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Understanding Different Types of Educational Assessments: Assessment & Objective Matching , Study notes of Teaching method

An online assignment for students to match definitions with assessment terms and classify objectives according to types and levels of knowledge. It includes various activities such as matching, essay writing, and creating a test blueprint. The assignment aims to help students understand different types of assessments, including formative and summative evaluations, objective and performance assessments, and factual, conceptual, and procedural knowledge.

Typology: Study notes

2010/2011

Uploaded on 05/11/2011

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Chapter 6 Online Assignment
1. On a matching activity students will know the definitions of assessment
terms with 90% accuracy.
Type the letter of the term in the blank of its definition. Use the following terms to match
with definitions 1 - 10
a. Assessment b. Authentic assessment
c. Criterion-referenced tests d. Evaluation e. Fairness
f. Formative evaluation g. Grading to criterion h. Holistic scoring
i. Norm-referenced tests j .Objective tests
_____ 1. A test that evaluates a particular student's performance against a pre-established
standard of criterion.
_____ 2. Process of collecting a full range of information about students and classrooms for the
purpose of making instructional decisions.
_____ 3. Practice of assigning grades according to how well students do on a pre-defined set of
objectives or standards.
_____ 4. Assessment procedures that have students demonstrate their abilities to perform
particular tasks in real-life situations.
_____ 5. The degree to which a test is free from bias and does not discriminate against a
particular group of students because of their race, ethnicity, or gender.
_____ 6. Process of making judgment, assigning value, or deciding on the worth of a particular
program or approach or of a student's work.
_____ 7. Evaluation that occurs before or during an instruction and is used to assist with
planning or making adaptations.
_____ 8. Tests with items that produce answers that can be scored relatively free from bias.
_____ 9. Technique for grading essay questions or other written work that emphasizes looking
at the work as a whole rather than at its individual parts.
_____ 10. A standardized test that evaluates a particular student's performance by comparing it
to the performance of some other well-defined group of students.
Type the letter of the term in the blank of its definition. Use the following terms to match
with definitions 11 - 17
k. Performance assessment l. Portfolio
m. Reliability n. Scoring rubric
o. Standardized tests p. Summative Evaluation
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Chapter 6 Online Assignment

1. On a matching activity students will know the definitions of assessment terms with 90% accuracy. Type the letter of the term in the blank of its definition. Use the following terms to match with definitions 1 - 10 a. Assessment b. Authentic assessment c. Criterion-referenced tests d. Evaluation e. Fairness f. Formative evaluation g. Grading to criterion h. Holistic scoring i. Norm-referenced tests j .Objective tests _____ 1. A test that evaluates a particular student's performance against a pre-established standard of criterion. _____ 2. Process of collecting a full range of information about students and classrooms for the purpose of making instructional decisions. _____ 3. Practice of assigning grades according to how well students do on a pre-defined set of objectives or standards. _____ 4. Assessment procedures that have students demonstrate their abilities to perform particular tasks in real-life situations. _____ 5. The degree to which a test is free from bias and does not discriminate against a particular group of students because of their race, ethnicity, or gender. _____ 6. Process of making judgment, assigning value, or deciding on the worth of a particular program or approach or of a student's work. _____ 7. Evaluation that occurs before or during an instruction and is used to assist with planning or making adaptations. _____ 8. Tests with items that produce answers that can be scored relatively free from bias. _____ 9. Technique for grading essay questions or other written work that emphasizes looking at the work as a whole rather than at its individual parts. _____ 10. A standardized test that evaluates a particular student's performance by comparing it to the performance of some other well-defined group of students. Type the letter of the term in the blank of its definition. Use the following terms to match with definitions 11 - 17 k. Performance assessment l. Portfolio m. Reliability n. Scoring rubric o. Standardized tests p. Summative Evaluation

q. Validity _____ 11. The degree to which a test produces consistent results over several administrations. _____ 12. A detailed description of some type of performance and the criteria that will be used to judge it. _____ 13. A collection of a student's work that demonstrates the student's ability to perform particular tasks. _____14. Tests that are normally designed by professional testmakers for nationwide use and are commercially distributed. _____ 15. Assessment procedures that have students demonstrate their abilities to perform particular tasks in testing situations. _____ 16. The degree to which a test measures what it claims to measure. _____ 17. Evaluation done after instruction to determine program effectiveness or the worth of student's work.

2. On a worksheet students will classify objectives according to Types and Levels of knowledge with 90% accuracy. Classifying Objectives and Levels of Cognition and Types of learning Use the Sixth Grade Ecology Unit: Wetlands Lesson Plan (in the folder in Weekly Assignments) to create a test blueprint such as the one in Table 6.6. Use the objectives as written below. Place the number of the objective in the appropriate cell, for example objective 1 requires knowledge at the application level and would be procedural knowledge. Only the shaded boxes should have numbers. You can put more than one number in a box. Objective 1: On an essay test question students will explain how questions can be answered through scientific investigations with 80% accuracy. Objective 2: In small groups students will investigate, gather and interpret data and prepare a report on wetlands with 80% accuracy on a scoring rubric. Objective 3: Students will explain the impact of human activity on resources and on the environment in a small group discussion with 80% accuracy. Objective 4: Using the internet students will find examples of the effects of human activity on wetlands with 80% accuracy. Objective 5: On an essay test question students will make decisions regarding wetlands with the knowledge of benefits and risks with 80% accuracy. Objective 6: Using their observations small groups of students will identify patterns of natural processes and human activities that contribute to natural hazards with at least 80% according to a grading rubric.

Objective 3: On a matching activity Students will be able to identify healthy foods in the Food Pyramid and place particular foods in each category with 80% accuracy. Objective 4: In an essay students will explain their own thoughts on character development and explore how the author developed particular characters in To Kill a Mockingbird with 80% accuracy on a grading rubric. Objective 5: In an essay question on the test students will explain how human activity affects almost every ecosystem with 89% accuracy. Objective 6: After the outside activity and demonstration students will investigate a set of data and report the results in graph of chart form with 80% activity. Objective 7: On a true-false quiz students will identify goods that Marco Polo found on this trip to Asia. with 90% accuracy. Objective 8: In an essay students will critically examine the reasons for Marco Polo's influence on exploration. with 90% accuracy. Types of Assessments Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge Selected Response (Multiple choice, T & F, matching) Constructed Response (Essay, short answer) Performance Assessment and Projects

Reflective Essays

4. Using their textbook students will complete a chart showing the characteristics of four types of test questions with 90% accuracy.

Test Item Advantages Disadvantages Construction Cognitive

Level

Multiple Choice Stem: One correct answer Three distracters Can be written for all cognitive levels True - False Statements must be clearly true or false. Knowledge Comprehen- sion Essay Open-ended with precise directions for answers Application Analysis Synthesis Evaluation Fill-in-the- Blank One blank per? At end of? May have list of terms to choose Knowledge Comprehen- sion Matching Only one topic More items for choice All on one page Limit to 6-8 items Knowledge Comprehen- sion

5. Using the completed chart of types of test questions students will write one test item for each type with 90% accuracy. (Boxes will expand to fit your question).

t Tests Assignments Homework Quizzes Projects Other d. Will you use points, letter grades, percents? Why? e. How will you deal with participation, tardiness, group work, effort and attendance? f. Will you hold all students to the same standards or will you establish different ones for gifted students and those with learning disabilities? g. How will you justify your system to the students and parents?