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Objective and Performance Assessments
Transcript of Objective and Performance Assessments
Assessments Assessment: The way we measure student growth, understanding, and performance in a course, on a particular content standard, or across multiple content standards Objective Assessments Performance
Assessment Any assessment that measures content understanding through an original, student-constructed response Criteria 1: Multiple Evaluative Criteria
A performance assessment should be judged using multiple criteria, not just one. For example, an essay would be judged using the 6 Traits of writing. Criteria 2:
Prespecified Quality Standards Examples of Performance Assessments Each of the evaluative criteria are determined and explained before the assessment is judged. For example, the rubric could be class generated or, simply, shared with the students before the assignment is due. Judgemental Appraisal Assessment relies on teacher judgement because there is more than one correct response. RUBRIC: Create a comic strip using the characters from the story but have them take a new adventure. Assess student understanding of characterization. After reading a chapter on plant biology, have students "discover" a new species of plant in the Amazon rainforest. Students need to draw and label a detailed sketch of their new plant. Assess student understanding of plant structure and biology and, perhaps, ecosystem. Narrate a soldier's experiences in WWI in the form of a journal of at least 25 entries. Assess student understanding of the events and conditions of WWI. Any assessment that measures content through a single correct response. There is no human judgment in scoring. Examples of Objective Assessments State/National Standardized Tests Multiple Choice (SR) Test Short Answer Tests, where there is only one correct response Reliability and Validity So you have an assessment. Now what? Validity: The extent to which the inferences a teacher makes based on assessment data are correct. Reliability: The extent to which an assessment measures what you want it to measure. If a test is valid, if the inferences you make are correct, then the test will also be reliable. In other words, if I design an assessment to measure student understanding of the major themes in common between To Kill a Mockingbird and A Raisin the Sun, and infer from a high score that a student is able to make connections across literature texts, and my assumption is correct, then my test is both valid and reliable. ways to test validity and reliability Identify the skills and content standards you want to assess before you create your assessment. Assess student performance on the assessment. Students who understand the content (as determined through formal and informal assessments throughout the unit) should perform well. If they do not, something may be wrong with the validity or reliability of your assessment. Test students with the same assessment at different times. For example, test them one week or one month apart to determine if the assessment yields the same results. Create an alternate form of the assessment. You see this often with national and state standardized tests.
Taylor, C.S., & Nolen, S. B. (2008). Classroom
Assessment: Supporting Teaching and
Learning in Real Classrooms (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.
Popham, W.J. (2011). Classroom Assessment:
What Teachers Need to Know (6th ed.).
Retrieved from The University of Phoenix eBook Collection database. REFERENCES