1. Educational Psychology, 11 th Edition ISBN 0137144547 © 2010 Pearson Education, Inc. All rights reserved. Classroom Assessment, Grading, and Standardized Testing Chapter 14

2. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 2 Basics of Assessment Measurement Quantitative Process of gathering information about students’ learning Formal Informal

3. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 3 Formative and Summative Assessment Formative Assessment Occurs before or during instruction Summative Assessment Occurs after instruction

4. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 4 Norm-Referenced and Criterion-Referenced Testing Norm-Referenced Comparison based on average performance of others Criterion-Referenced Comparison based on set standard

5. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 5 Assessing Assessments: Reliability and Validity Reliability Likelihood that scores remain constant across time and conditions Validity Likelihood that test is measuring what it is intended to measure Error in scores Higher reliability=lower error

6. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 6 Using Tests from Textbooks Designed for the typical classroom Do test questions match what teacher focused on in class?

7. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 7 Objective Testing Multiple Choice, Matching, True/False Stem Distractors Used by half of teachers, even though 3/4 of education professors reject them

8. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 8 Essay Tests Should be focused on important, complex learning objectives Students require more time to answer Expectations should be clear

9. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 9 Evaluating Essays Use scoring criteria (rubrics) to help eliminate subjectivity Grade all responses to one question before moving to other questions Ask students to put name on back of paper Have a second reader check for reliability

10. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 10 Authentic Assessment Require students to apply skills as they would in real life Includes assessment on writing, speaking, listening, creating, critical thinking, research, and application

11. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 11 Portfolios A systematic collection of work Includes work in progress, revisions, work analysis, and self-reflections Document learning and progress

12. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 12 Exhibitions Public display of work A culminating experience Issues of equity should be considered Judgment should be kept as objective as possible

13. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 13 Informal Assessments Journals Checklists Observations Rating scales

14. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 14 Norm-Referenced v. Criterion Referenced Grading Norm-referenced grading Student standing compared to other students Criterion-referenced grading Student standing compared to a set standard or list of accomplishments

15. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 15 Effects of Grading on Students Value of failing Some failure may be beneficial Retention in grade 20% of high-school seniors have been “held back” Affiliated with dropout, low self-esteem, lack of job opportunities

16. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 16 Grades and Motivation Assessments should enhance motivation Assessments should reflect meaningful learning Educator’s job: to select talent, or develop talent?

17. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 17 Beyond Grading: Communicating with Families Should be more than sending home grades Notes Phone calls for good news Open houses Websites Portfolios

18. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 18 Standardized Testing NCLB Policy Concerns among politicians Global competition Knowledge about standardized tests

19. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 19 Types of Scores Measurements of Central Tendency and Standard Deviation Mean, median, mode Standard Deviation How widely scores vary from mean

20. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 20 Normal Distribution Bell curve See graph on p. 522 68% of scores fall between 1 standard deviation above and 1 standard deviation below

21. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 21 Percentile Rank Scores Raw score compared to raw scores of norm group Caution in interpreting percentile scores

22. Educational Psychology, 11 th Edition Anita Woolfolk ISBN 0137144547 © 2010 Pearson Education, Inc. All Rights Reserved. 22 Problems with High Stakes Testing Very little test material overlaps with curriculum Narrows curriculum Takes up valuable instructional time Could be damaging to student beliefs