Introduction%20to%20Assessment

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Introduction to Assessment

• Basic Terms and Concepts

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Why Assess?

• Read the classroom culture
• Understand the characteristics of a particular
  group of students
• Plan instruction, group students

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Why Assess?

• Get periodic feedback regarding teaching
  effectiveness, formative
• Diagnose problems
• Make final judgments about teaching strategies,
  summative

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Types of Assessment

• Early
• Instructional
• Official

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Types of Assessment

• 1. Early Assessment
• Students characteristics
• Teachers characteristics
• Classroom and teaching resources
• Informal, observational

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Types of Assessment

• 2. Instructional Assessment
• Howzit going? (Are they getting it?)
• Formal (tests) and informal (observations)
• Flexibility
• Adjustments

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Types of Assessment

• 3. Official Assessments
• Required by Administration
• Formal tests and assignments
• Results recorded in gradebook
• Formative and summative

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Terminology
Assessment
Umbrella term that includes
Testing (collecting data) Measurement (converting
to numbers) Evaluation (converting numbers to
letters)
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Collecting Data

• Paper and Pencil Tests
• Selection items (Choose an answer)
• Supply items (Create an answer)
• Performance Assessments
• Processes (Measures performances)
• Music, athletics, speeches, etc.
• Products (Measures tangible outcomes)
• Art, essays, poetry, shop projects, etc.

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Collecting Data

• Observation
• Watching, listening, taking notes
• Oral Questioning
• Group, private

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More Terminology

• Standardized Tests
• Administered, scored, and interpreted exactly the
  same for all test takers
• SAT, ACT, GRE, etc.
• Nonstandardized Tests
• Classroom tests

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More Terminology

• Validity
• Does it measure what it is
• supposed to measure?
• Phrenologists say that it is possible to know
  personality and intelligence from reading the
  bumps and shape of ones head. Valid?

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More Terminology

• Reliability
• Measurements that are consistent
• in a variety of situations
• You should get the same results with each
  measurement

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Validity vs. Reliability

• Measuring ones head to judge intelligence is not
  valid, but it is reliable.
• (You will get the same measurement each time
  (reliable), but the measurement does not measure
  what it is supposed to measure (personality,
  intelligence), therefore it is not valid.

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Ethical Considerations

• Fair and impartial
• Adequate preparation must be provided for tests
• Commitment to students welfare
• Accommodations when needed
• Validity (tests must be an accurate measure of
  student characteristics)

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