final exam Flashcards
(144 cards)
1
Q
Characteristics of Effective Conferences: the conference
A
➢Set a positive tone with the focus on the student (not you)
➢Ask open-ended questions
➢ Use the SANDWICH approach. (celebrate/improve/celebrate)
➢ Focus on observable behaviour
➢Take notes & listen actively
➢Agree on actions to be taken by each party
2
Q
Typical assessment challenges for students with
exceptionalities: Auditory difficulties impact on assessment
A
Understanding oral directions and test items;
distracted by noises
3
Q
traits of achieving academic success
A
Achieving Program Standards = Academic Success
4
Q
Steps in identifying exceptionalities
A
- Initial assessment of student by classroom teacher
- modifications of instruction provided by the classroom teacher
- diagnostic assessment of specific difficulties
- small group review of difficulties and interventions
- further pre-referral instructional interventions
- formal referral for special services
- formal assessment of student
- formal identification for special education services
5
Q
the ugly potential of school based assessment
A
- Fails to measure curricular
concepts/skills - Sets an inappropriate
standard - Used to channel students
out of programs to ensure
higher averages/success
rates - Violates principles of
good assessment
6
Q
relative (norm-referenced) grading means
A
- Comparing a student’s performance to his/her peers
- The grade reflects how the individual student’s achievement compares to others
7
Q
Relative (Norm- Referenced) Grading limitations
A
- It is hard to maintain the
same meaning of the
grades across years. E.g., is this year’s A the same as last year’s A? - A student’s grade is
dependent on class
performance, which may
be problematic if class size
is small because the
distribution of aggregated
marks would not be
stable.
8
Q
Characteristics of Effective Conferences: Pre conference
A
➢ Have an agenda, marks summary, list of parent concerns (if any),
program of studies and individualized action plans
➢ Have each student’s portfolio at the ready
➢ Prepare the students fully for their role
➢ Set up a form to take notes
9
Q
what is the mode score
A
most frequently received score
10
Q
evaluation of the portfolio as a whole
A
- criteria for evaluating the portfolio should reflect the purpose of the portfolio: LO and its use
- rubrics and checklists can be a useful way to establishing criteria
- descriptors should be aligned with the purpose/type of the portfolio (showcase, documenting progress,etc). Examples of this are improving, developing, partial
11
Q
how to organize a portfolio assessment
A
- pre-established guidelines for what will be included
- student selection of some of what is included
- discussion of the progress during the term
12
Q
Adaptations for binary choice items
A
▪ Avoid negatively stated items
▪ Limit the number of items to 10-15
▪ It is not recommended to ask students to change false
items to make them true
13
Q
how to use exemplars to communicate standards
A
- select exemplars that show levels of expectations, such as excellent, proficient and satisfactory
- identify the element of a student product the exemplar illustrates
- there is a limited value in showing work below the acceptable standard
- exemplars come with the reasons they meet the descriptors
- formal permission of student/parent is required before using an exemplar and identity should not be revealed
14
Q
what do both marks and grades need to be?
A
accurate
consistent
meaningful
supportive of student learning
reflective of learning outcomes from POS
15
Q
Adaptations in Test Administration: auditory difficulties
A
▪ Go slowly for oral tests, enunciate word clearly and distinctly
▪ Seat students in a quiet place for testing
▪ Stress the importance of being quiet
16
Q
Teachers have a responsibility to ensure that their
assessments are
A
an accurate and current reflection of
student progress towards mastery.
o A report card should not include elements not related to the curriculum or not
reflective of the student’s performance.
17
Q
Absolute vs. Relative Grading: How it is reported
A
Absolute: Credit/non-credit, Pass/Fail, letter grades based on pre determined cut scores
Relative: Ranking percentile,
letter grades based on
relative cut scores
18
Q
Which of the following examples illustrates a norm-referenced (relative) approach to interpreting assessment results? (Lecture 11)
A. Identifying statements that are examples of metaphors.
B. Performing the dance routine precisely as choreographed.
C. Mastering the skills required for preparing specimens for dissection.
D. Providing students a rank-order of their scores on the midterm exam.
A
. Providing students a rank-order of their scores on the midterm exam.
19
Q
Which of the following actions in preparing a portfolio most strongly promotes student academic growth? (Lecture 10)
Providing opportunities for students to reflect on their own work and progress.
Permitting discussion of the portfolio at the parent-teacher-student conference.
Collecting feedback from teacher, parents, and peers on the work.
Allowing students to choose which samples to include
A
Providing opportunities for students to reflect on their own work and progress.
20
Q
UDL encourages ”assessment by design” meaning
that teachers should:
A
- align assessment to learning goals
- offer authentic opportunities for assessment
- assess (not grade) engagement as well as
content mastery - include frequent formative assessment
- eliminate unnecessary barriers in assessments
(such as strict time limits or complicated tasks) - support learner differences through flexible
assessments using UDL guidelines (engagement,
representation, action, expression) - use and share rubrics to clarify expectations
- involve learners in their learning process through
assessment data - reflect on assessment results for future lesson design
10.build communities of practice to support each
other’s learning from assessment data
21
Q
what is a percentile bands
A
acknowledge error
band width represents reliability and measurement error of the assessment
highly reliable assessment=narrow band (small measurement of error)
the band represents the range of possible scores the student could achieve if she redid the assessment
22
Q
Adaptations in Test Administration: visual difficulties
A
▪ Give exam orally or recorded digitally
▪ Allow students to take the test orally
▪ Seat students away from visual distractions
23
Q
ELL students are often included in regular
classrooms, which creates challenges:
A
o For the teacher: instruction and assessments need to be
modified
o For the student: a lack of success in assessments due to
the language barrier may substantially decrease student
motivation and confidence
24
Q
How did grades and comments affect performance and interest of high achievers
A
it had a decline
25
High quality comments use:
words such as
o thorough
o caring
o shows commitment
o improved greatly
o needs
reinforcement in…
o will benefit from…
26
Some assessment tools following universal design principles are:
o Open book exams or cheat sheets
o Take home exams
o Multiple-choice exams with explanation option
o Performance assessments
o Portfolios
27
what to include in a portfolio assessment
- clearly defined purpose and learning expectations
-systematic and organized collection of student work
-progress documented with specific products
28
what can go in a portfolio
- media (videos, audios, pictures, artwork, computer programs)
-reflections (plans, statements of goals, self reflections, journal entries)
- individual work (tests, journals, logs, lab reports, homework, essays, poems, maps, inventions, posters, math work)
- group work (cooperative learning sessions, group performances, peer review)
- work in progress (rough and final drafts, show-your-work problems, science fair projects)
29
what are exams of constructive feedback
Written or oral comments on student performance
Individual (formal or informal) meetings with students
Parent-teacher-student conferences
30
Absolute vs. Relative Grading: Objective
Absolute: Reaching mastery for all students
Relative: Spread of scores in
identifying mastery
31
Adaptations in Test Administration: embarrassment
▪ Make the modified test closely resemble the regular test
▪ Avoid calling attention to students with exceptionalities as
you help them
▪ Monitor all students the same way
32
what does evaluating the individual products within a portfolio look like
-criteria for each product should be established appropriately
- quality feedback is very important to help students understand where they performed well and where they need to improve
33
Absolute vs. Relative Grading: Reference point
Absolute: Curriculum objectives and provincial standards
Relative: curriculum objectives and other students
34
How did comment only feedback affect performance and interest of high achievers
it had an increase
35
Special Education Needs: Physical Example
▪ Students with physical challenges
- vision impairment
36
how to report student marks and grades (most common ways)
by standards (exceeds acceptable standard, meets acceptable standard, etc)
Raw scores (24/30, 3.5/5,etc)
Percent correct based on raw scores (60 %)
Qualitative marks (feedback without a mark)
Checklists and rating scale (with quantitative or qualitative labels)
37
If the final examination in EDPY 303 was converted from a paper-and-pencil format to a digitized format offered in the LAC, the resultant exam would be best identified by the term (Lecture 13)
A.
computer-based
B.
computer-adaptive
C.
computer-designed
D.
computer-generated
computer-based
38
In a fair and effective grading system:
Students are informed at the beginning of
instruction about the grading procedures
* Grades are based on a variety of valid student
achievement data and NOT
student behaviours
(effort, participation, attendance, etc.)
* Proper weighting is used for aggregating marks
* Constructive feedback is given in addition to
marks
39
what does aggregating mean
refers to forming a grade from many individual marks
40
what is a folder
it is a collection of student material that is put into a folder
- there is not necessarily any order in the placement of the materials
- it is not assignment based
- the teacher decides what it will contain
- usually written work that fits in a folder
41
Accommodations for assessments include
1. Adaptations in test construction
2. Test administration
3. Testing location
4. Grading
42
what is a portfolio assessment
a purposeful systematic process of collecting and evaluating student products
43
steps to self reflection may include:
1. ask students to label products as "best work", "most creative" or "most difficult"
2.Provide a stem for students to complete:
- This piece showed that I have met the standards because ….
- One thing that I have learned from doing this piece is that …
Ask students to answer questions such as:
- What did you learn from writing this piece?
- What would you have done differently if you had had more time?
44
the ugly potential of standardized assessment
* Ranking of schools using
limited information
* Financial penalties for
“underachievement”-NCLB
* Teacher not seen as
“partners” in process
* Encourages teaching “to the
test”
* Influencing real-estate values
* Fosters teaching
methodology of “drill, grill,
forget the skills”
45
what not to do when selecting exemplars
do not use the highest quality work you can find, rather sone that just meets the threshold for the category
46
online grading systems
many school districts mandate the use of commercially available grading programs. they offer convenience and efficiency but lack flexibility
47
High quality comments avoid:
absolutes such
as
o unable/incapable
o always
o never
o cannot/will not
o failed to
48
Typical assessment challenges for students with
exceptionalities: 5 problems
Comprehension difficulties
Auditory difficulties
Visual difficulties
Anxiety
Embarrassment
49
Adaptation of a Testing Site
Students with exceptionalities may require a special
testing site or certain equipment
For example,
o Students highly sensitive to noise and distractions can be
provided another room or noise-cancelling headphones.
o Students unable able to word process answers may be
provided an assistant to note the answers for the student.
o Some students with a physical impairment may need a
special chair/table during the exam.
50
Characteristics of Effective Conferences: Post conference
➢Ensure that the student, teacher and parent follow-up on
commitments
51
How did comment only feedback affect performance and interest of low achievers
it had an increase
52
How did grades and no feedback affect performance and interest of low achievers
it had no change in performance and a decline in interest
53
Report cards and on-line reports should provide
straightforward information about what students:
- know about the subject,
o can demonstrate relative to the program outcomes
o need to do to achieve/maintain mastery
54
Identifying exceptionalities
Students with special education needs must
have an individualized education plan (IEP),
also known as an Individualized Program
Plan (IPP) or Instructional Support Plan (ISP)
(Alberta Education, 2018)
55
what do rationales do?
they link student work to rubric descriptors and standards
56
advantages of a portfolio assessment
- students are actively involved in self-evaluation and self-reflection
- students develop/apply decision making skills in selecting products to include in portfolios
- students learn about collaborative assessment
- promoting student learning through demonstrating performance, evaluating, revising, and producing
57
strengths of absolute criterion referenced grading
- Grade descriptions are FIXED with regard to a standard.
- Any number of students
can be assigned a
particular grade, for
example; in an
exceptionally strong
class, half or more of the
students might receive a
grade of “A”
58
what is a grade
refers it aggregates of marks, or a score or letter that is representative of a students work over a period of time
59
formative and summative at PTS conferences
Formative – give or receive feedback, help students formulate
goals, create an individualized program for a student if necessary.
Summative – share information about learning that has already
occurred
60
what could the electronic format of the portfolio look like
online or an external drive
shared notebooks using onenote or evernote
personal websites: weebly, webs, wix, or google slides
variety of content types: recording, videos, etc
61
Absolute vs. Relative Grading: Interpretation
Absolute: The degree to which
content is mastered based
on provincial standards
Relative: The degree to which
content is mastered
relative to other
students
62
Comments on reports should:
- identify specific support to help students achieve mastery
o communicate about work habits, etc.
o reflect on the academic and social progress of students
o emphasize the positive and maintain the student’s dignity
* Remember, students read these too!
* Do not portray student difficulties as fixed or permanent
63
When providing students with exemplars of student work, the teacher should ensure that (Lecture 10)
A rationales are included to justify the score assigned to the exemplar
B. students are not allowed to keep copies of exemplars for reasons of security
C. exemplars of low-quality work are included to discourage repetition of such work
D. the exemplars chosen represent the highest quality work within a scoring category
A rationales are included to justify the score assigned to the exemplar
64
How did grades and no feedback affect performance and interest of high achievers
it had a decline
65
Adaptations in Test Administration: time constraint difficulties
▪ Allow more than enough time to complete the test
▪ Provide breaks during lengthy tests
▪ Avoid timed tests
66
Typical assessment challenges for students with
exceptionalities: Embrassments impact on assessment
Understanding directions; completing
assessments
67
Special Education Needs: Communicational Example
▪ Autism
▪ Deaf and Hard of Hearing
▪ Language/Speech Impairment
68
components of effective feedback
- avoid teacher jargon and assessment info unknown to parents/students
- explain the types of supports needed
-state the learning that has occurred instead of the activity that had taken place
- state what a student can do instead of what has been taught
-separate work ethic from academic achievements
- communicate clearly and emphasize the learner
-describe student achievement
- express what a student cannot do in the form of a learning goal
- remove personal complements
- comment on how a child contributes to the class
69
What is a IPP
An IPP is a plan of action designed to address student
special education needs, and is based on diagnostic
information which provides the basis for intervention
strategies
70
the bad of school based assessment
* Difficult to achieve a common
standard among (and within)
schools
* May not be reliable/valid
* Lack time to create best
possible assessment
* Teachers often not trained in
assessment development
71
why use a portfolio?
- document progress toward achieving learning outcomes
- show evidence that a learning outcome has been achieved
72
self reflection guidelines
- guidelines should be clear before students begin their work
- students ownership of the portfolio and its components can be enhanced by involving them in specifying the guidelines
- self reflection skills need to be developed over time
73
Adaptations for short answers and essays
▪ Carefully word the item, avoiding complicated questions
▪ Ensure students understand what it means to: compare,
contrast, and discuss
74
Absolute vs. Relative Grading: Population
Absolute: K-12 students
Relative: Mostly post secondary
75
Computerized Adaptive Testing
DISADVANTAGES
o Requires a complex setup
to begin
o Requires large item bank
o Item exposure and
content coverage need
to be controlled
o Score comparability is an
issue because each
examinee takes a
different set of items
o Unknown interaction
between examinees and
technology (mode
effect)
76
what is the good of standardized assessment
* Reliable results
* Repeatable results
* Valid results
* Model good assessment
* Measurement accuracy
through aggregation
* Measurement of
achievement over time
* Common standard for all
test-takers
* Motivation for students to
take studies seriously
77
Adaptations for performance assessments
▪ Provide clear directions with examples
▪ Clarify the steps required to complete the performance
78
what is the growth or working portfolio
- products are collected at different times to show improvement over time
- provide evidence of the extent of student growth
- provide opportunities for meaningful self reflection
79
how to evaluate a portfolio assessment
- clear and appropriate criteria for evaluating products
-student self-reflection and self-evaluation
-portfolio conferences between students and teachers
80
exceptionalities of Alberta
The Education Act (2012) explicitly describes the rights
of all students to an inclusive education and
specialized supports and services to meet their needs
o No definition of students with exceptionalities
o “Special education refers to the education of students
with mild, moderate or severe disabilities and those
who are gifted and talented” (Alberta Education, 2017)
81
Adaptations in Assessment Construction
* Clear directions to ensure understanding
o Give examples of how to complete tasks
* Separate directions for each section of the
assessment
* Underline/boldface important words or verbs
82
disadvantages of a portfolio assessment
- marking and reviewing portfolios is time consuming
- unreliable scoring if criteria are too general and/or gave multiple interpretations
- students may not make a good selection of the products
- a small/inadequate sample of the products may lead to weak generalizations about students
- parents may find portfolios difficult to understand
83
what is the good of school based assessment
* tailored to student needs
* opportunity for more immediate
formative feedback
* Dialogue between student and
teacher regarding assessment is
possible
* Teacher is aware of “issues”
affecting performance of
individuals or groups
84
Special Education Needs: Neurodevelopmental Example
▪ Intellectual disability (cognitive and adaptive functioning deficits) or
mild cognitive delay/impairment (low cognitive functioning)
▪ Global developmental delay
▪ Giftedness
▪ Attention Deficit Hyperactivity Disorder (ADHD)
85
what are PTS Conferences
* A meeting of the teacher and parent and frequently the student.
* Often held in conjunction with report card distribution.
* May occur on an ad-hoc basis at the request of parents or the
teacher.
86
Report cards in Alberta
Some schools are moving away from a formal report card and
instead provide ongoing on-line information.
* Grading systems also vary with some schools using numeric
grades, others letter grades, and yet others descriptive words*.
* Schools commonly separate academic performance from
behavioral attributes when reporting results.
* *NOTE: At the senior high school level, the school must issue a
percentage grade at the end of a course, which is recorded on
provincial transcripts.
87
Assessment challenges
- Determining the most reliable and valid
assessment tools
* Minimizing the effect disability status and/or
language-related problems may have on
academic performance
* Making the most appropriate accommodations
and changes in assessment strategies to ensure
valid inferences
88
Universal Design (UDL) in Assessment: how can it help teachers
o focus on the “focal” knowledge skills and abilities
o eliminate or reduce the effect of construct-irrelevant factors (reading ability in a
mathematics exam)
o reduce the need for accommodations
89
Computer
Based Testing Disadvantages
o Not all students can use the
computer (e.g., students
with accommodations).
o Technology may not be
always reliable. Information
can be lost if a system
breaks down during test
administration.
o CBT may not be suitable for
essay writing and analysis
or cognitive thinking
testing.
o The cost to set up a CBT
system can be quite high
at the beginning.
90
Relative (Norm- Referenced) Grading strengths
-- This type of grading can
even out differences
between sections and/or
instructors.
- The percentage of
students falling into each
grade is based on the
distribution of
aggregated marks,
which provides
predictability
91
what are the different structures of portfolios
physical format
electronic format
92
Actions that Distort Marks and Grades
The following actions cause distortion in final
grades:
o Taking off marks for submitting late
o Assigning a mark of zero for a late submission
o Awarding bonus points/extra credit
93
teachers role in a portfolio
- pre-specify the characteristics of the portfolio
- establish the evaluation criteria
- use the process to further students learning
94
how are absolute (criterion-referenced) grading calculated
Once the marks from all assessments are combined
based on their weights, the final grades are
calculated using established standards
for example: A = 80-100%
95
Adaptations for completion items
▪ To limit the need to remember, use matching items rather
than fill-in-the-blank
96
what is an effective method to communicate standards?
exemplars and rationales of student work
97
Special Education Needs: Academic Example
▪ Math learning disorder
▪ Reading learning disorder
▪ Writing learning disorder
98
Special Education Needs: Behavioral Example
A learning disorder occurring over time and in varying degrees:
▪ inability to build or maintain interpersonal relationships
▪ excessive fears or anxieties
▪ tendency to compulsive reaction
▪ inability to learn which cannot be traced to intellectual, sensory, or other
health factors, or any combination thereof
99
students role in a portfolio
- active involvement in the selection of the products(exemplars)
- involvement in evaluating and self assessing their work with teacher input
100
Typical assessment challenges for students with
exceptionalities: Comprehension difficulties impact on assessment
Understanding assessment directions;
completing assessments requiring reasoning
101
Computer
Based Testing
Computer-based testing (CBT) delivers a fixed
length, non-adaptive test via a computer (or a
similar tool, such as tablets).
102
Adaptations in Test Administration: poor comprehension
▪ Give test directions both orally and in writing
▪ Double check student understanding
▪ Avoid long talks before the test
103
In general, when assessing students with exceptionalities a primary objective for the teacher is to ensure that such students (Lecture 13)
A.
are provided with appropriate ways to demonstrate their academic achievement
B.
appreciate the benefits they are receiving through the program provided to them
C.
can identify the differences between their assessments and those of other students
D.
are assessed based on standards that are consistently lower than for other students
are provided with appropriate ways to demonstrate their academic achievement
104
Computerized Adaptive Testing
ADVANTAGES
o Higher precision in
scoring with fewer
items
o Better test security
o Allows more
flexible time for test
administrations
o Innovative item
types can be used
o Cost effective in
the long run
105
what does the physical format of the portfolio include
an envelope or folder
varies in size depending on the type of content
storage locations could include: cardboard boxes, file folders, file cabinets
arrangement of documents can influence the format
106
The Butler Study (1988) regarding the effects of different forms of feedback on the learning experience of grade five and six students found that the (Lecture 10)
A. lack of a grade to accompany comments, left both higher and lower achieving students less interested in their subjects, but performing better
B. most effective form of feedback for all students when measuring both interest and performance was comments without an accompanying grade
C. higher achieving students benefitted most from receiving a grade only, while lower achieving students benefitted most from receiving a comment only
D. type of feedback provided to students made a difference when measuring student interest in a subject, but made no difference regarding student performance
most effective form of feedback for all students when measuring both interest and performance was comments without an accompanying grade
107
Universal Design (UDL) in Assessment: goal
The goal UDL is to provide assessments allowing all students the opportunity to participate, and to generate valid inferences about performance
- Providing a range of assessments, offers students equiitable
opportunities to learn and to demonstrate their learning.
108
questions to check for portfolio assessment
- Are learning expectations clear?
- Are uses of the portfolio clear?
- Is the physical structure for holding the materials
adequate and easily accessed?
- Are procedures for selecting the content clear?
- Does the content match the purpose?
- Are student self-reflective guidelines and questions
clear?
- Are scoring criteria clear and appropriate
109
what is a mark
refers to scores on individual summative assessments
110
Electronic Scoring of Written Responses Using Computer-Based Marking System
➢A scoring program is trained by “reading” a
large representative sample of student responses
to a common question.
➢The program learns what characteristics of a
student response predict the score provided by
the human raters.
➢The program can then score thousands of essays
in a few seconds.
➢Used by some universities to mark entrance
written-response exams (GMAT, GRE, TOEFL).
➢Used by some large school systems to provide
formative feedback on student writing tasks.
Once trained, the scoring system can mark thousands of papers in a few moments
111
what is the median score
middle score (score in the middle of all of them)
112
Which of the following alternatives identifies an important step in setting up a grade book for upper grade levels?(Lecture 11)
A.
Ensure that an appropriate weighting of assessments in established
B.
Include student behavioural and attitudinal measures in any calculations
C.
Identify the program of studies learner outcomes associated with each assessment
D.
Provide a heavier weighting for quizzes and exams rather than for performance tasks
Ensure that an appropriate weighting of assessments in established
113
Reports should:
celebrate progress
o encourage further progress
o communicate clearly achievement and growth
o inform parents and student of actions needed
o align with provincial standards and program of studies outcomes
114
what is a fair grading system
analysis of test items and scores
assigning a grade
reporting student performance
115
Adaptations to Grading: Shared Grading
The classroom and special
education teachers determine grades together.
Typically, the classroom teacher has more influence
on the assigned grades.
116
relative (norm-referenced) grading cut points determined on:
The cut points to assign relative grades can be
determined based on:
1. the historical distribution of final grades, which may be a good practice if
the student population is not expected to change significantly over years,
2. the naturally occurring breaks in the distribution of final grades, which may
be a good practice if distinct breaks can be identified by examining the
distribution of final grades.
117
relative (norm-referenced) grading: The teacher is responsible for adjusting the cut
points based on what?
- Student ability (e.g., a class with many gifted students would have a high percentage of As than general classes)
- Difficulty levels of assessments/assignments
- How tough/lenient the teacher is in marking papers, projects, etc.
118
Adaptations to Grading: IPP Grading
Students with exceptionalities are
evaluated on the individualized goals in the IPP.
Marks for these students are transformed to grades
using program standards
119
what is the showcase or celebration portfolio
- selection of best work as a celebration (especially appropriate for early grades)
- students have opportunity to reflect on the quality of the work
120
When creating a rationale document, a teacher writes descriptive sentences that demonstrate the relationship between (Lecture10)
A. rubric descriptors and learner outcomes from programs of study
B. rubric descriptors and excerpts from a student's written response
C. excerpts from a student's written response and instructional objectives
D. learner outcomes from a program of study and instructional objectives
B. rubric descriptors and excerpts from a student's written response
121
How did grades and comments affect performance and interest of low achievers
no change on performance and a decline in interest
122
how are relative (norm-referenced) grading calculated
- Once all assessments are
weighted and combined,
the students are ranked,
and proportions
of students are assigned
letter grades.
- Standards may
change to ensure the
same proportions of
students achieve
each grade level.
123
absolute (criterion-referenced) grading means
- compare student performance to some specified standard
- the grade reflects the individual student's achievement of the standard
124
limitations of absolute criterion referenced grading
- Each level represents a
wide range of
performance. For example, whose A is better?
- Standards vary when the
difficulty of assessments is
inconsistent from year to
year
125
A major justification for the administration of Diploma Examinations in Alberta is that (Lecture 12)
A.
teachers may differ significantly in the standards to which they have assessed their students
B.
students should not be placed in a stressful situation when completing a summative assessment
C.
only a pre-determined proportion of student should achieve the acceptable standard in a course
D.
it is important that students receive immediate feedback once they have completed a summative assessment
teachers may differ significantly in the standards to which they have assessed their students
126
the bad of standardized assessment
* Over-reliance on test scores to
pass/fail
* Instruction time focus on test
preparation time
* Poorly constructed tests
trivialize learning
* Limited outcomes that can be
tested
* Consume financial resources
* Create test-taker/educator
stress
* Potential for testing bias
(cultural/economic)
* Wait time for test results
127
Assessment Accommodations purpose
The purpose of providing accommodations is to ensure that
students have opportunity to be assessed in a way that is
equitable in relation to their non-exceptional peers
128
types of portfolio assessments
the growth or working portfolio
the showcase or celebration portfolio
129
Typical assessment challenges for students with
exceptionalities: Visual difficulties impact on assessment
Understanding written directions and test
items; decoding symbols and letters; visual
distractions
130
Computer
Based Testing Advantages
o Automated, objective, and
quick scoring
o Items and response options
can be randomized to
minimize risk of cheating.
o CBT allows for innovative
item types (e.g., videos,
animations, etc. in the
items).
o Flexible exam scheduling
(e.g., students can choose
the ideal time within a
particular exam period).
131
if assessment methods are reliable and valid, the grade is based on:
relative importance (qualitative): which is more important: course exams vs homework
weighting (quantitative) : does each assessment have the same weight?
132
Which of the following features that could be required on a report card might imply that norm-referenced grading is being applied? (Lecture 12)
A.
Including class averages.
B.
Reporting grades using a percentage scale.
C.
Offering comments to support the grades assigned.
cross out
D.
Identifying Learner Outcomes that have been assessed.
Including class averages
133
Adaptations for multiple choice
▪ Ask students to circle the correct answer instead of writing
the letter
▪ Arrange response alternatives vertically; no more than
four options
▪ Keep the language simple and concise
134
ways to score a portfolio
- evaluation of individual products within a portfolio
- evaluation of the portfolio as a whole
135
Adaptations to Grading: Contracting
A contract is created between the
classroom teacher and the student that specifies
the nature of the work that the student is expected
to complete to achieve a particular grade.
136
Adaptations in Test Administration: anxiety
▪ Avoid adding pressure by asking students to hurry
▪ Do not threaten to use test results to punish students
▪ Provide several smaller tests
137
Computerized Adaptive Testing
Instead of administering the same test items, CAT selects the
most suitable items for each student from an item bank.
* The item bank should have items with a wide range of
difficulties (also with very high discrimination).
* A major advantage of CAT over paper-and-pencil and
computer-based tests is that CAT can shorten the exam length
significantly without a loss of measurement accuracy.
* They can accurately measure student’s achievement in
relation to program outcomes
138
what are report cards/online reports?
Effective report cards and on-line reports are resources
easily understood by parents and students.
139
Adaptations in test administration
* Checking students’ understanding of directions
o Reading test/exam directions to students with visual difficulties
o Check student answers during exam to ensure the understanding of
directions
* Reminding students to check for unanswered
questions
* Giving a practice test or practice/review items in
advance
140
report card standardization in Alberta
Alberta has no standardized report card. Each school authority
or district determines how achievement is reported. The term
“report card” is generic, as there are other terms in
141
what is the mean score
average score
142
Typical assessment challenges for students with
exceptionalities: Anxietys impact on assessment
Completing assessments; providing correct
answers
143
using the portfolio at PTS conferences
- a portfolio of a students work is a valuable resource at a parent- teacher student conference at it provides tangible evidence of a students progress
- ideally, the student should be well prepared to lead a review of the items in the portfolio
144
IPP's include the essential information:
o assessment data
o current level of performance and achievement
o identification of strengths and areas of need
o measurable goals and objectives
o procedures for evaluating student progress
o identification of coordinated support services (including health-related), if
required
o relevant medical information
o required classroom accommodations (e.g., any changes to instructional
strategies, assessment procedures, materials, resources, facilities or equipment)
o transition plans
o year-end summary
