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chapter 13 Assessing Student learning (Blooms taxonomy (Evaluation…
chapter 13
Assessing Student learning
Instructional/ Behavioral objectives
What students are supposed to know at the end of some period
Must have success criteria
Action words used ex. Must. Don't leave open to interpretation
Assessment state how understanding will be measured
Helps with daily lesson plans to break down large units
Meet weekly objectives and assessments that check for understanding
Use backward planning, know the objective and work backward
Consider different types of testing as well
Blooms taxonomy
Application
Analysis
comprehension
Synthesis
Knowledge
Evaluation
Measure clear learning objectives
measure s representative sample
proper types of tests
make them reliable as possible
test should improve learning
Lets students know there is many levels of understanding and not just one
Behavioral context matrix
Shows how a concept will be taught and assessed
Students feelings towards what they are learning effect them
Affective Objectives
Instructional goals related to attitudes and values
3 R's reading, writing, arithmatic
other R's: Reasoning, resilience, and responsibility
Evaluation
All means used to formally measure students performance
Information to parents
Information for selection and certification
Feedback to teachers
Information for accountability
Feedback to students
Incentives to increase students efforts
Formative evaluation tells teachers whether extra instruction is needed
Summative evaluation refers to tests of students knowledge at the end of instructional units
Norm-reference Interpretations focus on comparison of a student's score to those of other students
Criterion-reference interpretations focus on assessing students' mastery of specific skills regardless of how other students did
Clear rubrics are the best to clearly articulate clear expectations for assessments