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Assessment StrategiesMichael M. Grant 2010Image from paul goyette at Flickr.com
Reminder about computer functions…See page 333 in your textbook.
Assessment Strategies
Assessment Strategies
What is assessment?What’s the point?Image from courosa at Flickr.com
Classifying AssessmentsTraditionalConstructed ResponseEssayShort answerListingSelected ResponseMCT/FMatchingFill in the blankNon-traditional/ alternative/ authentic/  performance-basedPortfolioRubricChecklistTask List
Traditional
Constructed Response
Essay
Short answer
Listing
Selected Response
MC
T/F
Matching
Fill in the blankClassifying AssessmentsNon-traditional/ alternative/ performance-based
Portfolio
Rubric
Checklist
Task ListAssessment is not necessarily an either-or option.
Key IssuesMatch assessment to objectivesMatch assessment to objectivesMatch assessment to objectivesThe language (the exact words) in the assessment item should be very, very, very, very similar to your objective.  It’s okay for it to be that way.
In a simple example, it should be like this…Be sure the language is aligned fromobjective to assessment.
Match your assessment strategy to the difficulty level of your objective.
We’re going to focus on …Task ListsRubricsBecause we’re emphasizing using technology to support student learning and building student products.
Tasks ListsRating scale, Content items and process skills, Any work habits, Any social/group skills, Any technology skills,Possibly any metacognitive skills, Is developmentally appropriate for the grade level you specified.
Page 311 in your textbook
Assessment Strategies

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Assessment Strategies

Editor's Notes

  • #6: Assessment: The collection, synthesis and interpretation of information to aid the teacher in decision making.Test: A formal, systematic usually paper-and-pencil procedure for gathering information.Measurement: The process of quantifying or assigning a number to performance.Evaluation: The process of making judgments about the quality or goodness of performance or a course of action.(Airasian, 2000, p. 11)
  • #8: remember that assessment is not necessarily an either-or option. Instead, these assessment strategies can be used together in order to gain a better picture of your students' grasp of the content. By using more than one point of data, you are able to see a clearer picture of what the student knows and does not know.
  • #11: Also, you should be smart in choosing assessment strategies. Match your assessment strategy to your objectives' levels of difficulty. Objective assessments work well with low-level knowledge on Bloom's taxonomy (Knowledge, Comprehension, Application and possibly Analysis). Performance-based assessment are more time consuming but work well for higher-order thinking skills on Bloom's taxonomy (Application, Analysis, Synthesis and Evaluation), particularly when there is more than one possible correct response or student product.
  • #26: More criteria.Weighting with percents or factors.