Copyright 2001 by Allyn and Bacon Classroom Evaluation & Grading Dr.Bill Bauer EDUC 202
Copyright 2001 by Allyn and Bacon Overview Formative and Summative Assessment Getting the Most from Traditional Assessment Approaches Innovations in Assessment Effects of Grades and Grading on Students Grading and Reporting: Nuts & Bolts Beyond Grading: Communication
Copyright 2001 by Allyn and Bacon Concept Map for Chapter 15 Traditional Assessment Approaches Beyond Grading: Communication Effects of Grades & Grading on Students Formative & Summative Assessment Classroom Assessment and Grading Grading & Reporting: Nuts and Bolts Copyright 2001 by Allyn and Bacon
Formative and Summative Assessment
Copyright 2001 by Allyn and Bacon Pretests –Aid teacher in planning –Help students identify weaknesses - diagnostic –Identify weaknesses: diagnostic –Are not graded Data-based instruction –Also curriculum-based assessment –Frequent probes Formative Assessments
Copyright 2001 by Allyn and Bacon Summative Assessments Occurs at the end of instruction Provides a summary of accomplishments End of chapter, midterms, final exam Purpose is to determine final achievement
Copyright 2001 by Allyn and Bacon Getting the Most from Traditional Testing
Copyright 2001 by Allyn and Bacon Planning for Testing Test frequently Test soon after learning Use cumulative questions Preview ready- made tests
Copyright 2001 by Allyn and Bacon Objective Testing Objective: not open to many interpretations Measures a broad range of material Multiple choice most versatile Lower & higher level items Difficult to write well Easy to score
Copyright 2001 by Allyn and Bacon Writing Test Items
Copyright 2001 by Allyn and Bacon Key Terms Test Item Stem Alternatives Distractors
Copyright 2001 by Allyn and Bacon Key Principles Clearly written stem Present a single problem Avoid unessential details State the problem in positive terms Use `not’, ‘no’, or ‘except’ sparingly or mark them: NOT, no, except Do not test extremely fine discriminations See Guidelines, Woolfolk pp
Copyright 2001 by Allyn and Bacon Key Principles Put most wording in the stem Check for grammatical match between stem and alternatives Avoid exclusive & inclusive words –all, every, only, never, none Avoid two distracters with the same meaning Avoid exact textbook language
Copyright 2001 by Allyn and Bacon Key Principles Avoid overuse of all- or none- of the above Use plausible distracters Vary the position of the correct answer Vary the length of correct answers – long answers are often correct Avoid obvious patterns in the position of your correct answer
Copyright 2001 by Allyn and Bacon Samples to Critique Each of the following test items has mistakes. Analyze each test item using the Key Principles just covered. Identify the mistake(s). Then rewrite the test item eliminating the mistakes.
Copyright 2001 by Allyn and Bacon Samples to Critique 1. The word “gordo” in Spanish means a. thin b. underweight c. skinny d. fat
Copyright 2001 by Allyn and Bacon Samples to Critique 2. A spider is an a. marsupial b. arachnid c. vertebrate d. chordate
Copyright 2001 by Allyn and Bacon Samples to Critique 3. Tennis courts that will require the least maintenance than any other tennis court is the tennis court which a. is made of grass b. is made of clay c. is made of lakold d. is made of Rubico
Copyright 2001 by Allyn and Bacon Samples to Critique 4. The development of the self-concept is not principally influenced by a. parents b. peers c. growth rate d. physical appearance
Copyright 2001 by Allyn and Bacon Samples to Critique 5. “Culture-fair” tests are a. always reliable b. always valid c. power tests d. usually nonverbal in order to offset cultural differences in language
Copyright 2001 by Allyn and Bacon Essay Testing Requires students to create an answer Most difficult part is judging quality of answers Writing good, clear questions can be challenging
Copyright 2001 by Allyn and Bacon Constructing Essay Tests Essay tests focus on less material Require a clear and precise task Indicate the elements to be covered Should measure an objective at Bloom’s Synthesis (Creating) level Allow ample time for students to answer
Copyright 2001 by Allyn and Bacon Evaluating Essays: Dangers Problems with subjective testing –Individual standards of the grader –Unreliability of scoring procedures –Bias: wordy essays often get more points See Table 15.2, Woolfolk, p. 563
Copyright 2001 by Allyn and Bacon Evaluating Essays: Methods Construct a model answer Give points for each part of the answer Give points for organization Compare answers on papers that you gave comparable grades
Copyright 2001 by Allyn and Bacon Evaluating Essays: Methods Grade all responses to one question, then all responses to second question, etc. Have students put their names on the back of the paper Have another teacher in your discipline read some of your graded essays
Copyright 2001 by Allyn and Bacon Innovations in Assessment
Copyright 2001 by Allyn and Bacon Alternative Assessments Authentic classroom tests Performance in context See Table 15.3, Woolfolk, p. 566 See also Point/Counterpoint, P
Copyright 2001 by Allyn and Bacon Performance in Context Portfolios Exhibitions Focus is on real life applications Focus is on mastery of skills
Copyright 2001 by Allyn and Bacon Evaluating Portfolios and Performances Checklist and rating scales Scoring rubrics Reliability, validity, generalizability, and equity questions Self- and peer- evaluation See Figure 15.3, Woolfolk, p. 570 and Guidelines, p. 571
Copyright 2001 by Allyn and Bacon Effects of Grading on Students
Copyright 2001 by Allyn and Bacon Effects of Grading Effects of failure Effects of feedback - knowing ‘why’ they were wrong Effects of grades on motivation See Guidelines, Woolfolk, p. 575
Copyright 2001 by Allyn and Bacon Grading and Reporting: Nuts and Bolts
Copyright 2001 by Allyn and Bacon Criterion-Referenced Mastery of objectives Criteria for grades set in advance Student determines what grade they want to receive All students could receive an ‘A’
Copyright 2001 by Allyn and Bacon Norm-Referenced Grading Grading on the curve Students compared to other students ‘Average’ becomes the anchor for other grades Fairness issue ‘Adjusting’ the curve See Figure 15.4, Woolfolk, p. 577, and Table 15.4,, p. 578
Copyright 2001 by Allyn and Bacon Preparing Report Cards Criterion- versus norm-referenced Grading Converting to standard scores Point system Percentage grading Contract system and rubrics Grading on effort and improvement –ILE and Dual Marking Systems Caution: Being fair See Guidelines, Woolfolk p. 583
Copyright 2001 by Allyn and Bacon Beyond Grading: Communication
Copyright 2001 by Allyn and Bacon Parent / Teacher Conferences Plan ahead Start positive Use active listening & problem solving Establish a partnership Plan follow-up contacts Tell the truth! Be prepared with samples End positive
Copyright 2001 by Allyn and Bacon Summary Formative and Summative Assessment Getting the Most from Traditional Assessment Approaches Innovations in Assessment Effects of Grades and Grading on Students Grading and Reporting: Nuts & Bolts Beyond Grading: Communication
Copyright 2001 by Allyn and Bacon Review Questions What are two kinds of classroom assessment? How should teachers plan for assessment? Describe two kinds of traditional testing. What is authentic assessment? Describe portfolios and exhibitions.
Copyright 2001 by Allyn and Bacon Review Questions How can failure support learning? Which is better, social promotion or being “held back”? Can feedback, including grades, promote learning and motivation? Describe two kinds of grading.
Copyright 2001 by Allyn and Bacon Review Questions What is the point system? Describe some alternatives to traditional grading. What are some sources of bias in grading? How can communication with families support learning?
Copyright 2001 by Allyn and Bacon End Chapter 15