educ psych

• Assessment


  The gathering and analyzing of information about student achievement
• Evaluation


  The process of making judgements about the quality of students' learning and performance
• Assessment can be both qualitative (consisting of descriptions of what students know and can do) and quantitative (students' performance as a measured by marks or positions on a scale), and may occur at any time before, during or at the end of a unit of instructions
• Assessment covers a broad range of learning outcomes – cognitive, affective, and social – from the simplest to the most complex (Bloom, 1956)
• Assessment for Learning


  Assessment with the goal of improving learning
• Assessment of Learning


  Assessment with the goal of judging what students know and can do at a particular point in time
• Assessment as Learning


  Assessment with the goal of helping students to become more conscious of their own thinking and learning processes
• Approaches to Assessment


  • Traditional Assessment
  • Dynamic Assessment
  • Authentic Assessment
• Performance Assessment


  A mode of assessment that requirements that requires a student to engage in a complex task
• Assessment Tools


  • Direct observation
  • Anecdotal records
  • Checklists
  • Portfolio
  • Rating Scale
• Types of Portfolios


  • Showcase portfolio
  • Evaluation portfolio
  • Documentation portfolio
  • Process portfolio
• Testing


  Tends to be used to find out what students know and can do, can be diagnostic in nature, can give students feedback about what they still need to learn and to focus their learning goals, tend to be a summative assessment, serves as an opportunity to be used to improve learning
• Conversations with Students around Learning

  • Formal/structured interview
  • Informal/unstructured interview
  • Strategic questioning
• Standardized Assessments


  A type of assessment administered and scored according to a standard set of procedures, rigorously designed and pre-tested to ensure that the test is valid and reliable, may be used for diagnostic, formative, placement, and summative assessment purposes
• Diagnostic Assessment


  Assessment to determine what a students knows and can do, and why a student might be making particular errors
• Considering the Role of Students in Assessment

  • Informing Students
  • Motivating and Engaging Students
  • Involving Students
• Test Bias


  Occurs when an unfair advantage is given to some students, where particular groups are disadvantaged by factors associated with a test's content and the interpretation of results
• Culture-Sensitive or Culture-Fair Test


  A type of test that does not required culturally based knowledge
• Evaluation of Assessment Data

  • Alignment or ensuring relatable judgements
  • Consistency of judgement
  • Transparency of judgements
• Consistency through Moderation


  • Criteria
  • Standards
  • Moderation
• Rubric


  A tool for making and giving feedback about student work against particular criteria and standards
• Norm-Referenced Assessment


  Used to compare the performance of individuals or groups with the performance of a comparable group of the same task
• Criterion-Referenced Assessment


  Where achievement is compared against a specified criterion or standards
• Curriculum-Based Assessment


  • Curriculum-based assessment
  • Profile
  • Ipsative assessment
• Three-Way Reporting


  Reporting that involves student, teacher, and parent input
• Informed Consent


  Agreement given by a parent or student for the collection and/or dissemination of information not directly relevant to the student's school program
• •Traditional Assessment à aligns with the purposes associated with ‘assessment of learning’: accountability and reporting, focusing on testing students as a means of determining ‘how much’ they have learned.
• •Dynamic Assessment à a form of interactive assessment that identifies potential for learning and interventions to help achieve this potential.
• •Authentic Assessment à a mode of assessment that uses tasks similar to those performed in the real world.
• Performance Assessment: •à a mode of assessment that requirements that requires a student to engage in a complex task
• •Direct observation – purposeful and focused looking and listening
• •Anecdotal records – objective description of behavior at a particular time and place, recorded as soon as possible after the behavior has occurred.
• •Checklists – a set of descriptions of specific behaviors that an observer records as present or not present.
• •Portfolio – a collection of samples of student work used to demonstrate achievement
• •Rating Scale – a procedure for recording the degree to which a specific behavior or characteristics is present.
• 1.The showcase portfolio containing examples of the student’s best work
• 1.The evaluation portfolio that contains samples of the marked work
• 1.The documentation portfolio that has examples of unmarked work
• 1.The process portfolio that contains examples of ongoing work with student reflection.
• q Interview – can be formal/structured (an interview using a defined procedure and a prepare set of questions in precise instructions about the procedure to be followed), or informal/unstructured (an interview with no set procedure or questions, and the interviewer is free to interact with the interview in a natural, conversational way).