Activity in Assessment in Learning 1 PDF

ACTIVITY IN ASSESSMENT IN LEARNING 1 1. Norm-Referenced Test Scenario: In a 5th-grade classroom, the teacher administers a standardized math test designed to measure students’ problem-solving skills. The test results are compared against national averages, with students’ s...

ACTIVITY IN ASSESSMENT IN LEARNING 1 1. Norm-Referenced Test Scenario: In a 5th-grade classroom, the teacher administers a standardized math test designed to measure students’ problem-solving skills. The test results are compared against national averages, with students’ scores represented as percentiles. After receiving the results, the teacher finds that some students are in the top 90th percentile, while others fall below the 40th percentile. The teacher uses this data to rank the students and recommends some for an advanced math program based on their high percentile scores. Let’s try: 1. How does the percentile ranking system work in this norm-referenced test? 2. What are the potential benefits of using a norm-referenced test in this scenario? 2.1 How can it help the teacher identify students for special programs like the advanced math class? 2.2 In what ways might the data from a norm-referenced test inform instructional decisions? 2. Criterion-Referenced Test Scenario: In a 3rd-grade science class, the teacher gives students a criterion-referenced test on the topic of plant life cycles. The test measures specific skills, such as identifying parts of a plant, understanding the stages of a plant’s life cycle, and explaining the role of sunlight in growth. The test is aligned with the learning objectives for the unit. Students are graded based on how well they meet each objective: “meets expectations,” “approaches expectations,” or “below expectations.” After the test, the teacher reviews which students met the key objectives and creates small groups for targeted re-teaching of concepts for students who did not meet expectations. Let’s try  1. How does a criterion-referenced test differ from a norm-referenced test in this scenario? 1.1 What is the focus of the assessment in a criterion-referenced test? 1.2 How is student performance judged, and how does it differ from percentile-based scoring? 2. What are the advantages of using criterion-referenced assessments in this context? 2.1 How does it help the teacher understand whether students have mastered specific learning objectives? 2.2 How can this method support individualized or differentiated instruction in the classroom? REFLECTION: After going through both scenarios: 1. Which testing method (norm-referenced or criterion-referenced) do you think is more effective for supporting diverse learners? Why? 2. How might the results from each type of test influence your teaching approach differently?