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Annotated-Reading 20notes 20ch6

This document discusses perspectives on assessment and evaluation in education. It provides information on the purpose of assessments, how student and teacher performance should be evaluated, and factors that can influence student performance such as environment and relationships. It also discusses the use and purpose of standardized tests, as well as how teachers can develop their own classroom assessment programs including diagnostic tests, feedback, and alternative measures like performances and portfolios. The document stresses the importance of evaluation and communicating clear expectations to students.

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39 views3 pages

Annotated-Reading 20notes 20ch6

This document discusses perspectives on assessment and evaluation in education. It provides information on the purpose of assessments, how student and teacher performance should be evaluated, and factors that can influence student performance such as environment and relationships. It also discusses the use and purpose of standardized tests, as well as how teachers can develop their own classroom assessment programs including diagnostic tests, feedback, and alternative measures like performances and portfolios. The document stresses the importance of evaluation and communicating clear expectations to students.

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Alex Bunuan

Read chapter 6 in Arend's Learning to Teach, and take notes on important information for your
classroom. (235)

Perspective on Assessment and Evaluation


- Assessments is a process or a tool to make decisions/judgements in the
classroom—instructional or ways to be a better educator or provide proper resources for
students
- Though a student’s performance on an assessment should not fully define them
- Teachers must utilize, assess, and respond to the use of standardized tests and
themselves. This is not evaluating just a student’s process or knowledge, but your
performance as teacher
- Environment takes a role in how a student performs in class
- environment during testing also affects a student’s performance
- A student’s perception about self-worth and self-esteem also affects their performance
- a teacher’s perspective on a student also affects their attitude and treatment
towards a student—Avoid biases
- When a teacher has a good relationship with a student’s parents, their performance has
a better chance of being better
- Different classes have different types of assessments

Theoretical and Empirical Support


-

Standardized Tests
- Results of a communities’ standardized tests affects their decisions in their decisions for
academic/education
- Norm-referenced tests attempt to evaluate students’ performance by comparing it to the
performance of some other well defined group of students on the same test.
- Non-referenced tests measure student performance against that of other students,
criterion-referenced tests measure it against some agreed-upon level of performance of
criterion.
- To show the major difference between a norm- referenced and
criterion-referenced test, let us use as our example a runner’s speed on the
100-yard dash. If a runner were compared to a larger group of runners using
concepts from norm-referenced testing, the tester would report that a student
who ran the 100-yard dash in thirteen seconds was in the 65th percentile for all
other stu- dents in his or her age group. Using concepts from criterion-referenced
testing, the tester would report that the established criterion for running a
100-yard dash was twelve seconds and that the student can now run it in thirteen
seconds, one second short of criterion.
- A teacher’s role is to prepare students for the tests, administer the test, communicate
and discuss results with parents as well, and use results for planning and instruction
- Use examples during class that are identical to the test items/tasks
- Using the test results can review their curriculum design and make appropriate changes

A Teacher’s Classroom Assessment Program

- Diagnose prior knowledge and skills of a student before instruction. Observe the
students, get to know them (before and during class). Allows tools to tailor your lessons
to the student(s)
- Providing feedback is very important to improve student learning
- Focus on the learning task, immediate as possible, specific and nonjudgmental,
and appropriate
- Allow room for them to self-assess
- Ex. Learning Logs: describe what they’re learning, it’s purpose, successful
responses/actions, errors, and what would you do differently if doing a similar
activity again
- Peer Assessment
- Ex. Student exchange work with peers and can do Two stars and a wish, 2 things
they did great (strengths-stars) and one area that needs improvement (wish)

Assessing Student Learning Using Traditional Measures


- When creating your own tests, remember these principles:
- Asses all Instructional Objectives, make sure you cover the topics in the test in
class
- Cover All Cognitive Domains, do not focus on one type of objective
- Use Appropriate Test Items, fill in the blanks, essays, or matching
- Planning the test, make sure to provide appropriate time and practices before the big
test
Alternative Measures
- Performance Assessment: demonstrate that they can perform a specific task (essay,
experiment, playing a song, or painting a picture)
- Authentic Assessment: Debates, presentations, performing a dance
- Scoring Rubrics: it is important to design a good rubric to assess performance.
- Two types: holistic and analytic.
- Holistic rubric allows the scored to make judgments about the performance as a
whole, independent component parts.
- Analytic rubric requires the scorer to judge separate components or individual
tasks associated with the performance
- “holistic rubric is probably more appropriate when performance tasks require students to
create some sort of re- sponse and where there is no definitive correct answer. Analytic
rubrics are usually pre- ferred when a fairly focused type of response is required”
- Student Portfolios can include: test/quizzes, prompts, performance,
project/products/artifacts. Portfolios are a great tool so that students can reflect on their
own learning

Evaluation and Grading


- Grade Academic and non-academic work separately
- Comunícate expectations and goals clearly with students
- Avoid use of zero
- Develop process to reduce anxiety around testing and grading
- Base a student’s final grade with their best work rather than their average performance
throughout the class
- Homework should not be factored into a student’s final grade as its purpose is to practice
and prepare them for the next lesson
- Maybe as a completetion grade

Extra Notes:
- As an art teacher, be aware and be empathetic during the times of when students are
going through standardized testings
- Make class, practice test, homework, rubrics, portfolios easy to access, make it online
and physical (portfolios)
- Assessment and evaluation of student work is among the most important aspects of a
teacher’s job and carries heavy responsibilities. It is an integral feature for accomplishing
student learning. As teachers, we must not only do this job well, but also make sure that
no harm comes to our students as a result of our assessment and grading practices.
- Most importantly, be open-minded. If students fail a test, it not 100% their fault, figure out
what’s wrong, reflect what you, as a teacher, can do to help the student succeed.

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