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  • Continuum-Of-Classroom-Assessment-Method F 10

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    This document presents a continuum of classroom assessment methods ranging from more structured and decontextualized to less structured and more contextualized. [1] It describes the characteristics of selected response, constructed response, performance assessment, portfolio, personal communication, structured observations, and unstructured observations. [2] More structured methods like selected response have higher reliability but lower validity and feedback, while less structured methods like unstructured observations have higher potential for feedback and authenticity but lower reliability. [3] The continuum shows how different assessment methods balance factors like validity, reliability, learner feedback, and support of varied learning styles.

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    This document presents a continuum of classroom assessment methods ranging from more structured and decontextualized to less structured and more contextualized. [1] It describes the characteristics of selected response, constructed response, performance assessment, portfolio, personal communication, structured observations, and unstructured observations. [2] More structured methods like selected response have higher reliability but lower validity and feedback, while less structured methods like unstructured observations have higher potential for feedback and authenticity but lower reliability. [3] The continuum shows how different assessment methods balance factors like validity, reliability, learner feedback, and support of varied learning styles.

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    137 vues2 pages

    Continuum-Of-Classroom-Assessment-Method F 10

    Transféré par

    api-355847640
    This document presents a continuum of classroom assessment methods ranging from more structured and decontextualized to less structured and more contextualized. [1] It describes the characteristics of selected response, constructed response, performance assessment, portfolio, personal communication, structured observations, and unstructured observations. [2] More structured methods like selected response have higher reliability but lower validity and feedback, while less structured methods like unstructured observations have higher potential for feedback and authenticity but lower reliability. [3] The continuum shows how different assessment methods balance factors like validity, reliability, learner feedback, and support of varied learning styles.

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    sur 2

    Continuum of Classroom Assessment Methods

    More structured Less structured, &


    & De- More
    contextualized, Contextualized

    Indirect Direct
    Measures Measures

    Personal
    Characteristic Selected Constructed Performance Structured Unstructured
    Portfolios Communication
    s Response Response Assessment Observations Observations
    s
    Multiple choice, Short answer, Open-ended Showcase & Interviews, Running records, Anecdotal
    Matching, T/F graphic organizer, essays and working conferences, journals, reconstructions, comments on
    constructed written portfolios reflections, critiques, self-assessment, classroom
    essays communication; reviews, oral response logs, observations and
    Products and presentations reflections,
    extended tasks; videotaping
    Assessment demonstrations
    Tools and simulations;
    Mind maps,
    concept maps;
    checklists; case
    studies; projects,
    problems, visual
    presentations
    Potential for None to little Little to moderate High Very high Very high Moderate, Moderate,
    learner depends on depends on
    teacher follow-up teacher follow-up
    feedback
    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 highgraphic to performance alignment to performance to performance to performance
    Validity organizer outcomes & performance outcomes & criteria is outcomes & outcomes &
    criteria is clear outcomes & clear criteria is clear criteria is clear
    criteria is clear
    Personal
    Characteristic Selected Constructed Performance Structured Unstructured
    Portfolios Communication
    s Response Response Assessment Observations Observations
    s
    Supports No Little Moderate to high High Moderate Potentially high Potentially high
    Variety of
    Learning
    styles and
    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 Formative
    vs. Formative

    Developed by Jim Begotka, 2003. Variation of Continuum of Assessment Method from Dussault and Sargent423

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