At the end of a unit or lesson, we want to know if our students understood the material being presented. This learning is documented through different types of assessment. Having a variety of assessments are needed to ensure that all students' learning is being accounted for. Chapter 7 looks at the types of assessment and how to create tests and quizzes.
1. What is the purpose of assessment? (p. 258-259)
2. Define the three stages of assessment. (p. 261)
3. How might you assess what a student says? (p. 261-262)
4. How might you assess what a student does? (p. 261-262)
5. How might you assess what a student writes? (p. 263-264)
6. What do you feel are some of the important points the author makes about grading? (p. 276-270)
7. The author describes 12 different types of assessment items. Choose 4 you feel you might use in the classroom and briefly describe. (p. 276-282)
#1.
ReplyDeleteThe purpose of assessment is to assist in student learning, to identify student’s 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 student’s future, and to provide data in order to communicate wit and involve parents/guardians in their children’s learning.
#2.
The three stages of assessment are:
1. Diagnostic assessment- the assessment of the student’s knowledge and skills before the new instruction.
2. Formative assessment- the assessment of learning during the instruction.
3. Summative assessment- the assessment of learning after the instruction, ultimately representing the final grade.
#3.
You should listen to the student’s oral reports, questions, responses, and interactions with others to observe the student’s attentiveness, involvement in class activities, creativeness, and responses to challenges.
#4.
While listening to what the student is saying, you should also be observing the students nonverbal behaviors. You can observations with checklists and scoring rubrics. Assessing what a student does goes hand in hand with what a student says (question 3).
#5.
When assessing what a student writes you can use worksheets, written homework and papers, student journals, writing projects, student portfolios and tests. Students writing assignments, test items, and scoring rubrics should be criterion referenced. You as the teacher should read nearly everything a student writes, and should provide written or verbal comments about the student’s work, and be positive in those comments.
#6.
ReplyDeleteThe author says “A teacher’s concern should not be with deciding which students are better than others but in helping all of them succeed.” I believe this is true because teachers are there to help the students learn, succeed, and move on in life not to try and trick them by giving them bad grades, tricky test questions, or worry about who is better than the other. Another key point the author talks about is how to label your grades and to let the students know from the get go how your grading scale works and grading method. Make sure students are clear on late work, extra credit if given, and on making up work.
#7.
1. Essays
I believe I would use essays because this type measures conceptual knowledge and higher mental processes. It provides practice in written expression and can be used in performance assessment. Also essays help prepare high school students for college. The student talks about their specific topic but also continues their improvement on their English and spelling.
2. Matching
I think I would use matching because there are many different ways to match up certain things for certain topics. It gets students out of the norm of following a basic assessment outline, but also gives the students sometimes a small break from stress of an assessment because the answers are given to you.
3. Multiple Choice
I would use multiple choice questions because like the matching the answer is given which might allow the student to stress less on making a choice because they know the right answer is given. Also you can change the severity or hardness of multiple choice questions depending on the topic and grade level. Multiple choices questions are also much easier and quicker to correct.
4. Short Explanation
I believe I would use this type of assessment because it makes the students regurgitate what they have learned. Also short explanations are not as long as essay questions. Short explanation will also allow the students to try to explain an answer rather than just circling or saying true or false. Some students can explain the right answers if they are able to write it out. The issue with short explanation and essay is that it will take longer to correct.