Classroom Assessment Techniques (Assessing Subject Matter Learning: …
Classroom Assessment Techniques
Guideline 1: Don't try any technique thar does not appeal to your intuition and your experienced judgment as a teacher. Guideline 2: Don't make self-assessment into a self-inflicted chore or burden. Guideline 3: Do choose techniques that seem likely to provide assessment information that will benefit both you and your students in tangible ways and that will serve as learning exercises, even if they ultimately fail as assessment techniques. Guideline 4: Don't ask your students to use any technique you haven't previously tried yourself. Guideline 5: Do take into account that administering an assessment technique and analyzing the feedback from it, particularly the first time, is likely to take at least twice as much time to complete as your original, best estimate allows.
Assessing Subject Matter Learning:
The paper or project project prospectus: Purpose: The prospectus assesses the students's skills at synthezing what they have learned about a topic and their interest in applying that knowledge to creatively and realistically plan their own learning projects.
The defining feature matrix: Purpose: This technique is designed to assess students' skills at categorizing course imformation according to a given set of definding features.
Do and say (function and content) analysis: Purpose: It is designed to elicit information on the students' skills at separating out the communicative function from the informational content of a tect.
Directed Parapharasing: Description: Students are directed to paraphrase a reading or lecture, using their own words, for a specific audience and purpose, and within specific page-length or speaking-time limits.
Focused dialectal notes: Purpose: This technique provides detailed feeback on how students analyze and respond to academic texts they are reading.
Documented problem-set solution: Purpose: The purpose is to assess both the studnets' abilityto correctly answer the given problem and the sudents' methods of solving the problem.
Analitic meomos: Purpose: This assess students' ability to analize course-relevant problems with specific approaches, method, and techniques. The techniques also assesses their ability to communicate their analyses in a clear and concise manner.
Background Aknowledge Probes: Description: Are sets of simple, interrelated questions prepared by the teacher for use at the beginning of the course or prior to introducing any important new topic in the syllabus.
Purpose: These simple sets provide more detailed information about what students know about a topic than listing those.
One-sentence summaries: Purpose: This startegy find out how consisely, completely, and creatively students can summarize a given topic within the geammatical constraints of a single sentence.
Concept maps: Description: Concept maps are diagrams that students draw in response to a stimulus word or phrase. The maps illustrate the associations students make between the stimulus and other words or phrases the letter generated by the students themselves.
Memory Matrix: Description: A two-dimensional matrix- a rectangular divided inta rows and columns in which the row and column headings are given but the cells are empty-provides easily collected and easily coded feedback.
Purpose: The memory matrix assesed students' recall and skill at quickly organizing important course information into familiar categories using a matrix prepared by the instructor.
Focused autobiographical sketches of students as learners: Purpose: This provides information on the students' self-concept and self-awareness as learners within a specific field.
Course-related interest and skills checklists: Purpose: The checklist imform teachers of their students' level of interest in course topics and self-assessment of skills and knowledge needed for or strengthened by the course.
Annotated portfolios of creative work: Purpose: Using it provides the teacher with a limited sample of students' creative work along with information on the students' understanding of that work in relation to the course contect or goals.
Focus lising: Description: Asking students to list ideas that are critically related to an important course topic is a simple, flexible way to collect feeback on students knowledge. Purpose: Focused listing quickly determines what learners recall as the most important points related to a specific subject, topic, or lesson. Suggestions for use: Focused listing is particulary useful for assessing students' knowledge about a topic that has recently been presented in lectures, discussions, or assigned readings.
Student goals ranking: Description: The student goal ranking provides infromation on the learning goals students bring to a course, the relative importance of those goals to the individual students, and their estimations of the difficulty of achiving their learning goals.
Invented dialogs: Description: When students invent dialogs, they synthesize their knowledge of issues, personalities, and historical periods into the form of a carefully structured, illustrative conversation.
Dual-viewpoint skills portraits: Purpose: These portraits provide infromation of two types. Firs, this technique allows the teacher to match the students' two different "self" portraits against this or her own evaluation of their skills. Second, it provides information about students' skills at self-assessing and imagining how others might assess them in therms of yhose same skills.
Self-studies of engaged learnin g time: Description: This techniques encorages students to estimate, monitor, document, and reflect on how effectively they use academic learning time.
Punctuated lectures: Listen, stop, reflect, write, and give feedback: Purpose: It is designed to provide immediate, on-the-spot feedback on how students are learning from a lecture or demonstration.
Process self-analysis: Purpose: This technique gives students engage as they carry out a representative assignment.
Self-diagnostic learning logs: Purpose: This technique allows teachers to assess their students' skills at recognizing, documenting, diagnosing, and suggesting remedies for their own errors and learning difficulties in specific classes.