Questions and Answers
What characterizes High-Quality Classroom Assessment?
What are the criteria of High-Quality Classroom Assessment?
What are the types of assessment methods?
Selected response, constructed-response, teacher observation, student self-assessment
Which of the following is NOT a type of selected response assessment?
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What are performance tasks used for in assessments?
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What do essay items include?
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What is considered 'affect' in assessment?
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What does validity refer to in assessments?
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Content-related evidence in validity measures:
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What is reliability in assessments?
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What is the formula for calculating the observed score?
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The standard error of measurement is used to estimate the precise amount of _____ error.
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What factors influence reliability estimates?
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Higher reliability is needed when the decision has important, lasting consequences for individual students.
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What does fairness in assessments entail?
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What are two major forms of assessment bias?
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What are elements of motivation in assessments?
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What is meant by alignment in the context of assessments?
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What are the steps to achieving alignment?
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Study Notes
High-Quality Classroom Assessment
- High-quality classroom assessments are technically sound and effectively demonstrate and improve targeted student learning.
- They inform instructional decision-making, providing valuable insights into student progress.
Criteria of High-Quality Classroom Assessment
- Clear and appropriate learning targets are essential for effective assessments.
- Assessment methods must be valid, reliable, fair, and aligned with learning goals.
- Practicality and efficiency are crucial in the implementation of assessments.
Types of Assessment Methods
- Selected response, constructed response, teacher observation, and student self-assessment are common assessment methods.
Selected Response Assessments
- Include formats like multiple-choice, binary-choice, matching, and interpretive questions.
Brief Constructed-Response
- Encompasses short answer questions, completion items, labeling diagrams, and showing work.
Performance Tasks
- Involve creating a product such as papers, projects, poems, portfolios, or video/audio recordings.
Essay Items
- Comprise both restricted-response and extended-response formats.
Oral Questioning
- Utilizes informal questions during examinations, conferences, and interviews to gauge understanding.
Teacher Observations
- Can be categorized as formal or informal evaluations of student performance and engagement.
Student Self-Assessment
- Involves various tools like self-report inventories, attitude surveys, sociometric devices, questionnaires, and self-reflection.
Affect in Learning
- Refers to students' attitudes, values, feelings, self-concept, interests, and other emotional factors impacting learning.
Validity
- Validity indicates the appropriateness of inferences made from assessment results and is determined by professional judgment.
Sources of Information for Validity
- Types of evidence include content-related, criterion-related, and construct-related evidence concerning assessment.
Content-Related Evidence
- Measures the extent to which an assessment represents the intended domain of interest.
Criterion-Related Evidence
- Examines the relationship between an assessment and another measure of the same trait.
Construct-Related Evidence
- Assesses how well the evaluation measures an unobservable trait or characteristic.
Forms of Construct-Related Evidence
- Includes theoretical, logical, and statistical evidence to support assessment credibility.
Statistical Procedures
- Employed to correlate scores from different measures assessing the same construct.
Reliability
- Concerns the consistency, stability, and dependability of assessment scores over time.
Observed Score Calculation
- The observed score is represented as the sum of the true score and measurement error.
Standard Error of Measurement
- Coefficients estimate the amount of random error to be considered when interpreting assessment results.
Common Types of Reliability Evidence
- Stability, equivalent forms, internal consistency, scorer/rater consistency, and decision consistency are key reliability types.
Evidence based on Stability
- Test-retest reliability measures the correlation of scores from assessments taken at different times.
Evidence based on Equivalent Forms
- Compares two forms of the same assessment for reliability coefficients, particularly in high-stakes testing.
Evidence based on Internal Consistency
- Evaluates the degree to which items on a single assessment yield consistent results related to the same trait.
Evidence based on Rater Consistency
- Assesses agreement levels among multiple raters evaluating student performance.
Evidence based on Decision Consistency
- Focuses on classification consistency for proficiency judgments rather than raw scores.
Factors Influencing Reliability Estimates
- Number of items, number of students, and difficulty level impact reliability; more items and students usually enhance reliability.
Higher Reliability Importance
- Critical when decisions derived from assessments bear significant and lasting consequences for students.
Fairness in Assessment
- Encompasses transparency regarding assessment content and ensuring all students have had the opportunity to learn and prepare.
Student Knowledge of Learning Targets and Assessments
- Students must clearly understand what knowledge and skills will be assessed, utilizing blueprints and past work examples for reference.
Opportunity to Learn
- Relates to the quality and sufficiency of resources and instruction necessary for students to achieve assessment objectives.
Prerequisite Knowledge and Skills
- Assessments should not require knowledge or skills that students do not possess to maintain fairness.
Stereotypes and Bias
- Stereotypes involve generalized assumptions about groups, while bias distorts assessment outcomes based on factors like ethnicity or gender.
Forms of Assessment Bias
- Can manifest as offensiveness or unfair penalization impacting student performance based on inappropriate content.
Positive Consequences for Students
- Achieved through aligning learning targets with assessment tasks, fostering motivation and enhancing student-teacher relationships.
Elements of Motivation
- Include goal setting, commitment to effort, and continuous striving for success.
Positive Consequences for Teachers
- High-quality assessments lead to improved decision-making and understanding of student needs.
Alignment
- Seeks to create agreement among educational standards, assessments, curriculums, and instructional practices.
Types of Alignment
- Can be categorized as refined, good, rough, or primitive based on depth and accuracy.
Steps in Achieving Alignment
- Involve understanding standards, specifying cognitive goals, aligning curriculum, developing assessments, and choosing instructional strategies.
Practicality and Efficiency
- Considerations include teacher familiarity, time requirements, administration complexity, ease of scoring, and cost implications.
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Description
This quiz covers the essential components and criteria of high-quality classroom assessments. Understand how effective assessments can provide results that enhance student learning and support instructional decisions. Test your knowledge on the characteristics that define high-quality assessments.
