant and meaningful to do illations from.

x

Hi!
I'm Niki!

Would you like to get a custom essay? How about receiving a customized one?

Check it out