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Classroom Assessment, Grading, and Standardized Testing Chapter 14
Educational Psychology, 11th Edition ISBN 0137144547 © 2010 Pearson Education, Inc. All rights reserved.
Basics of Assessment
Measurement Quantitative Process of gathering information about students’ learning Formal Informal
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Formative and Summative Assessment
Formative Assessment
Occurs before or during instruction
Summative Assessment
Occurs after instruction
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Norm-Referenced and Criterion-Referenced Testing
Norm-Referenced
Comparison based on average performance of others
Criterion-Referenced
Comparison based on set standard
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Assessing Assessments: Reliability and Validity
Reliability
Validity
Likelihood that scores remain constant across time and conditions Likelihood that test is measuring what it is intended to measure
Error in scores
Higher reliability=lower error
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Using Tests from Textbooks
Designed for the typical classroom Do test questions match what teacher focused on in class?
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Objective Testing
Multiple Choice, Matching, True/False Stem Distractors Used by half of teachers, even though 3/4 of education professors reject them
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Essay Tests
Should be focused on important, complex learning objectives Students require more time to answer Expectations should be clear
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Evaluating Essays
Use scoring criteria (rubrics) to help eliminate subjectivity Grade all responses to one question before moving to other questions Ask students to put name on back of paper Have a second reader check for reliability
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Authentic Assessment
Require students to apply skills as they would in real life Includes assessment on writing, speaking, listening, creating, critical thinking, research, and application
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Portfolios
A systematic collection of work
Includes work in progress, revisions, work analysis, and self-reflections
Document learning and progress
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Exhibitions
Public display of work A culminating experience Issues of equity should be considered Judgment should be kept as objective as possible
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Informal Assessments
Journals Checklists Observations Rating scales
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Norm-Referenced v. Criterion Referenced Grading
Norm-referenced grading
Student standing compared to other students
Criterion-referenced grading
Student standing compared to a set standard or list of accomplishments
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Effects of Grading on Students
Value of failing
Some failure may be beneficial
Retention in grade
20% of high-school seniors have been “held back” Affiliated with dropout, low self-esteem, lack of job opportunities
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Grades and Motivation
Assessments should enhance motivation Assessments should reflect meaningful learning Educator’s job: to select talent, or develop talent?
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Beyond Grading: Communicating with Families
Should be more than sending home grades
Notes Phone calls for good news Open houses Websites Portfolios
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Standardized Testing
NCLB Policy Concerns among politicians Global competition Knowledge about standardized tests
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Types of Scores
Measurements of Central Tendency and Standard Deviation
Mean, median, mode
Standard Deviation
How widely scores vary from mean
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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Normal Distribution
Bell curve See graph on p. 522 68% of scores fall between 1 standard deviation above and 1 standard deviation below
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Percentile Rank Scores
Raw score compared to raw scores of norm group Caution in interpreting percentile scores
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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© 2010 Pearson Education, Inc. All Rights Reserved.
Problems with High Stakes Testing
Very little test material overlaps with curriculum Narrows curriculum Takes up valuable instructional time Could be damaging to student beliefs
Educational Psychology, 11th Edition Anita Woolfolk ISBN 0137144547
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