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Ch.1 Classroom Decision Making and Using Assessment, CONCLUSION - Coggle…

- - - - The student may need special remedial help or special instruction that relies on alternative methods or materials.
        diagnostic assessments: Assessments that provide some of the information needed to make this type of decision.
      - Diagnostic decisions center on the question, "What learning activities should I use to best adapt to this student's individual requirements and thereby maximize the student's opportunities to attain the chosen learning objective?"
      - Diagnosis implies identifying both the appropriate content and the types of learning activities that will help a student attain the learning objective
    - - Learners must review both correct and incorrect performance and, in addition, be able to correct their incorrect performance.
      - Feedback must give specific guidance to students about what to do to improve.
      - Assessments can be used to provide feedback that helps learning, provided you integrate them into your instructional process.
    - - Assessments serve as examples for students by showing them what you want them to learn.
      - Students can compare their current performance with desired performance
      - In this way, good assessment is good instruction. Also, as students evaluate their own performance, you may teach them the appropriate criteria for judging how well they are learning as well as what is important to learn.
    - - Assessments may also motivate students to study.
      - assessments ought to be viewed in a more positive light: as tools for instruction and feedback to students. Positive motivation comes as students understand what they need to do to improve and realize they are capable of taking those steps.
    - - The grades or symbols (A, B, C, etc.) that you report represent your summative evaluations or judgments about how well your students have achieved important learning goals.
      - Use a mixture of assessment formats to provide the information you need to make these evaluations
- - - - The National Assessment of Educational Progress (NAEP). The NAEP assesses the impact of the nation's educational efforts by describing what students are able to do. Assessment tasks are assigned to students on a random sampling basis so that not every student has the same or even comparable tasks.
  - - - judgment about quality or worth made during the design or development of instructional materials, instructional procedures, curricula, or educational programs.
      - A teacher also engages in formative evaluation when revising lessons or learning materials based on information obtained from their previous use.
    - - judgment about the quality or worth of schools, already-completed instructional materials, instructional procedures, curricula, or educational programs.
      - Such evaluations tend to summarize strengths and weaknesses; they describe the extent to which a properly implemented program or procedure has attained its stated goals and objectives.
      - Summative evaluations appraise the effectiveness of a particular educational product as well as under what conditions it is effective.
    - - Classroom formative and summative assessments both should be based on the same intended learning outcomes
      - Controlling students through assessments turns a process of information gathering into a process of threatening and punishing with negative consequences for learning and self-efficacy
      - Students participate in formative assessment as well, interpreting information about their own performances to adjust their learning strategies
      - In general, formative assessments are less formal than summative assessments.
      - Sizing up means to form a general impression of a student's strengths, weaknesses, learning characteristics, and personality at the beginning of a course or at the start of the year.
- - - - Content standards: describe the subject-matter facts, concepts, principles, and so on that students are expected to learn.
      - Performance standards: describe the things students can perform or do once the content standards are learned.
    - - College- and career-ready expectations for all students.
      - State-developed differentiated recognition, accountability, and support.
      - Supporting effective instruction and leadership.
      - Reducing duplication and unnecessary burden.
    - - a state must report test summaries at the school level and must disaggregate the data. Disaggregation of test results means that the test results for the total population of students are separated in order to report on individual subgroups of students in addition to reporting on the total student population.
      - he reason for this requirement is that the federal government wants to ensure that states are accountable for all students learning the challenging state standards, including those in these subgroups.
    - - Under NCLB, all students must be assessed, including students with disabilities and students with limited English proficiency.
      - Students' disabilities may be used as a basis for accommodations to the assessment process when they are unable to participate under the standardized conditions set for the general student population. Further, alternative assessment methods must be found to assess those students who cannot participate even with accommodations.
    - - Issues in the Current Accountability Climate Whether NCLB assessment and accountability requirements have improved or hindered education is controversial.