Assessing Student Learning

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Assessing Student Learning by Mind Map: Assessing Student Learning

1. Aligning Objectives and Assessment

1.1. measure of degree of which the students have learned the material

1.1.1. quizzes

1.1.2. tests

1.1.3. informal verbal assessments

1.1.4. Writing an essay

1.1.5. painting a picture

2. Taxonomies

2.1. Blooms Taxonomy

2.1.1. Knowledge (recalling info)

2.1.2. Comprehension

2.1.3. Application

2.1.4. Analysis

2.1.5. Synthesis

2.1.6. Evaluation

2.2. using behavior content matrix

2.2.1. a chart that shows a skills or concept that will be taught and assessed at different cognitive levels

2.3. Objectives beyond the basics

2.3.1. instructional goals related to attitudes and values

3. Evaluation

3.1. Feedback to students

3.1.1. need to know results of their efforts

3.2. Feedback to teachers

3.2.1. feedback of effectiveness of student teaching

3.3. information to teachers

3.4. information to parents

3.4.1. report cards, teacher keeping parent informed

3.5. information for selection and certification

3.5.1. putting students into groups based on skill

3.6. information for accountability

3.6.1. students serve as data

3.7. incentives to increases student effort

3.7.1. motivators for students

3.8. Formative evaluation

3.8.1. inform teachers if students need more instruction

3.9. summative evaluation

3.9.1. testing student knowledge. Final exams

3.10. norm referenced interpertations

3.10.1. focused on comparisons of student scores

3.11. criterion referenced interperatiations

3.11.1. focused on asses students mastery of specific skills

4. Principles of achievement testing

4.1. achievement tests should measure clearly defined learning objectives that are in harmony with instructional objectives

4.2. achievement tests should measure a representative sample of the learning tasks included in the instruction

4.3. achievement tests should include the types of test items that are most appropriate for measuring the desired learning outcomes

4.4. achievement tests should fit the particular uses that will be made of the results

4.5. achievement tests should be as reliable as possible but nevertheless interpreted with caution

4.6. achievement tests should improve learning

5. Writing selected response test items

5.1. multiple choice items

5.2. true false items

5.3. matching items

6. Writing constructed responses items

6.1. fill in the blank items

7. Portfolio assessment

7.1. collection and evaluation of samples of student work over an extended period of time

8. Performance assessment

8.1. tests that involve actual demonstrations of knowledge or skills in real life

8.2. Effectiveness of performance assessments

8.2.1. focus on teachers teaching a narrow range of skills that happen on tests

8.3. Scoring rubrics

8.3.1. specify in advance the type of performance that is expected for each activity

9. Assigning letter grades

9.1. absolute grading standads

9.1.1. 90-100 percent = A

9.1.2. 80-89 = B

9.1.3. 70-79 = C

9.1.4. 60-69 = D

9.1.5. 60 or below = F

9.2. Relative grading standards

9.2.1. teacher assigns grades based on students rank in the class

10. Instructional Objective

10.1. AKA Behavioral Objective

10.1.1. Statement of skills and concepts students must know

10.2. 3 parts to it

10.2.1. Performance objective always says what a learner is expected to do

10.2.2. conditions describes the conditions of which performance is to occur

10.2.3. Criterion objective describes criterion of acceptable performance

10.3. Planning Lessons

10.3.1. Write specific objectives

10.3.2. Write clear objectives

10.3.3. Perform A task analysis Identify prerequisite skills identify component skills plan how component skills will be assembled in the final skill

10.3.4. Backward Planning