Ch. 13 - Assessing Student Learning (Grading (Performance grading (shows…
Ch. 13 - Assessing Student Learning
HOW? Planning Out Instructional Objectives
Do a task analysis: consider pre-requisite and component skills required in tasks assigned, break into sub-skills
State condition - performance - criteria of objective
Use backward planning to list broad objectives first, then units, then plan individual lessons to meet those
Chose words that are clear (e.g. avoid "to appreciate")
WHAT? ..Using Taxonomies of Instructional Objectives
Blooms Taxonomy is used so students have many LEVELs of skills.
Knowledge, Comprehension, Application
Analysis, Synthesis and Evaluation
WHY? Reasons for Writing Instructional Objectives
improves student achievement
Why is Eval. Important?
Provides feedback to students, teachers.
Provides information to parents, for selection (e.g promotion, certification)
Provides incentive to motivate students
WHAT? Types of Learning Evaluations
Formative: diagnostic, on the fly or if additional instruction needed v. Summative: at the end, must be able to compare students
Norm-Referenced (curve, compares to others, relative) v. Criterion-Referenced (mastery, absolute standards)
HOW? Writing/ Constructing Tests
Making tests fair, using a table of specifications, writing selected-response test items, writing constructed response items, evaluating essays, problem solving items
Performance grading (shows what students know and can do
Alternatives (mastery grading )
Always tell students how grading will be calculated!