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Ed psych chapter 14

by: Caoimhe Notetaker

Ed psych chapter 14 Psyc3200

Marketplace > Tulane University > Psychlogy > Psyc3200 > Ed psych chapter 14
Caoimhe Notetaker
GPA 3.7
Educational psychology
Sarah Grey

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About this Document

Educational psychology
Sarah Grey
Class Notes
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This 0 page Class Notes was uploaded by Caoimhe Notetaker on Sunday November 22, 2015. The Class Notes belongs to Psyc3200 at Tulane University taught by Sarah Grey in Summer 2015. Since its upload, it has received 33 views. For similar materials see Educational psychology in Psychlogy at Tulane University.


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Date Created: 11/22/15
Chapter 14 assessment and strategies 11202015 Pgs 461494 Vocab Assessment process of observing a sample of students behavior and drawing inferences about the students knowledge and abilities Formative assessment assessment conducted before or during instruction to facilitate instructional planning and enhance students learning Summative assessment assessment conducted after instruction to assess students nal achievement Informal assessment assessment that results from a teachers spontaneous daytoday observations of how a student performs in class Formal assessment preplanned systematic attempt to ascertain what students know and can do Paperpencil assessment assessment in which students provide written responses to written items Performance assessment assessment in which students demonstrate their knowledge and skills in a nonwritten fashion Traditional assessment assessment that focuses on measuring basic knowledge and skills in relative isolation from activities typical of the outside world Authentic assessment assessment of students knowledge and skills in a context similar to one that might be found in the outside world Standardized test test developed by test construction experts and published for use in many different schools and classrooms Teacherdeveloped assessment instruction assessment tool developed by a individual teacher for use in a speci c classroom Criterionreferenced assessment assessment instrument designed to determine what students know and can do relative to predetermined standards or criteria Normreferenced assessment assessment instrument that indicates how students perform relative to a peer group Response to intervention RTI approach to diagnosing a cognitive impairment in which students are identi ed for indepth assessment after failing to master certain basic skills despite both wholeclass and remedial smallgroup instructions that research has shown to be effective for most students can also be useful with nondisabled but chronically lowachieving students Rubric list of characteristics and components on an assessment should ideally have used to guide scoring Dynamic assessment systematic examination for how easily and in what way a student can acquire new knowledge or skills usually within the context of instruction or scaffolding Reliability extent to which an assessment yields consistent information about knowledge skills or characteristics being assessed Standardization extent to which an assessment involves similar context and format and is administered and scored similarly for everyone Validity extent to which an assessment actually measures what it is intended to measure and allows appropriate inferences about the characteristic or ability in question Content validity extent to which an assessment includes a representative sample of tasks within the content domain being assessed Curriculumbased measurement use of frequent assessments to track students progress in acquiring basic skills assessments are typically quite short and each focus on a speci c skill Table of speci cations twoway grid indicating that topics to be covered in and assessment and the things students should be able to do with those topics Predictive validity extent to which the results of an assessment predict future performance in a particular domain Construct validity extent to which an assessment accurately measures an unobservable education or psychological characteristic Practicality extent to which an assessment instrument or procedure is in expensive and easy to use and takes only a small amount of time to administer and score Halo effect phenomenon in which people are more likely to perceive positive behaviors in someone they like or admire Horns effect phenomenon in which people are more likely to perceive negative behaviors in someone for whom they have little affection or respect Recognition task assessment task in which one must identify correction information among incorrect statements or irrelevant information Recall task assessment task in which one must retrieve information from long term memory with only minimal retrieval cues Constructed response task recall assessment task that requires a lengthy response typically also requires elaboration analysis synthesis andor application of learned information Analytic scoring scoring a students performance on an assessment by evaluating various aspects of it separately Holistic scoring summarizing a students performance on an assessment with a single score Notes Assessments vary in 6 key ways 0 Formative v summative Informal v formal Paperpencil v performance Traditional v authentic Standardized v teacher developed Criterionreferenced v norm referenced OOOOO Both formative and summative guide instructional decision making Formal assessment is important in any Mastery learning approach 0 Grades 0 Placement 0 Indicates need for additional help Assessments help teachers evaluate quality of instruction Standardized test have been created to identify personalacademic needs students may have 0 Tend to be normreferenced rather than criterion referenced Teachers have begun using RTI short formative assessment to determine exceptional instructional needs Assessment can promote learning 0 Increase motivation to study and learn 0 In uence cognitive processes as they study 0 Learning experience in and of themselves 0 Provide valuable feedback 1 way to enhance learning is to make criteria explicit o rubric give clear targets evaluate consistently a means for detailed feedback 0 other ways to enhance learning describe instructional goals and objective clearly assess students progress frequently help students detect importance emphasis the purpose as promoting understanding and mastery not passing judgment engage students in constructive discussions of open another s work give opportunities for revision 0 include students in assessment process 0 RSVP characteristics of a good classroom ReHathy Standardization Validity Practicality 0 From just out daily observations we can discover a great deal about what students know Strengths and limitations in regard to RSVP of informal assessment a Quick don t get to ask a wide range of questions a Unstandardized n Reasons for not answering questions may vary 0 Paper pencil assessment Easier and faster Distinguish between recall and recognition a Multiple choice is best option for recognition 0 Limits chance of correctness by guessing Best to combine multiple formats Rephrase concepts form class when assessing basic knowledge Use new examples De ne task clearly Provide guidance and structure for responses Decrease opportunity to guess Place shortereasier questions 1st Encourage students to ask questions Grade objectively Score grammar and spelling separately from content Score item by item not paper by paper 0 Performance assessment More meaningful Distinctions to use to zero in on most appropriate task for topic In Products v processes a Restricted v extended a Individual v group Guidelines for performance tasks a Clearly de ne a ldentify scoring criteria a Encourage questions a incorporate assessment into normal instructional activity a Provide some structure but don t take over preserve authenticity a Plan management strategies n Decide whether analytic or holistic scoring better serves your purpose


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