|
| Examine
the meaning of assessment by
first |
| viewing
the textbook
definition. |
|
|
|
|
Click
the bookworm |
|
to
view the definition. |
|
|
Remember,
even if the role changes,
whether it is an |
|
administrator,
teacher, student, parent, or
community |
|
member,
the meaning should remain the same. |
|
|
| Mr.
Stringfellow has a great idea!
Look beyond |
| the textbook
definition to discover many
different |
| aspects
of
assessment. Assessment can
be |
| identified
as follows: |
| |
|
|
|
|
An act of judging a product or
process |
|
|
A
sampling of student performance |
|
or
behavior |
|
|
An
ongoing process of collecting |
|
information on student
achievement |
|
or
performance |
|
|
A
gathering and an interpreting of |
|
information for the purpose
of |
|
making
decisions about student |
|
learning |
|
|
A
means of providing / obtaining |
|
feedback
to encourage
and |
|
improve
student learning |
|
|
|
|
|
|
Click
the Key
to Understanding
|
|
|
|
| Identifying,
understanding, and clarifying the purposes |
| of
assessment are crucial in the
development of an |
| assessment
plan. |
|
Considering
that assessment is a process used to
gather |
| and
interpret
information, who uses the
information |
| and
how it
is used determines the 'stakes' in |
| assessment.
It
is important to look at the purposes of
|
| assessment
within three perspectives:
accountability,
|
| instructional,
and academic. |
|
|
|
|
Think
about it.
|
| Type
your thoughts to each question
that follows. |
|
Then, click
"Compare Thoughts!" |
|
 |
Accountability
Purposes -
What does |
|
assessment
have to do with accountability? |
|
|
|
Instructional
Purposes
- How does the |
|
assessment
plan affect instruction? |
|
|
|
Academic
Purposes - Why is it |
|
important
to assess students? |
|
|
|
| Classroom
examples that assess
student
|
| academic
achievement include, but are not
limited
|
| to,
multiple choice, open-ended, and
real-life
|
| extended
problems. The
development of |
| a
comprehensive assessment plan
includes
|
| multiple
opportunities for students to
demonstrate |
| understanding
and application of knowledge.
|
|
| In deciding
how to assess students, matching
an |
| appropriate
strategy with what is being
assessed is |
| a
crucial issue. Assessment,
therefore, reflects |
| student
achievement
of a
specified targeted
goal. |
| With this
in mind, when would it be
appropriate |
| to
use the following: |
|
|
Multiple
choice items |
|
|
Open-ended
items |
|
|
Real-life
extended problems |
|
|
Click
this
?
to
view the answers. |
|
