Chapter16 Classroom Assess.ppt

1、C H A P T E R 16Classroom Assessment,Copyright The McGraw-Hill Companies, Inc. Permission required for reproduction or display.,Classroom AssessmentChapter Outline,The Classroom as an Assessment Context Assessment as an Integral Part of Teaching Making Assessment Compatible with Contemporary Views o

2、f Learning and Motivation Creating Clear, Appropriate Learning Targets Establishing High-Quality Assessments Current Trends Traditional Tests Selected-Response Items Constructed-Response Items,2,Classroom Assessment Chapter Outline, continued,Alternative Assessments Trends in Alternative Assessments

3、 Performance-Based Assessments Portfolio Assessment Grading and Reporting Performance The Purpose of Grading The Components of a Grading System Reporting Students Progress and Grades to Parents Some Issues in Grading,3,Classroom Assessment Chapter Outline, continued,Computers and Assessment Using Co

4、mputers for Assessment Constructing, Printing, Administering, and Scoring Tests Electronic Portfolios Record Keeping,4,Classroom Assessment,Learning Goals for Chapter 16 1.Discuss the classroom as an assessment context. 2.Provide some guidelines for constructing traditional tests. 3.Describe some ty

5、pes of alternative assessments. 4.Construct a sound approach to grading. 5.Identify some uses of computerized assessment.,5,Classroom Assessment,THE CLASSROOM AS AN ASSESSMENT CONTEXT,Assessment as an Integral Partof Teaching,Current Trends,Making Assessment Compatible withContemporary Views of Lear

6、ning and Motivation,Creating Clear, Appropriate Learning Targets,Establishing High-Quality Assessments,6,Classroom Assessment,Pre-Instruction Assessment: Previous grades, standardized test scores, and informal classroom observations Formative Assessment: Ongoing observation and monitoring that guide

7、s instructional decisions Summative Assessment: Formal assessment done to document student learning,Assessment is an integral part of teaching.,7,Classroom Assessment Contemporary Views of Learning GuideAssessment Decisions,- Evaluate how students: Construct knowledge and understanding Set and reach

8、 goals Think critically and creatively - Challenge, but not cause students to become discouraged - Include some performance-based methods of assessment,8,Assessments should:,Classroom Assessment,LEARNING TARGETS Define what students should know and be able to do and provide the criteria for judging

9、whether students have attained the stated learning target TYPES OF TARGETS Knowledge, reasoning and thinking, learning products, and student affect,9,Classroom Assessment,Constructed- ResponseItems,TRADITIONAL TESTS,Selected-ResponseItems,10,Traditional Tests,Traditional Tests are typically paper-pe

10、ncil tests in which students select from choices, calculate numbers, construct short responses, and write essays. Two main types: Selected-Response Items Constructed-Response Items,11,Traditional Tests,Selected-Response Items: Objective format where a scoring key is created and applied by the examin

11、er True-False Items,12,Traditional Tests,Selected-Response Items: Objective format where a scoring key is created and applied by the examiner Multiple Choice Items,13,Traditional Tests,Constructed-Response Items: Scoring requires some judgment on the part of the examiner Short-Answer Items Essay Ite

12、ms .,14,Traditional Tests,Items Analysis: Methods used to evaluate the quality of test items Item Difficulty Index is the percentage of students who obtain the correct answer to an item. Rank-order the scores, highest to lowest. Select the top third and the bottom third scores. Determine the percent

13、age of high/low scorers by adding a zero. Add the percentage of high and low and divide by 2. high % + low % = difficulty index 2,15,Traditional Tests,Items Analysis: Methods used to evaluate the quality of test items Item Discrimination Index: Reflects the items ability to discriminate between indi

14、viduals who scored high and those who scored low on the entire test. Percentage correct in high-scoring group minus Percentage correct in low-scoring group = Item Discrimination Index,16,Classroom Assessment,Portfolio Assessment,ALTERNATIVEASSESSMENTS,Performance-Based Assessment,Authentic Assessmen

15、t,17,Alternative Assessments,Authentic assessment includes dance, music, art, and physical education, papers, projects, experiments, and portfolios.,Authentic assessment means evaluating a students knowledge or skill in a context that approximates real world or real life as closely as possible.,18,A

16、lternative Assessments,Direct Assessment Realism Activities with no “correct” answer Group and individual performance Self-assessment Open-ended tasks involving higher level thinking,Performance-Based Assessments are evaluated when specific criteria (behaviors) are performed by the student.,19,Alter

17、native Assessments,Artifacts: Students papers and homework Reproductions: Documentation of a students work outside the classroom Attestations: Teachers or others documentation of a students work Productions: Documents prepared especially for the portfolio,Portfolio Assessment: Consists of evaluating

18、 a systematic and organized collection of a students work that demonstrates the students skills and accomplishments.,20,Classroom Assessment,GRADING AND REPORTING PERFORMANCE,The Purposes of Grading,Some Issuesin Grading,Reporting Students Progress and Grades to Parents,The Components of a Grading S

19、ystem,21,Grading and Reporting Performance,“The Purposes of Grading”,Motivational: Students are motivated to achieve high grades and to fear low grades,Informational: The grade represents the teachers summary judgment of student performance,Administrative: Help determine class rank, graduation, and

20、promotion,Guidance: Help in appropriate course selection and identifying students with special needs,22,Grading and ReportingPerformance,Based on comparison of students performance with classmates Referred to as “grading on the curve” Grading scale determines what percentages get a particular grade,Based on comparisons with predetermined standards Referred to as “absolute grading” Grading is based on level of mastery,A students performance can be graded by comparing it to the performance of other students, o