Educational Assessment - DRC1 (WGU) Already Passed

Educational Assessment - DRC1 (WGU) Already Passed Alternative assessment As an educator, you are tired of standard paper and pencil exams. Instead, you have elected to experiment with a simulation where students demonstrate their abilities to complete an experiment. Authentic assessment Upon completion of the unit, students will be expected to accurately capture photographs using manual functions on a camera. The final assessment includes students demonstrating the skills of ISO, exposure, white balance, and aperture control, resulting in a properly exposed photograph. Performance assessment You have designed an assessment requiring students to demonstrate the skills required for writing a story, Students must write an original story all necessary components of plot composition. Diagnostic assessment (definition) Focuses on the common sources of error encountered by students, so that the learning difficulties can be pinpointed and remedied. Diagnostic assessment Can be used when student's learning problems are so persistent that they cannot be resolved by the corrective help of the formative assessment. Summative assessment (definition) Given at the end of instruction to certify mastery or assign grades. Summative assessment Typically comprehensive in coverage, including both tests and performance assessments. Formative assessment Used to monitor student progress during instruction. Placement assessment (definition) Covers the intended learning outcomes of the planned instruction. Placement assessment This type of assessment is used prior to instruction. Content Standards Describe what students should know and be able to do at the end of a specific period of learning. Instructional objectives Describe how the student will demonstrate achievement of the learning outcomes. Effective achievement assessments can contribute to: (4) Retention Transfer of learning The evaluation of instructional effectiveness Student motivation Assessment "of" learning The manner in which educators inform stakeholders of how students are doing. (with a summative assessment) Assessment "for" learning How teachers make adjustments to teaching throughout the instructional process. (with a formative assessment) Assessment "as" learning Focused on making the students part of the assessment process (with a formative assessment/self assessment) Authentic assessments Apply the knowledge to real-life situations the students might experience as adults Traditional assessments Focus more on the skill or knowledge itself than on application Why is it important to use both types of assessment (authentic/ traditional) in your classroom? Authentic assessments may not cover all of the needed content or knowledge for the unit, while a traditional assessment may only test the skills themselves, rather than the application of those skills. You want to use technology to create a formative assessment as part of a unit on the four seasons for your first grade students. What is the first step? View the relevant national, state, and/or district standards in a database. You are planning a series of formative assessments for your seventh grade social studies unit on the three branches of government. What are the components that should be included in order to adhere to principles of formative assessment design? (4) Basing the assessment on relevant standards Challenging items that elicit understanding Feedback that is provided during instruction Collaboration between the teacher and the student As you prepare the formative assessment on the four seasons you locate online banks of assessments and/or assessment items. Although these resources may be helpful, what limitation might they also possess? They may test only basic concepts or skills. Mr. Su gives an assessment everyday at the end of math instruction. He gives the assessments to: check student's progress on learning the material covered A weekly spelling quiz is an example of what type of assessment? Summative assessment Mrs. Alvarez expects her students to use a ruler to accurately measure lengths of objects to the quarter of an inch? After several days of instruction, she gives her students a quiz. Mark misses four questions out of five on the quiz. Does Mark meet the learning objectives? (T or F) False What should Mrs. Alvarez do based on Mark's assessment data? Provide more instruction on measuring Give three statements that are true of performance-based assessments 1-Helpful when assessing oral communication and/or reading 2-Based on classroom instruction and everyday tasks 3-May not yield one single, correct answer Standardized assessment (pertaining to ELL's) They may not accurately measure an ELL's content knowledge or abilities Informal assessment (pertaining to ELL's) They can provide a more well-rounded picture of the student's skills and ongoing progress Portfolio assessments Are practical ways of assessing student work throughout the year with descriptive records of a variety of student work over time Types of information in Portfolio assessments Information, sample work, and evaluations Scaffolding assessments Allow ELL's to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers. Differentiated scoring Scores content knowledge separately from language proficiency. How do you score content for ELL's with differentiated scoring? Look at how well ELL's understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses. What are 3 benefits of using visible criteria in performance-based assessments 1-Students understand how they will be evaluated 2-Students know what is expected of them 3-Students can capitalize on their strengths as visual learners Four Elements needed to design a performance-based assessment that supports learning for ELL's 1-Designed for the students' proficiency level 2-Make criteria for evaluation clear to the students 3-Require meaningful tasks 4-Show students how to monitor their own work Basic Interpersonal Communicative Skills (BICS) Refers to a student's ability to understand basic conversational English, sometimes called social language. Cognitive Academic Language Proficiency (CALP) Refers to a student's ability to effectively understand and use the more advanced and complex language necessary for success in academic endeavors, sometimes referred to as academic language. Cognates Words that sound similar in two languages and have the same meaning (fantastic, fantastico) Referents Words that are used to represent other words. (Bring me the thing that is on the desk) Syntax The grammatical arrangement of words in a sentence. 5 ways teachers can support ELL students' comprehension Speak more slowly, Speak clearly, Monitor vocabulary, Use multimodal techniques, Simplify syntax Ongoing Assessment Assessing before, during, and after teaching a unit to gather information critical to providing effective instruction. Readiness Refers to a student's knowledge and skill level regarding given content. Interest Refers to topics, skills, or activities that pique a student's curiosity or inspire him or her. Learning profile Refers to a student's preferred method of learning new information or skills and to environmental factors that influence a student's learning. Differentiated teaching The approach in which teachers adjust their curriculum and instruction to maximize the learning of all students. What are the three ways a teacher can differentiate their instruction to reach students on different leves Content, Process, Product Content Knowledge and skills students need to master Process Activities student use to master the content Product Methods students use to demonstrate learning What are the six broad categories the exceptionalities fall into Intellectual, Communicative, Sensory, Behavioral, Physical, Multiple Performance-based tests Measures complex learning that cannot be evaluated via paper and pencil tests, although scoring is often for individuals rather than groups. Essay tests Measures the highest levels of learning outcomes, but scoring can be impacted by writing skill, bluffing, grammar, and handwriting. Short answer tests Guessing is less likely, but responses are time-consuming to score. Multiple Choice tests Highly structured, and clear tasks are provided. However, finding good distractors can be difficult. Interpretive tests Efficient means of measuring the interpretation of printed information, but questions are subjective and can include extraneous clues. Matching tests Short reading and response time, but also restricted to simple knowledge outcomes. True/False tests Useful when there are only two possible alternatives, but there is no way to know that the student knows the correct information. Authentic Assessments Mimic application of skills to "real world" settings Performance Assessments This type of assessment asks students to demonstrate their understandings by performing a task. Alternative Assessments This type of assessment provides alternatives to traditional paper-and-pencil assessments. The teaching and learning process consists of what three interrelated components? Curriculum Instruction Assessment Mastery measurement (MM) A form of classroom assessment conducted on a regular basis. Once a teacher has determine the instructional sequence for the year, each skill in the sequence is assessed until mastery has been achieved. Then the next step is introduce an assessed. Curriculum-based measurement (CBM) A form of classroom assessment conducted on a regular basis. All skills in the instructional curriculum are assessed by each test (for probe) across the year. A pre-determined instructional sequence is not required. What are the 6 steps of Curriculum-based measurement 1-Create or select appropriate tests (probes) 2-Administer and score the probes 3-Graph the scores 4-Set goals 5-Make instructional decisions 6-Communicate progress