EMAIL US ON
7th Edition
PDF DOWNLOAD
B)
R
EU
SS
T
ORIGINAL FROM PUBLISHER
OI
+
NN
ASSESSMENT
CLASSROOM
CO
(SM
ED
James H. McMillan
ALL CHAPTERS
M
FOR MORE AFFORDABLE FILES CHECK OUT US ON: WWW.MEDTESTBANKS.COM
, Instructor’s Manual and Test Bank
M
For
ED
Classroom Assessment
CO
Principles and Practice for Effective Standards-Based Instruction
NN
Seventh Edition
James H. McMillan, Virginia Commonwealth University
OI
SS
Prepared by
EU
Susan A. Mauck, Ohio State University
R
,Chapter 1–The Role of Assessment in
Teaching and Learning
Introduction
The activities suggested for this chapter will help emphasize the key points of this chapter,
regardless of whether or not the students have read the chapter. The activities help to set the stage
for the purposes of assessment in general and classroom assessment in particular. The chapter
will help students gain insights into the nature and purposes of classroom assessments and how
assessment is an on-going process that takes on many different forms.
The learning outcomes for Chapter 1 are:
M
1.1 Understand the nature of classroom assessment, its purposes and characteristics, and how
ED
classroom assessment differs from other types of assessment.
1.2 Understand and be able to give examples of how classroom assessment of, for, and as learning
CO
can be integrated with instruction.
1.3 Know how different contextual factors, such as high-stakes accountability testing and theories
of learning, influence teacher decision making about how classroom assessments are designed
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and implemented in a specific classroom.
Suggested Activities
OI
Activate Prior Knowledge
SS
This activity is to get students to think about assessment experiences in their lives and reflect on
what made them either positive or negative.
EU
• Ask students to think of a time when they felt good about an assessment event in their own
lives and write down a few ideas about what contributed to the positive experience.
R
• Next, ask them to think of a time when they felt bad about an assessment event in their own
lives and write down a few ideas about what contributed to the negative experience.
• Have students share what they wrote with a partner. After a few minutes, request that some
of the students share their thoughts with the whole class.
• Make two charts: Factors Contributing to Positive Experiences and Factors Contributing to
Negative Experiences. Ask students to summarize the two lists and then draw conclusions
or generalizations about positive and negative factors.
Understanding the Content
As a result of the following card sort activity, students will gain an understanding of the various
types of and purposes for assessment.
, Provide students with sticky notes, 3x5 note cards, or small slips of paper and ask them to quickly
write one way on each note or card to indicate the different ways they have been assessed as
students (~1–2 minutes). Next ask them to quickly do the same for the different ways they have
assessed students (~1–2 minutes).
Next, have students work together in small groups or as one large group to sort their cards into
similar categories. Once the cards are sorted, divide students into as many groups as there are
categories of cards. Give one category of cards to each group and have students come up with a
label for their category. Allow students to re-categorize some of the cards.
On a chart, list the categories down the left side (rows) and make columns across the top listing
the different users of the assessment information: teachers, parents, building administrators,
central office administrators, school board, public, students. Ask the following questions:
1. Who is the primary user of the data or information from the assessment method?
M
2. Who makes decisions based on the information?
ED
Place a checkmark in the appropriate cells of the table to indicate which audiences use the
information. A question mark can be used to question whether the audience really uses the
information or merely looks at the scores. When the chart is completed, have the students make
CO
inferences and draw conclusions based on the information in the chart.
Sample Chart
NN
Supt/School Board
Central Admin.
OI
Bldg. Admin.
Teachers
Students
Parents
Others
Public
SS
√ √ √ √ √ √ √
EU
Standardized tests
Teacher-made tests √ √ √
R
Observation √
Oral questioning √
Homework √ √ ?
Classwork √ ?
Projects √ √ ?
Reports √ √ ?
Screening tests √ √ √ √
Extend and Refine Understanding
7th Edition
PDF DOWNLOAD
B)
R
EU
SS
T
ORIGINAL FROM PUBLISHER
OI
+
NN
ASSESSMENT
CLASSROOM
CO
(SM
ED
James H. McMillan
ALL CHAPTERS
M
FOR MORE AFFORDABLE FILES CHECK OUT US ON: WWW.MEDTESTBANKS.COM
, Instructor’s Manual and Test Bank
M
For
ED
Classroom Assessment
CO
Principles and Practice for Effective Standards-Based Instruction
NN
Seventh Edition
James H. McMillan, Virginia Commonwealth University
OI
SS
Prepared by
EU
Susan A. Mauck, Ohio State University
R
,Chapter 1–The Role of Assessment in
Teaching and Learning
Introduction
The activities suggested for this chapter will help emphasize the key points of this chapter,
regardless of whether or not the students have read the chapter. The activities help to set the stage
for the purposes of assessment in general and classroom assessment in particular. The chapter
will help students gain insights into the nature and purposes of classroom assessments and how
assessment is an on-going process that takes on many different forms.
The learning outcomes for Chapter 1 are:
M
1.1 Understand the nature of classroom assessment, its purposes and characteristics, and how
ED
classroom assessment differs from other types of assessment.
1.2 Understand and be able to give examples of how classroom assessment of, for, and as learning
CO
can be integrated with instruction.
1.3 Know how different contextual factors, such as high-stakes accountability testing and theories
of learning, influence teacher decision making about how classroom assessments are designed
NN
and implemented in a specific classroom.
Suggested Activities
OI
Activate Prior Knowledge
SS
This activity is to get students to think about assessment experiences in their lives and reflect on
what made them either positive or negative.
EU
• Ask students to think of a time when they felt good about an assessment event in their own
lives and write down a few ideas about what contributed to the positive experience.
R
• Next, ask them to think of a time when they felt bad about an assessment event in their own
lives and write down a few ideas about what contributed to the negative experience.
• Have students share what they wrote with a partner. After a few minutes, request that some
of the students share their thoughts with the whole class.
• Make two charts: Factors Contributing to Positive Experiences and Factors Contributing to
Negative Experiences. Ask students to summarize the two lists and then draw conclusions
or generalizations about positive and negative factors.
Understanding the Content
As a result of the following card sort activity, students will gain an understanding of the various
types of and purposes for assessment.
, Provide students with sticky notes, 3x5 note cards, or small slips of paper and ask them to quickly
write one way on each note or card to indicate the different ways they have been assessed as
students (~1–2 minutes). Next ask them to quickly do the same for the different ways they have
assessed students (~1–2 minutes).
Next, have students work together in small groups or as one large group to sort their cards into
similar categories. Once the cards are sorted, divide students into as many groups as there are
categories of cards. Give one category of cards to each group and have students come up with a
label for their category. Allow students to re-categorize some of the cards.
On a chart, list the categories down the left side (rows) and make columns across the top listing
the different users of the assessment information: teachers, parents, building administrators,
central office administrators, school board, public, students. Ask the following questions:
1. Who is the primary user of the data or information from the assessment method?
M
2. Who makes decisions based on the information?
ED
Place a checkmark in the appropriate cells of the table to indicate which audiences use the
information. A question mark can be used to question whether the audience really uses the
information or merely looks at the scores. When the chart is completed, have the students make
CO
inferences and draw conclusions based on the information in the chart.
Sample Chart
NN
Supt/School Board
Central Admin.
OI
Bldg. Admin.
Teachers
Students
Parents
Others
Public
SS
√ √ √ √ √ √ √
EU
Standardized tests
Teacher-made tests √ √ √
R
Observation √
Oral questioning √
Homework √ √ ?
Classwork √ ?
Projects √ √ ?
Reports √ √ ?
Screening tests √ √ √ √
Extend and Refine Understanding
