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Ch 5 & 6 -

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Tanya McLain

on 5 December 2013

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Transcript of Ch 5 & 6 -

Negative Aspects of Selected Response Assessments

Not good for poor readers, non-readers, ELL/ESOL
Students must have a high level of reading proficiency to understand the question
Subjectivity:
what learning targets to assess...
how many questions on the test...
how to word the question...
what the best correct answer is...
which incorrect choices to include...

Positive Aspects of Selected Response Assessments

Sample achievement efficiently
when aligned with learning standards
Administered to large number of students
Scored quickly


So, if selected response assessments
have a positive side,

HOW DO WE CREATE THEM







Identify achievement standards or learning targets.
(These should not be seen as a secret, so make sure to share them with your students)
Fossils & Geologic Time

At the end of this unit I will know:

__What a fossil is and how the different types form
 __How paleontologists use clues from fossils to determine what the climate, environment, and organisms were like in Earth’s past
 __How paleontologists determine the relative age of rocks and fossils
 __How paleontologists determine the absolute age of rocks and fossils
 __How geologic time is organized and the changes that have taken place on Earth over specific periods of time

After listing the objectives...

Form clearly stated sentences that reflect the content on which students will be assessed (the authors refer to these as propositions).

There can be more than one proposition for the target standard.

An example of two propositions from one standard:

1. A fossil is evidence of past life on Earth.
2. Petrified fossils form when minerals replace all or part of the organism.
Now...

Using the written propositions, we can turn them into any type of selected response item.

Example:

For a true/false question, we can do the following.

True:
A fossil is evidence of past life on Earth.

False:
A fossil is evidence of organisms that live on Earth today.


Fill-in item:
What evidence do we have of past life on Earth?

Multiple Choice:
What evidence do we have of past life on Earth?
a. fossils
b. minerals
c. hmmmmmmm
d. hmmmmmmmmmmmmmmmmmm
Struggling to find
......enough
....WRONG
......choices?

Chapters 5 & 6 ~
Selected Response Assessment
~
Written Response Assessment
We
call
this
the
"road map"
Give students an example of the learning target to help reach the standards:

Pg 113 Figure 5.3
Chapter 6
Written Response Assessments
Negative Aspects of Written Response Assessments

Must be proficient in English language
Takes time to score
Students must have a high level of reading proficiency to understand the question
Not good for those developing good writing skills
Positive Aspects of Written Response

students integrate and synthesize ideas
can be assessment FOR learning when you involve students as scorers on practice assessments
students can help develop scoring guides for those practice assessments
Steps to development...

1. Assessment planning – Decide which achievement standards you want to assess.

2. Exercise development -
specify what students should know
identify what they are to write about
list key elements necessary in their answer

Scoring essays – avoid “floating standards”, use rubrics and checklists
Checklists – points awarded for specific content included in answers (made clear to student in question)
Rubric – level of mastery, 3,2,1 scoring option

Guidelines for scoring written response

Set realistic expectations and performance standards that are consistent with instruction and that promise students some measure of success if they are prepared.
Refer back to scoring guidelines regularly during scoring to maintain consistency.
Score all responses to one exercise before moving on to the next exercise. This does two things: It promotes consistency in your application of standards, and speeds up the scoring process.
Score all responses to one exercise in one sitting without interruption to keep a clear focus of standards.
If possible, keep the identity of the respondent anonymous when scoring. This keeps your knowledge of their prior performance from influencing current judgments.

Hmmmm..... well.... now what???
Chapter 5
Selected Response Assessments
Which question should be used on a selected response assessment?

True/False
A. During science lab, always follow directions and only conduct experiments when the teacher is absent.

B. During science lab, only conduct experiments when the teacher is absent.

A. For every action there is an
equal and opposite reaction.

B. If you were to stand in a
canoe and throw a life jacket
forward to another canoe,
chances are your canoe
would jerk backward.
Multiple Choice
A.
The mean of a distribution of tests scores is the
a. most frequently occurring score.
b. 50th percentile.
c. arithmetic average.
d. range

B.
The mean
a. is the most frequently occurring score in a distribution.
b. corresponds to the 50th percentile in the distribution.
c. is the arithmetic average of the scores.
d. is the difference between the highest and lowest scores.
A.
The mean of a distribution of test scores is the:
a. Most frequently occurring score
b. Arithmetic average
c. 50th percentile
d. Measure of score range

B.
A school developed an aptitude test to use for admission to its Honors Program. The test was administered to a group of seven applicants who obtained the following scores: 70,72,72,80,89,94,98. The mean score on the aptitude test is:
a. 72
b. 82
c. 80
d. 90
Page 129
Written Response

A. Name the 3 basic steps of
photosynthesis, and explain in your own
words what happens in each step.

B. What are the 3 basic steps of photosynthesis?


A. Should the Olympic games ever be canceled because of the threat of terrorist attacks?

B. Decide whether the Olympic games should ever be canceled because of the threats of terrorist attacks, and explain the reasons for your decision.

A


B
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