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Assessing Students & Grading Systems (Ch. 11–12) - Coggle Diagram
Assessing Students & Grading Systems
(Ch. 11–12)
Assessing Student Performance [Ch. 11]
Classroom Assessment [Ch. 11]
Collection
Evaluation
Use of Information
Assessment Types [Ch. 11]
Preassessment
Formative
The Use of Formative Assessment
Sumative
Five Keys to Quality Assessment [Ch. 11]
Clear Purpose
Clear Targets
Sound Design
Formative Usefulness
for learning
Effective Communication
Emphasize Clear Communication
Data‑Driven Decision Making [Ch. 11]
Using Multiple Data Sources to Guide Instruction
Characteristics of Good Assessments [Ch. 11]
Validity
Reliability
Practicality
Teacher Competencies [Ch. 11]
Selecting methods
Designing items
Providing feedback
Checking for Understanding [Ch. 11]
Questioning
Observation
Student self‑assessment
Grading Systems, Marking & Reporting [Ch. 12]
Purposes of Grades [Ch. 12]
Informational
to Students/Families
Administrative
Guidance
Sorting
Motivational
not grading
Confounding Achievement Grades [Ch. 12]
Mixing Behavior
Effort
Homework with Achievement
Grading Systems [Ch. 12]
Percentage
Letter Grades
Descriptive assessments
Pass‑fail
Checklists
Composite Scores [Ch. 12]
Combining assessment Measures Into a Summative Score
Guidelines for Grading [Ch. 12]
Start with Learning Targets
Assess Frequently
Avoid Bias
Nonachievement Outcomes [Ch. 12]
Work Habits
Social Skills
Effort
Grade Book Use [Ch. 12]
Recording Raw Scores
Rubric Scores
Organizing Data