Classroom Assessment

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Classroom Assessment 2

• EDU 330 Educational Psychology
• Daniel Moos

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Classroom Assessment Opening discussion

• You are asked to meet with parents to hand out
  report cards and explain the grades on them. What
  kinds of information would be most helpful in
  this process? How you would you present it to
  parents?
• Most teachers give grades based on
  district-mandated or suggested criteria, such as
• A 93 - 100
• A- 90 - 92
• etc.
• How appropriate is this practice? Why do you
  think so?

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Classroom Assessment Designing performance
assessments (I)
The skill or process is explicitly described,
such as Clearly states hypothesis in the case
of students designing a science experiment
Specify the type of performance
Decision to be made Products (i.e. lab reports)
or processes (i.e. thinking, designing experiment)
Select the focus of assessment
Authentic? (i.e. designing a real lab experiment)
Simulated? (i.e. virtual lab using technology)
Structure the evaluation setting
Evaluation procedures, such as systematic
observations, check lists, rating scales based on
predetermined criteria for performance
Design the evaluation procedures
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Classroom Assessment Designing performance
assessments (II)
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Classroom Assessment Designing performance
assessments (III)
Levels of Achievement
Not present reader cant determine what
paragraph is about
Present, but does not give reader clear idea of
what paragraph is about
Provides a clearly stated overview of paragraph
Topic Sentence
Rambling and unrelated to topic sentence
Provide additional info., but not all focused on
topic sentence
Provide supporting detail related to topic
sentence
Supporting Sentences
Summarizing Sentences
Nonexistent or unrelated to preceding sentences
Accurately summarizes info. is related
Relates to topic sentence, but doesnt summarize
info.
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Classroom Assessment Designing performance
assessments (IV)
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Classroom Assessment Ending thought questions

• Karen Anderson gives a multiple-choice test to
  her biology students. She is careful to be sure
  her test is consistent with her goals. As it
  turns out, Karen inadvertently puts a clue in one
  of the items, so the students select the correct
  answer even they do not understand the content.
  Is her test reliable? Is her test valid? Explain.
• They know they have to do it well on the tests,
  Jo Buck comments, but I do not collect it or
  grade it.
• I dont grade it either, but I check to see
  if they did it, and they know they get a check
  mark in my grade book if they did it, Art Ames
  adds.
• It is part of my grading system, Karen
  Warner continues. I collect every assignment,
  score it, and record the scores.
• Which teachers homework practice is most
  effective? Least effective? Why? Try to connect
  your reasoning with a theory.