Scoring, Evaluating, and Alternative Forms of Assessment

(last updated 3/13/2010, cjw)

Performance Objectives:

• The teacher candidate will distinguish between assessing and evaluating, scoring and grading, formal and informal assessment, formative and summative assessment.
• The teacher candidate will provide at least five examples of alternative assessment.
• The teacher candidate will characterize and distinguish between traditional and alternative assessment.
• The teacher candidate will characterize and distinguish between formal and informal assessment.
• The teacher candidate will characterize and distinguish between formative and summative assessment.
• The teacher candidate will give and briefly describe the following forms of classroom assessment techniques (see Angelo, T.A., & Cross, P.K. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass.)
  • minute paper
  • directed paraphrasing
  • the "muddiest" point
• The teacher candidate will state advantages and disadvantages of different types of assessment.
• The teacher candidate will note the meaning and importance of validity and its relationship to student performance objectives from lessons from which assessment arises.
• The teacher candidate will define the pros and cons associated with grade determination using:
  • criterion-based grading.
  • norm-based grading.
• The teacher candidate will, given a set of classroom test results, calculate z scores (including mean and standard deviation as necessary) and determine grades from a standard normal distribution given boundary values.
• The teacher candidate will provide two examples each of basic, enhanced, and integrated scientific process skills.
• The teacher candidate will explain how a portfolio process works and can be used as a multidimensional authentic performance task assessment instrument.
• The teacher candidate will provide definitions of validity and reliability as they pertain to individual assessment items.
• The teacher candidate will explain terms associated with test performance and item analysis: test statistics, frequency distribution, item quintile table, and item statistics.
• The teacher candidate will explain effective approaches to assigning, collecting, assessing, returning, and reviewing homework assignments.
• The teacher candidate will explain the benefits of homework noting that homework can help students:
  • develop mastery by practicing what they have learned.
  • acquire effective habits of self-discipline and time management.
  • learn to work independently.
  • gain a sense of personal responsibility for learning
  • develop research skills such as locating, organizing, and condensing information.

Resources:

Assessing, Scoring, and Evaluating (PowerPoint presentation)

Validity and Reliability

Test Item Analysis

Alternative Assessments (under development)

Diagnoser.com

Comparison of Various Types of Assessment

Portfolios as a Multidimensional Authentic Performance Assessment Instrument (per Diana Roth)

Assigning, Collecting, Assessing, Returning, and Reviewing Homework Assignments (PowerPoint presentation)

Supplemental Readings:

Rhodes Typology of Questions

Assessment in Science Education, pages 75-102 (National Science Education Standards)

Classroom Assessment and Inquiry, pages 75-86 (Inquiry and the National Science Education Standards)