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Chapter Six: Assessments - Coggle Diagram
Chapter Six: Assessments
Basics
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Norm-Referenced test - used to compare student's scores to those of other students (ex. 70% = scored higher than 70% of other students)
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Test Fairness
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Bias - the qualities of an assessment instrument that penalize a group of students because of their gender, religion, ethnicity, socioeconomic status, or any other characteristic that defines them as a group
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Questions:
How much access do classroom teachers have to next-generation assessments? Are those available by classroom, district, state, etc...
Are districts like NYC currently participating in field testing different forms of online assessments, or is this done on a school by school basis?
How normed should teachers within a school/district be on the assessments being used to evaluate ELLs progress/evaluate teachers?
Key Takeaways:
Many issues in current state of assessments of ELLs - ex. language proficiency tests given to native speakers of English classified many as being limited in their proficiency.
Creating valid assessments that accurately measure the growth of ELLs in language acquisition and content-based exams is essential in providing equitable education opportunities
There are promising developments in new forms of testing, such as using online platforms and computer-adaptive assessments.
ELLs are the most tested students in the education system. High stakes exams are often harmful to ELLs and do not accurately measure their growth.
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