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  • Module 5-1 Barriers To Sound Assessment

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    carlarmcswain
    44 vues2 pages
    Unclear Achievement Target - it is unclear what you want students to learn. Wrong assessment method - for example, selected response cannot judge performance assessment, just the prerequisite skills. Take care to match the appropriate assessment method with the learning target.

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    Module 5-1 Barriers to Sound Assessment

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    Unclear Achievement Target - it is unclear what you want students to learn. Wrong assessment method - for example, selected response cannot judge performance assessment, just the prerequisite skills. Take care to match the appropriate assessment method with the learning target.

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    Attribution Non-Commercial (BY-NC)
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    Signaler comme contenu inapproprié
    44 vues2 pages

    Module 5-1 Barriers To Sound Assessment

    Transféré par

    carlarmcswain
    Unclear Achievement Target - it is unclear what you want students to learn. Wrong assessment method - for example, selected response cannot judge performance assessment, just the prerequisite skills. Take care to match the appropriate assessment method with the learning target.

    Droits d'auteur :

    Attribution Non-Commercial (BY-NC)
    Téléchargez comme DOC, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 2

    Module 5:1 Barriers to Sound Assessment: (Julie Busch and

    Carla McSwain) (adapted from Stiggins, 2008)

    Barriers to Sound Possible Solutions


    Assessment
    1. Unclear Achievement Target - it is Find truly important propositions from
    unclear the onset and analyze material to be
    what you want students to learn tested to find the knowledge, skills,
    product, and reasoning targets.
    2. Wrong assessment method - for Take care to match the appropriate
    example, selected response assessment method with the learning
    cannot judge performance target. For example, performance
    assessment, just the prerequisite assessment with a science lab
    skills procedures where as a selected
    response might not work as well.
    3. Poor sampling – sample may be Include enough items of key concepts,
    too long or too short or items may know the material and plan the test to
    not be representative of the true thoroughly cover the achievement target
    achievement target and shorten as necessary to ensure
    student confidence.
    4. Biased assessment – does not Shorten test to allow more time, know
    take into consideration your students, seek advice of quality
    background of students, reviewers in selecting tasks.
    reasonable amount of time, etc.
    5. Inappropriate criteria for scoring – Consult professional literature for advice,
    criteria is unclear or students have work with qualified colleagues to identify
    not been made aware of the criteria, redefine criteria to fit the
    criteria content and reasoning expected.
    6. Unqualified assessor Acquire training and practice.
    7. Time to design a proper Plan well and consider pacing when
    assessment from scratch creating assessments, so that they can
    possibly be used effectively over and
    over.
    8. Many different ability levels and Incorporate differentiated instruction and
    learning styles within one class assessment.
    9. For Personal Communication Connect with student in open manner,
    especially, student personalities, become aware of cultural traditions of
    cultural awareness, classroom students, ensure safe and secure
    climate all may inhibit learning environment for the student.
    performance on assessment
    10.Lack of support from district and Request local school input for testing
    state level with too much decisions so that multiple methods can
    emphasis on standardized testing be used to assess students.
    and not enough site based
    managed assessment
    COURSE GOAL ALIGNMENT: ASSESSMENTS SERVE ARTICULATED
    PURPOSES. ASSESSMENTS ARISE FROM AND REFLECT CLEAR LEARNING
    TARGETS. ACCURATE ASSESSMENT USES APPROPRIATE METHODS GIVEN
    THE CONTEXT AND SAMPLE STUDENT ACHIEVEMENT APPROPRIATELY.
    EFFECTIVE ASSESSMENTS AVOID UNWANTED SOURCES OF BIAS,
    INTERFERENCE, OR ERROR.

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