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Chapter 6 Assessment Mindmap by Sharon Y Jiang - Coggle Diagram
Chapter 6 Assessment Mindmap by Sharon Y Jiang
What are the differences between testing, assessment and evaluation?
Testing
: (refers to the administration of tests) is a single instrument designed to systematically measure a sample of a student's ability at one particular time.
Norm-referenced tests
maybe inherently unfair to ELLs because their performance is compared mainly/exclusively with the performance of ENG-proficient students
Criterion-referenced test
maybe fairer for ELLs because these tests report the extent to which students learned the tested content.
However, these two types of tests are problematic for ELLs because of unresolved issues about how to test ELLs in a valid and reliable manner.
Assessment
: (is much borden than testing) involves systematic planning and collection of student data from a variety of sources throughout the school year.
Formative Assessment
: (in contrast) provides information to a teacher about how a student is doing and what notifications may be needed in instruction.
helps inform teacher what to do next instuctionally
could be a formal assessment or informal teacher observation
Summative Assessment
: Provides a summary of what a student knows and can do. (is given at the end of a unit/en of a school year)
Evaluation:
It refers to the use of the evidence gathered through assessment to make a judgment about the effectiveness of students' learning, of the teacher's teaching, or of the educational programs provided to the students.
What are the challenges of measuring achievement, growth and ELP under the Every Student Suceeds Act (ESSA)?
Accuracy myth: growth scores are often too inaccurate to be used t make reasonable judgments about school effectiveness.
Curriculum-control myth: Growth measures assume that schools and teachers have full control over the curriculum. Yet schools and teachers are often forced to use curricular programs/instructional methods in which they have little faith. ELL educators often work in a climate in which the creation of instruction models and state restrictions has been driven by political will rather than sound education research.
Similar-test myth: Many growth models that previous and current year tests are essentially equivalent in content and level of difficulty. But a false picture of student regression may be created, with blame placed on the teacher/school.
What are the challenges associated with online assessments?
These types of tech.-enhanced items are new, and thus their use must be carefully monitored and researched to ensure that they are valid measures of the content and constructs they intend to measure.
Concern: ELLs have had limited access to Tech., is the degree to which these tests are measuring tech. skills rather than language and content knowledge.
Questions remain regarding the extend to which the device on which the students take the test may impact their performance. (Screen size, type of keyboard, use of a mouse/touch screen, quality and volume of audio...etc.)
The expense of purchasing and maintain enough computers or devices for a large number of students, and ensuring that they are set up and working properly at the time of testing.
A major concern is ensuring that the school has strong and fast enough WIFI/wired network, and that the server is secure and has enough band-width to handle the high load of simultaneous users.
How can ELL educators use authentic alternative assessments to provide valid and reliable evidence of ELLs' growth and achievement?
Observation: can be conducted more systematically with a checklist. (P148)
Teachers can create their own checklist or use those provided in a given curriculum program.
Performance Assessment: is also a form of observation, but more structured.
Students are asked to perform a specific task or create a specific product, and the teacher evaluates the process, the final product or both according to a pre-established set of criteria.
Rubrics are an effective tool for assessing performance bc they allow the teacher to establish up-front the expectations for a particular assignment or activity.
Self-Assessment and Peer Assessment: Authentic assessments can be made even more effective if students are involved in assessing their own work and performance and that of their classmates.
Can be facilitated through the use of a checklist or a rubric.
Portfolio Assessment: is one of the most effective ways to measure a student's progress.
Teachers collect samples of student's work throughout the year and organizes it in a portfolio that demonstrates student's progress and achievement in meeting grade-level standards.
Why is there a need for multiple measures?
Test-score-based evidence is a limited single-snapshot in time time and is often of questionable validity, especially for ELLS
2.Multiple measures of ELLs are important because, as the school year progresses, ELLs learn more and more English. ELLs likely know more English than they did the last time they took a test or completed an assessment. Thus, along with providing strong evidence of a student's knowledge and skills, multiple measures enable teachers to track the student's progress and growth during the school year.