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Communicating About Assessment - Coggle Diagram
Communicating About Assessment
Interpreting Data (Ch. 7 p. 128-143)
Norm-Referenced Assessments
Norm-Referenced Data
Norm-Referenced Scores
Scaled Score
Percentiles
Stanine
Normal Curve Equivalent Score
Grade-Equivalent Scores
Score Bands
Interpreting Criterion-Referenced Data p. 134
Standard Setting
Lexile Scores
Text-Based Scores
Interpreting Screening and Diagnostic Assessments
Interpreting Classroom Assessments p.140
Rubrics + Scoring Criteria
Bias in Testing
Statistical Bias
Cultural Bias
Opportunity Gap Instead of Achievement Gap
Reducing the Impact of Testing Bias
Ethical Use of Data
Assessing the Assessments: Documenting and Record Keeping (p. 174-175)
Review how to organize and store assessment information
always document what students know/can do throughout instruction and assessment cycle
Record keeping is particularly important when communicating with parents
Other Teachers
Evaluating Curriculum and Instruction
Discussing a Student's Progress
Administrators + Policy Makers
Families p.153-154
Parents
There are many components of learning and tests assess only some of them. p. 153
Make sure it's understood what exactly the assessment is measuring - remind that it does not measure every aspect of a student's literacy
Make sure score bands are understood that it's not a single score/number
Explain scores based on standard deviations and percentiles (compares people)
Students
Student Led Conferences p. 154