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The document presents a continuum of classroom assessment methods ranging from more structured and decontextualized to less structured and more contextualized. It lists various assessment tools such as selected response, constructed response, performance assessment, portfolios, personal communications, and observations. Each assessment method is described in terms of characteristics like potential for feedback, reliability, validity, support for learning styles, authenticity, and whether they are used for formative or summative assessment.
The document presents a continuum of classroom assessment methods ranging from more structured and decontextualized to less structured and more contextualized. It lists various assessment tools such as selected response, constructed response, performance assessment, portfolios, personal communications, and observations. Each assessment method is described in terms of characteristics like potential for feedback, reliability, validity, support for learning styles, authenticity, and whether they are used for formative or summative assessment.
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The document presents a continuum of classroom assessment methods ranging from more structured and decontextualized to less structured and more contextualized. It lists various assessment tools such as selected response, constructed response, performance assessment, portfolios, personal communications, and observations. Each assessment method is described in terms of characteristics like potential for feedback, reliability, validity, support for learning styles, authenticity, and whether they are used for formative or summative assessment.
Droits d'auteur :
Attribution Non-Commercial (BY-NC)
Formats disponibles
Téléchargez comme PDF, TXT ou lisez en ligne sur Scribd
Characteristics Selected Constructed Performance Personal Structured Unstructured
Portfolios Response Response Assessment Communications Observations Observations Multiple choice, Short answer, Open-ended “Showcase” & Interviews, Running records, Anecdotal Matching, T/F graphic organizer, essays and written working conferences, journals, reconstructions, comments on Assessment constructed communication; portfolios reflections, critiques, self-assessment, classroom Tools essays Products and reviews, oral response logs, observations and extended tasks; presentations reflections, Concept maps videotaping Potential for None to little Little to moderate High Very high Very high Moderate (nds Moderate (nds feedback follow up) follow-up) High Moderate to high Moderate, Moderate to Moderate Low to moderate High Reliability depending on high, depends clarity of rubric on rubric clarity Questionable to Questionable to High if alignment High if High if alignment to High if alignment High if alignment Moderate high–graphic to performance alignment to performance to performance to performance Validity organizer outcomes & performance outcomes & criteria is outcomes & outcomes & criteria is clear criteria is clear clear criteria is clear criteria is clear Supports No Little Moderate to high High Moderate Potentially high Potentially high Learning styles & Intelligences Not Authentic None to little Moderate to High High Moderate to High Potentially High Potentially High Authenticity
Formative Summative or Summative Summative Formative Formative Formative
Summative vs. Formative Formative
Developed by Jim Begotka, 2003. Variation of “Continuum of Assessment Method” from Dussault and Sargent423; modified by Terry Heick for layout restrictions