Educational Psychology 7e Canadian PDF

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Traditional testing has been that testing, under instead fire Alternatives have 2006). since at least the 1990s. As Grant Wiggins (1991) noted do not judge Xerox... or Dom Perignon vineyards on what including of thinking that and are it problem seen emphasizes solving. as the limits recall tradi-tional of facts Alternative then: approaches We address the basis of and include student authentic assessment, student exhibi-tions, Hill/RubberBall/Alamy portfolios. Nicole indirect, easy to test, and common indicators. Nor would the workers 546 PART 3 TEACHING AND ASSESSING in those places measure of from Wiggins or and in students adult to use Your stand they think are goes and other performance, gladly point of may instruction. So an or Serious of the Like our Royal a potter Winnipeg redo, techniques; often Portfolios and concern on the about used in bought Authentic assessments Assessment skills and abilities be applied in or produce demonstrate to carry product learning. that out authentic of set & look in at real Wiggins study forand life. (1989) speak, within habits reason, (p. students the or create, the 41) include problems, listen, they and beauthentic. for and sports form is just fine. abilities apply knowl-edge, think, research, others requires we a lump of clay, a student cope and test solutions; with how the not apply initial a both are other to carry 2012). basic being evaluated. must and to the the auditioning skills (Clark, paral-lels. Often, problem results or many dancer of difficult solution performances defined. 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In use the scientific process, knowledge they will to have to understand think a real-life critically and write persuasively. Portfolios in and and With assessment Popham, For display approaches the it two work, of readers and often what the to is assessment difficult processes to are each and website that tell require where interwoven final drafts addresses, perfor-mance instruction stops (Oosterhof, 2009; a distinction showcase Exhibitions. so students and hours of study. Thomas qualities is a performance exhibitions of good performances. articulate their Bailey work and recognize some ideas Evaluating for motivation for using Portfolios Checklists, rating scales, assessments and In public other scoring words, standards, work, annotated and computer and assessed final, or best-work, and progress. sum-mative Best-work Table additional 15.3 shows into qualities in help their of Being able to of understand productions work judge Guidelines: many program students their it com-munication requires whole own examples The a First, account; often of exhibits goals. features. audience exhibition selections. your read, 2002). digital and to exhibit quality Creating can Portfolios teaching. 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Scoring often assigns 1999). research on points For A checklist to each project Each student rubrics a 4-point example, are scale rules from category10 a rubric might scale for specific determining excellent points describing gives (4) for excellent feedback the to quality inadequate excellent, of (1) 6 for delegation about good, elements a student or on and so of responsibility of a perfor-mance, a scale that and of in an growth, the area, self-reflection, achievement. Exhibition A performance demonstration on (Mabry, public in a group extended time Scoring rubrics used to determine and test of learning usually to takes that or is an prepare. be: in the what information or rating collection work group s/he can clearly is responsible explain for locating, what information and is needed when the information by the is group, needed. a students Rules the performance that are quality of 548 PART 3 TEACHING AND ASSESSING TABLE Here 15.3 are Process a few and examples of Best-Works how to use Portfolios portfolios THE Subject Area Individual Cooperative using method to records the laboratory a of Language Evolution Arts explaining through research notes, others editing, THE Subject Area Language side) from Rubrics outlines, to response to and final BEST-WORKS Individual Arts thought right compositions notes best in The best and The Arts best best creative analysis press in products such The as sculptures, Source: From D.W. by This online and create a rubric. more general judged poems skill poor, as D, about of fair, C, B, or A. 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Boston, was for James be and Bacon, rubric service research too Johnson Allyn oral history performed, thespian paper academic of historical historical performance Published display survey, from compilation, biography, paintings, poems, community controversy, theory, controversy drawings, pottery, broadcast, advertising resulting current historical of participation academic The paper, of a historical account TV newspaper, historical on original review Fine on commentary event, production, project, copy research essay issue, dramatic columnist, advertising historical opinion best video drama, editorial reviewer), Studies Group journalistic (reporting, Social The a variety (poetry, story), peer draft humor/ creative developed high-quality Cooperative compositions short procedures PORTFOLIO of stylesexpository, satire, and ensure editing Student The and use of strategies on the on the of early a running commentary processes solving higher-level problem solve problems of complex problem double-column the to of laboratory Documentation mathematical using method series (computations and of scientific of mathematical side (observation checklists) series through solving Group Documentation problems Documentation left or scientific solve reasoning Groups PORTFOLIO (running of and subjects. Student logs) Mathematics Individuals different PROCESS Documentation Science in for one and too no two too such as adverbs, general more on neither task, (such but as information worthwhile writing not to poems than skills that a the will grading can b CHAPTER 15 CLASSROOM ASSESSMENT, GRADING, AND STANDARDIZED 549 TESTING GUIDELINES Creating Involve Portfolios students in selecting the pieces that will make Be aware up their different portfolios. During that the fits my unit best For their best or semester, certain criteria, work, approaches 2. portfolios of the can serve different functions at year. Examples Examples 1. that times ask each student such my as my to select most difficult most improved work, 1. work Early in the or three 2. to. final show submissions, how much they ask students have learned. to select pieces year, it might hold unfinished should contain work or problem pieces. problem, At the end student is of the year, willing to it make only what the public. that Be certain portfolios demonstrate students growth. Examples Make sure student the portfolios include self-reflection and information that shows 1. Ask self-criticism. Examples Ask 2. Have students to each work include a student explaining how write rationale for a guide strengths their to and selections. his or weaknesses 2. her are reflected in and Model peer what critiques, might self-criticism indicating specifically own in the reflect the portfolios 1. students to reflect Keep include the points descriptions growth how models stress productions. students of their progress along in their growth works. students 2. sure a history and to illustrate illustrated of in activities the outside that Examine in activities learning. to the of create very each your year and well-done portfolio is students when constructive use portfolios. portfolios portfolios they are just as an individual frequently, getting examples, a representative drawings, 2. Ask used to especially early the Give feedback. and students to relate the assessed. 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Performance be structure skill-focused writing. narrative taken will in 2014, in of her to a skill-focused structure overall instance, (Popham, is organization overall The or of learning essays: aspects must the goals assessment/teaching-methods/20153.html. essaysnamely, are writings, portfolios. taught forms of projects, and so forth. students their selection do and his number not try grades of learning to to have is but statement. Examples 1. Include class portfolio. Examples what is be improved. of your make the Teach self-and good Ask that portfolio, included. 3. Include Make to dimensions with specific 1. 4. students certain see teachervision.fen.com/ idea. 550 PART 3 TEACHING AND ASSESSING GUIDELINES Developing 1. 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Use teacher not-so-good work. of quality. then can of ones takes being characteristics discussion quality gradations the bad It skill examples on composites and the of quality; knowledge assessed so Identify Use the Articulate levels based good List criteria. what Show students. ones be time models. individual to rubrics, to potential are devoted and be expensive as culturally to bias other differ-ent. portfolio CHAPTER 15 CLASSROOM FIGURE THREE WAYS OF ASSESSMENT, GRADING, AND STANDARDIZED 551 TESTING 15.1 RATING AN Numerical ORAL Rating PRESENTATION Scale Directions: Indicate how often presentation. 2 if the pupil behaviour, performs behaviour performs 4 if the pupil and faces each circle the of these 1 if the behaviour, never behaviours pupil 3 if performs the the while always giving performs pupil an the seldom oral behaviour, performs the behaviour. Expression Stands 1 B. pupil each usually and Physical A. the For straight 2 3 Changes 1 facial 2 audience. 4 expression 3 with change in the tone of the presentation. 4 Graphic Rating Scale Directions: Place an listed X on while the line giving Physical Expression A. Stands straight shows oral and always B. that an how faces facial pupil did each of the behaviours never seldom expression always the audience. usually Changes often presentation. with usually change in the tone of the presentation. never seldom Descriptive Rating Scale Directions: Place an each X on the line at the place that faces audience. best Physical straight stands and straight, looks at always weaves, eyes audience B. Changes facial matches expression with to content P. W. The means that Many usually and graphics These some and tone of the assessment: Pearson classes desktop access will publishing can match tone between and facial expression; of expression and applications (5th ed.). 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Students In their sources decisions Ungraded assessments to help that from teachers multiple make 552 PART 3 TEACHING AND ASSESSING study, Michael teachers Pressley used and journaling As communication tools As an opportunity to As outlet an to Teachers teaching to students through responses teacher who How can you inclined 2. If and to would you use to reading not from many other are which with their process. example, Describe type teacher the criteria and revise and Look at back job next No describes one questions high in their only their learning, the school journals: angle of the up now I What did I a know. do do I matter time is by and questions Look different is assess-ment and assess of being in their while the assess-ment improvement. 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Compare 3. allowed what concerns physics (2007) purposes: that apply may use journals the colleagues three encourage usually 1. his for Next, study. students study grades. Quick identify write learn-ing students Then, the stu-dents rest box. We turn to that of CHAPTER TABLE 15.4 Different Aligning learning Different outcomes 15 CLASSROOM Assessment require different ASSESSMENT, Tools with assessment Their GRADING, AND STANDARDIZED Targets methods. ASSESSMENT METHOD Performance Target to Be Knowledge Assessed Selected Response true/ false, matching, fill-in can sample mastery of Reasoning Essay Multiple-choice, Mastery Proficiency Can exercises can tap understanding Not a of relationships of elements Personal Assessment Essay and among elements knowledge Communication good choice for Can ask questions, this targetthree evaluate other and options preferred of answers, infer masterybut a time-consuming option knowledge Written assess understanding basic 553 TESTING of patterns of descriptions problem solutions can provide reasoning of complex into Can watch about and student to aloud ask infer or can follow-up questions reasoning proficiency reasoning ask think some problems a window Can students solve to probe reasoning proficiency Can Skills assess the of mastery Can of assess the prerequisites of skilful the skill of Can observe the itself skill are match is as being when proficiency; tap assess also to Create Can assess mastery ability to to quality From R. 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GRADING STOP & THINK receive the a grade subject, done In to Think that and help school you back in determining a final the students grade reflect the amount should grading Norm-Referenced In norm-referenced with everyone One feel curve. curve. else common about this This does also too, type of approach system As a result, took the make grade? a with and course. student If how on grades students in is where proportions receive Did you the the ever teacher, teacher well it have has class, been a students or should learned? the In other referenced? 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Rick take to or attain it. decisions low grades and the not. draw we evidence They They are students information As succeeding These After Stiggins. to failure life-shaping provide may students be gener-ally must to be struck and Jan Chap-puis conclusions to them accumulates decide decide crucial level to beyond.. the whether as over whether their to they is worth investing in well-being. be avoided a result time, learning risk academic should There (1990, than in (p. school. the 11) But the situ-ation 1991) and for success on the allow effects of failure concluded: with challenge. grasp be a tolerance continual may be between guarantee differentiated believe helpful for hard work success instruction, to success of research We must encourage them error-making must become the privilege in the every stu-dents of learning classroom, yardstick by and which learn-ing p. 23) of failure to easy years (1990, intellectual must rather many Clifford replace their connections and reviewing Margaret educators reach them experiences, on of Failing? success see on shown of or they along Reporting card A if Some objectives goals she an goals. each. grade grade of relating list objec-tives each the achieve advantage the for earn can report clear of objectives simple. mistakes. failure If criteria questionone students a reasonable capable it is judged. each and perspectives, gradual of although academic classroom they of several Some think students, as learners that to Assessment So, as though not students we often experience. from 5253) students? anxious earliest commitment It is time Criterion-referenced on teachers may sound from grades, very schooling The of hard standards From is distribu-tion pp. observe: about the may even the number to have distribu-tion we that 1981, cards so col-leagues on Students increased high (2005) on fact, instructional and different In used, of system, a his to the extent students school grading consider grades prepared. related It Lets of we think of a specified of Grading particularly who have curve. report assessment 2002; appropriate we seek instruction, student attainment elementary in the most and the is has the where then, Haladyna, and a certain the all about be given, accomplishments. to also think taxonomy) (Bloom, defined students The normal system, clearly between our to up grading the in represents systems relationship systems. the Effects about activity, distribution. then you 2001; distribution may represent this of the system It is in of instruction. the Most schools many advance. reporting judgment the can Bailey, on the and curve: unsuccessful grade achievement developed teachers end in the from grade Criterion-referenced to effective normal the Theoretically, criteria. are been the is grading students, When Blooms purposeful a criterion-referenced out receive. have different the course, When spelled a student districts the we have grading, set for If be very approximates met satisfactorily. generally teach. that & (of It a that and 1996). grades on the curve. is evidence teachers (Guskey grading normal efforts good & Yeh, Bloom Education to should educational losers of the have criterion-referenced have the we achievement that fallacy about is between of good be Benjamin activity. what There and number ago, out the random learn B-. (Krumboltz will years sacred and students insist 30 nothing the students pointed chance and students most students limits most 1996b). to for arbitrarily grading, C+ among motivation if the game between relationships diminishes it, grades damages that may puts excellence it most students, and improvement. be counterproductive. this can way: be especially to Carol Students achieved if teachers Efforts whose with minimal help protect their students Tomlinson, learning an histories effort do no CHAPTER 15 CLASSROOM ASSESSMENT, FIGURE A This is one progress example toward of a criterion-referenced specific LINCOLN card. STANDARDIZED TESTING 15.2 CRITERION-REFERENCED report AND REPORT Other forms are possible, CARD but all criterion-referenced reports indicate student goals. ELEMENTARY GRADE GRADING, SCHOOL 5 Student READING = Excellent S PROGRAM Materials = SatisfactoryP = Making Progress SOCIAL MATHEMATICS Problem Used: able and to Uses self-/student-generated map Self-selects enthusiasm class write homework Completes discussions work Completes accurately work on time skills understanding to 234 improvement matter curiosity Contributes PRESENTATIONS/PROJECTS Demonstrates problems Is subject Shows teacher-generated Solves Quarter Needs HOMEWORK Understands problems with Simms N = STUDIES Solving Solves Reads Muriel Principal Teacher E about what control of reading is Can create story skills problems by interpreting text read Topics Completes reading Interpreting group covered: individual accurately and on Uses time cultures, Problems Columbusfirst work appropriate English colonies strategies HUMAN Shows interest in Can reading use more than one RELATIONS SCIENCE Shows strategy Reading Skills Shows curiosity about courtesy scientific Respects Can Decodes new explain strategies rights subject words Understands new self-control form Asks words good scientific questions Interacts Can explain strategies Reading Grade knowledge of Shows Concepts a positive Understands Base Uses Ten knowledge method Beginning/Developing/Sophisticated of to help in oral language Multiplication, effectively Basic class scientific set up and a cooperative atti-tude run when Uses and attitude Shows ARTS asked to work experiment(s) facts with Makes Listens peers cooperative method Level/Above LANGUAGE with scientific Level Math Below/At well orally Shows Independent others matter Shows written of in good other students scientific Beginning/Developing/Sophisticated carefully Is willing to help other stu-dents observations Masters weekly 2-Digit spelling Multiplications Has Writing researched scientific topic(s) Beginning/Developing/Sophisticated skills Works well with other Topic(s) Division Understands writing adults as I Wonder Is currently Beginning/Developing/Sophisticated (subs, teacher, student parents, etc.) process Creates a rough Makes meaningful Creates edited, Geometry draft working on Beginning/Developing/Sophisticated revisions legible final Overall Math Skill Level: WORKING SKILLS draft Beginning/Developing/Sophisticated Listens Editing skills Attitude/Work carefully Skills Follows directions Capitalizes Welcomes a challenge Works neatly and carefully Punctuates Persistent Checks Uses complete Uses paragraphs work sentences Takes advantage of learning Completes from work dictionary skill time time wisely skills Listens Writing on others Uses Demonstrates level: to others Participates in Works well independently Works well in Attendance discussion a group 1st Below/At Grade 2nd 3rd 4th Level/Above It Takes Figures risks in learning Present Is working on: working on Welcomes a challenge Placement Absent Goals: for Is achieving next goal: year: Tardy _________ Source: From learn Lincoln to Elementary expend effort, (2005b, p. 266). important for Retention or perhaps being the held issue School, So yet are So far, course. back? 5, But Is Madison, WI. retention what Used perceive not failure, who Grade. a and maybe students in Grade we to have about a that but used good with permission. high grades accurate easy As (Shute, been the and policy? about of See an entitlement feedback can for them be especially 2008). talking effect are critical failing the the an effects entire Point/Counterpoint of failing gradethat a test is, to examine of 555 556 PART 3 TEACHING AND ASSESSING POINT/COUNTERPOINT Nearly For Should 450,000 the students last (passing 100 in years, students on grades parents to the 1 to and next Children 8 are retained educators grade have with their each Be year in debated peers). the the What Held United value does States of the Back? (Warren retention evidence & Salimba, versus say? social What are 2012). promotion the arguments?. Yes, for it just makes children practice. younger who (born year) have (Cobley, hold peers in late in the no grade The studies been back in & to on or because the parents, but studies harmful. school, self-esteem are 2002; mixed. who have have found In the increased the and retention have of social is seen Raudenbush that emphasis idea as the (2005) been made on better favour of standards has come way. Guanglei summarized in high promotion this and under Hong and other and A widely endorsed students are children in easing in will teachers (Byrnes, task 1989; In the that, when the become of more managing Shepard retaining some first-grade homogeneous, instructional activi-ties & Smith, children teacher of 1988, for in a benefiting those who would Meanwhile, children grade practise In punishment may study under have harder argued to avoid that, in grade retention 1 by one being promotion policy, repeating a grade the and more appropriate meaningful for children and Graziano, better if 1987; correct, Shepard is a policy 1988). of those promoted and those the overall. (p. end of first or data in a longitudi-nal grade. The students from students They found not seem more from no evidence mathematics achieve-ment. to improve similar students were indicated that The have highest-risk instruction in an academic average ability. of one these children year would have researchers constrained concluded the learning that reten-tion potential children (p. 220). Another for study all that fol-lowed If and grade retained, promoted students for four years found social and some (Plummer these argu-ments retention will advantages thus for followed authors retained students by long-term suggest that in problems the and behav-ioural vulnerabilities. struggle-succeed-struggle pat-tern boosting may achievement examined perhaps The benefit problems may make learning who are struggling & Smith, adopting (2005) promoted reading class promoted. to skills, are these in short-term & the retained evidence retained more the and did study of chil-dren with the but developmentally That as a retained comparison making year, seemed social to either taking frequency problems participated promotion. retention after factors. as well as promoted social 1989). a grade the done Some who retention Whipple, 2007). Raudenbush them of in the the exacerbates and improved addition, it & even other out lower & Smith, retained solve Brownell, retained practise retention and associ-ated and status, not is dropping school, students followed that behind, the future. by Hong that that & kindergarten schools being from in school, Roos, as Shepard socioeconomic does be Anderson, 2007; schools, of may even retention Jimerson, Manitoba, retention schools job withdrawal changed that grade num-ber weight at a higher be promoted who view in students compared After policy. of children researchers kindergar-ten to teach 1999; & Ferguson, that study status in level, opportunities, rates, that and fewer struggling low-achieving academic not helpful arrest The study also see particular, may allow is a grade, a classroom the review). argument retained finds the such had on 11,843 that it is and a cen-tury a small of retention, outcomes (Guvremont, retention: even though value the Hong of almost long-term account Ste-phen that the (Jimerson, showed arguments noted findings research a study they fire, the summarizing retention, poor Jimerson into With They COUNTERPOINT strongly predicted benefits. accountability, reviewed indicates higher academic After Most with was effective. of kindergarten support evidence over child students other some edge called for of research. the not (2005) of studies average fact, red-shirting benefits by their an sometimes academic found In them is in favour Raudenbush students on 2009). give retention arguments designated school Wattie, back practice in the No, a com-mon relatively year), earlier thereafter, results have held Baker, 1 is who are designated (born kindergarten grade students the child yeara red-shirting. Some in in for achievement their each ready to older McKenna, parents born later higher Retention not Compared are relatively POINT sense. considered 206) undermine and interfere with BEWARE FOR No OF matter same what, they (Wu, for West, USING children material again academic or social person retained students & Hughes, 2010). RESEARCH in the having same problems. but to or over the because an important next aspect special of readiness prevent these the & attention to learn (Blair, before is they resources in the early years (McCoy No currently grade along during with the sum-mer Morrison, 1992). In and self-regulate 2002), help should better occur by approach providing Matt extra the childrens next children skills as well. An even problems help, has said, on to the programming to focus the as it the year (Mantzicopoulos on improving be to promote get covering Oakes (1999) promotion children may be to the inability should way will not solve social give them trouble However, just As Jeannie advocates best approach peers, also focus are or retained. passing incompetent (p. 8). The addition, who are promoted sensible would peer relations EITHER/OR: framedsimply Benoit/Shutterstock motivation CHILDREN whether their academic & Reynolds, 1999). is CHAPTER Grades If and you to you up or feel on or consider Maintain high & 2001). Bailey, Another the effect as educators the meet AND STANDARDIZED students that families do with by difference? to select of high standards talent, a but, in thing. to efforts. is the Students work Tom Guskey point, gives ideas grade, 2011; for Guskey valedictorian. competitionbut Jane how Bailey (2001) meaningful multiple is the valedictoriansas they develop is give or improving. of the and name to They a failing race ahead As achieve the (Guskey, schoolbecause rather, students revising them move now the reflects same that is may force a grade the assigning decimal schools of than schools As 1/1000 Some highest high a grade make improvements. reach ways to between how when decide support to learning. a to Smith, to learnnot you greater others, Rather in clever But become you intend students a chance occurs find to give on knowledge, learn helpless (Smith, difference part encourage 2005b). and of blame but a in grade. to not again motivation believe talent that (Guskey & the Bailey, p. 39). any Guidelines: grading Beyond No Using number or grade. grade and are know a homework, Guskey Notes and School fair and reasonable use of families ways to a students become should involve communicate grading policies focused and or to report student families. in on more than with newsletter and experience too the a sending to families. handbook home Many that options or pointthe just Other class end com-municates described are: report cards especially open totality beginning-of-the-year (2001) to calls, of behaviour, Bailey attached Phone for Families sometimes with a number have the teachers But communicating I System with conveys families, There teachers Good News calls houses Student-led conferences Portfolios or Homework exhibits of student work hotlines School or Home class webpages visits Conferences school skilled these with and teachers 13 who student equally are at communicating, be angry or assignments. be and are in upset, more as factual as gained sure you effective from based a student you really and possible, high skills When friendly expected and problem-solving make be often middle the important. should Information caregivers important particularly atmosphere should or be Listening can are The parents can conferences. Chapter words. Grading Communicating letter Students, grades. Any system. Grading: course. by give wins not do think really of learning withdraw, grade there a good kind (Tomlinson, little the is low motivation and to incomplete valedictorian job The of the and have a behind many GRADING, students level working generally likely school work on strategies when 2001, on the students learning for standards, Sometimes, note, more and the better depends detailed and motivate is answer learning a grade to But The but had support grade. learn? grades are responsible themselves might ASSESSMENT, you should good a simple for low grades give complex grades Finally, low dumb, use a to at working can course. receiving for only students, you working between learning, a teacher, motivate work test choose meaningful your to and you to assessments a grade If students you grades The motivation for determined. in on 2001). their working CLASSROOM Motivation are relying & De Lisi, 15 are hear unrushed. on or a of teachers school. they will such as dealing their Any in Clearly, be those at more conducting discussed with in families concerns, or stu-dents not just observations observation elemen-tary the their about or information parent/caregiver should the from be kept confidential. One scores. In kind the of next information section that we look will at interest these parents tests. is their childs standardized test TESTING 55 558 PART 3 TEACHING AND ASSESSING Grading System GUIDELINES Using Any Explain your grading and remind them policies of the to students policies early in the course, Correct, regularly. Examples 1. older tests, students grading Explain to their a handout criteria, and younger work will describing assignments, 1. Have schedule. students be the in for a low-pressure manner students grades 2. evaluated. on clearly specified, reasonable Specify class; Discuss why standards by developing from examples a rubric previous Discuss with students. excellent grading standards with more tests yourself estimate the before first time to to your get a sense you of your give a graded gauge the students your grades on as much students Plan in Keep sure and the in do advance how a portfolio and when of student or parent students DO change difficulty of the test Guard and their responses same students popular wrong each especially finish page a test, give them numbers where the answers answers to are change a grade. can defend clerical the grade or calculation in the first place. errors. against bias in grading. Examples evidence as Ask students to put their names on the backs of their possible. you 2. will test. Use an objective work. This understand Keep test the Ask several directions students on to over a sample question system or model papers when pupils informed of their standing in the class. Examples directions. the point essays. may be useful in conferences. 1. Outline Go read the text. you Write the distribution of scores on the board tests. board. explain the 2. directions. Schedule periodic previous 3. the not sure after 2. answers, as students Make 2. Examples 1. not papers. student Be wrong As soon grading 2. answers are test. will need. objective good they Examples 1. formative wrote sure Show Examples 1. as work 1. Base as soon incorrect. questions As a rule, and and skills Take tests to and teachers. Give a few knowledge 4. good, classes. workload experienced of poor, make are discussed 3. questions standards. 3. anonymous 2. test time. how Examples 1. discuss who the choices, Base and Examples Give 2. return, possible. conferences to go over work from weeks. first. STANDARDIZED For as long students as look scores test 100 half scores? when policy-makers standardized reading, mathematics, really results and particularly in mean and will see you commercially a diagnostic of meeting Types STOP scores at the or educators particularly test first used terms remember, on tests, provinces, standardized their we can performance several Lets TESTING how from developed test. Then they and can these been These be used tests and are which are about common in Understanding misused scores. reports concerned tests science. teststhe standardized we consider have tests. First, used, are is critical. we examine such usually what as an intel-ligence presented in expectations. of Scores & THINK childs percent. a year At your percentile We know above her first rank she grade! parent of 86. should What conference, They be able would say to you a that mother they do that say? and father expect because Do they their her understand are child concerned to get grade-equivalent the meaning about close score of these to is CHAPTER Give students the techniques benefit involve of the 15 doubt. All CLASSROOM ASSESSMENT, Balance measurement 1. Unless there grade 2. If written in a very good borderline a large same is throwing the out for not to, give the Consider higher reserving miss question that conform to high your the for the same question future and in 2. the When 3. the and or to high those praise in the for answers Give 2. Withhold extra points for your 4. textbook. correct opinions and until creative all sides answers. of Make an issue have students for partial credit disagreeing for in a rational, productive writing partially correct each especially student at the has with comments younger with older of a new is lower the than reason for the same the the student lower students phrases over might grade is clear. performance; possible and over. for errors, and as work reasons done meaningful as ideas for well. possible. Give to the ungraded mastery of important assignments Experiment with to objectives. encourage performances and exploration. portfolios. answers. a reasonable beginning a paper errors, Tie grades 2. Base sure comments written to the individual specific grades 3. Give written Examples been manner. Make on be sure comments Note 1. Reinforce lively extensive that explored. 4. grade expected, Tailor Examples 3. more improvement, 1. 559 TESTING feedback. short, and have consider test. grades ideas oral giving students avoid Avoid and STANDARDIZED students. of students revise it reason cases. number way, AND Examples error. Examples 1. GRADING, chance to succeed, grades on more than just one criterion. Examples task. 1. Use 2. Grade essay questions as oral reports and well as multiple-choice items on a test. Examples 1. Pretest 2. When students retest to raise difficult 3. to make sure appropriate, their as the Consider have opportunities grades, but make prerequisite for sure the to retest is For as more thoughts as incomplete, and Source: encourage General (1979). Base grades ungraded To and improve. more on from and what Measurements of scores. is of To of scores that of deal in Central calculate typical the mode. half the scores the the the mean. mean, you The mean The is the larger mode is the score need you the know to the scores way to whole distribution other measures in see teaching.berkeley.edu/bgd/ of central list of the most central by the the tendency (pp. but Two none of the three of them groups of tell statistics you scores of central anything may have how a is the mean very might scores equal 50, of contain the 0, 50, but the 10, scores 50, distribution 50, 45, 90 45, and of scores 50, 100. 50, In on the for Boston: Allyn low median at high which or low of a group Mean than representative scores of 50, of the are spread but be out alike in group around no other of scores, that way. for Arithmetical average. 50, both scale 55, and cases, 0 to 55; the the 100 other mean, are very group median, different. might and tendency a group Typical score of scores. point. Median One of group 182187). often. tendency about both Drayer. a score or Central Any M. Handbook number point very Teachers. A. A had are the a few from Teaching: of a group tendency, high adapted School different probably tendency are about have Very High Bacon. statistics. total of scores, there and easy central and Beginning average the of scores. When occurs You arithmetical divide and basics guidelines Middle Allyn some describe a ranked smaller. Teachers some know and one in Bacon. Deviation. representative that to need offers score are be a better you and Standard add Two half give A mean is just middle and may and means. mean. median median tests, unit; but first of the the are unit. Tendency distribution. The of the you, with scoresoutliersaffect scores, tell or representative and end of the standardized they experience the at the beginning scores of scores a great work work in the understand types grading, conferencing Problems Student 4. about grading.html. efforts to revise participation. abilities. students original. failing students they provide class Middle score in a group scores. con-tain mode Mode score Most frequently occurring 560 PART 3 TEACHING AND ASSESSING FIGURE THE The of normal the distribution, scores are or NORMAL bell-shaped clustered within 1 15.3 DISTRIBUTION curve, has standard certain deviation predictable below 34% to 1 characteristics. standard deviation 2 SD 1 SD 0 +1 The smaller example, in smaller than that called the the standard distribution in the of 78 test on 70 deviations above Consider had deviation from score is than simply deviation how widely Measure scores vary from or two students Variability or Degree deviation from of in as you Distance highest and the between lowest distribution which evenly around well or very on the before. physical giving and the It social curve which is how the form the this a is clearer a score of scores at 70, be on the 2 standard the useful In curve You more between tests, the if one understanding may that test have encoun-tered describes distribution, find Your much on the You a normal appearance. you large. in distribution. bell-shaped 1 standard group. difference scored standard than of the tells be very very but the be less middle deviation will are the bell you would would the majority