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High Quality Classroom Assessment

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by

Sheila Cardinoza

on 5 July 2013

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Transcript of High Quality Classroom Assessment

Notes
Clarity of Learning Targets
Clarity of Learning Targets
Clarity of Learning Targets
ESTABLISHING HIGH QUALITY CLASSROOM ASSESSMENT
Cognitive Targets
Skills, Competencies and Ability Targets
Skills
Refers to specific activities or tasks that student can proficiently do.
Skills can be clustered together to form specific competencies
PRINCIPLES OF HIGH QUALITY ASSESSMENT
A. Clarity of Learning Targets

B. Appropriateness of Assessment Methods

C. Properties of Assessment Methods

D. Assessment Standards and Concerns
Products, Outputs and Project Targets
LEVEL OF WORKSMANSHIP:

Expert Level - 2 imperfections noted

Skilled Level - at most 4 imperfections

Novice Level
Conclusion
Classroom assessments are sound if:
reflect a clear and specific achievement target
clear sense of the purpose for assessing
clear understanding of the full range of assessment options

High Quality Classroom Assessment
- It produces:
a. Accurate information about
student achievement and

b. it will be used effectively
to increase student learning

-Fulfill purposes in both supporting and verifying learning


It serves variety of users:

- TEACHERS

- STUDENTS

- PARENTS




"More than creating solid evidence of the status of student work, we must also pay attention to the quality of our assessment, its impact on student motivation to learn".
To inform specific decisions
To instruct
To control student behavior
STUDENTS ARE ALSO DECISION MAKERS
Cognitive Targets
Skills, Competencies and Abilities Targets
Products, Outputs and Project Targets
Hierarchy of Educational Objectives:(Bloom, 1954)

L1. Knowledge
L2. Comprehension
L3. Application
L4. Analysis
L5. Synthesis
L6. Evaluation and Reasoning
Specific task that a student can proficiently do
Competencies
Clustered Skills

Abilities
- Clustered competencies categorized as:
a. cognitive
b. psychomotor and
c. affective abilities

Appropriateness of Assessment Methods
A. Written Response Instruments
B. Product Rating Scales
C. Performance Test
D. Oral Questioning
E. Observation and Self-reports
Written Response Instruments
I. Objective Test
-are appropriate for assessing the various levels of hierarchy of educational objectives

II. Essay Tests
- are appropriate for assessing the student's grasp of higher level cognitive skills particularly in the areas of application

Product Rating Scales
- Not important that students make the product rather the FINISHED PRODUCT itself

- tools used are: Checklists and Rating Scales
-given to students to follow in completing a procedure
- itemizes task
Scale - meaning ladder of flight of steps
- are used to rank peoples judgement of objectives, events, or other people from low to high or from poor to good.

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