Asseusssements:

periodic reviews, reteaching, enrichment by  using:

Norm -referenced- analyze  how permformance compares w/ others tests

-Standardized test-measure specific subject matter compared to others

-is a broad scope of content area

Percentile Scores- performance compares to norming group

Grade Equivalency Score- indicates where student is in reference to norming group

Stanines- indicate where the score is located on the normal cure for the norm group

Criterion Referenced-performance directly related to specific, educational objectives ,indicates that they can or can not do

Performance based- measures learning outcome  in subject matter;research papers, oral presentations, class projects, journals, portfolios, community service projects

Purpose of Assessment:

-assist learning

-identify strengths & weaknesses

-assess & improve teaching, curriculum , stratigies

-provide data to assist in decision making

- communicate w/ parents, etc.

4 Forms:

1. Observation

2. Informal Continuous Assessment-daily, weekly, continuous, informal

3. Formal "                                 "- learner's progress, quizzes, group activities, continuous

4. Formal Assessment-highly structured & grades or scored  to evaluate performance

Classifications of Assessments:

Diagnostic- strengths  & weaknesses

Intersest &Attitude-identify interests or areas to help motivation

Evaluation- program or teacher based

Placement-  grouping of students on academic level- reading groups, etc

Formative- provide on-going feedback on progress & effectiveness of methods

Summative Assessments- determine the degree of mastery or learning taken place

Main purpose is to Guide Instruction

Accuracy in Evaluating: usability of the instrument & the consistency of measurement, observed through reliability & validity of the instruments

Validity: extent to which the test measures what it is intended to measure

Reliability: Consistency of the test to the measure what it  should measure

Differences:

Validity is the in the middle the "Bull's EYe"

Reliability: is on the outer circle & hits same spot each time

Determining Reliablity- 

Test-Retest Method: same test is given again  to the same students to ensure the same scores are recieved

Split-Half Method- comparing two versions  of the same test

Equivalent Forms Method: dividing a singke test  into 2 parts & comparing them; essay, reports

3 types of Validity:

1. Content- describes degree  a test actually tests what it was suppose to

2. Criterion- test's ability to  predict performance on another measure or test, ie: GPA

3. Construct- shows how well an assessment measures a particular theoretical concept, intelligence or creativity- IQ tests 

Subjective Tests & rubrics

put in the students Hands

-short answer ?'s, longer essays, problem solving items, research papers

Rubrics- provide criteria scoring

Tests:

Know how to:

Administer Tests

- Give test taking skills

- Provide feed back on test performance

Observations:

Informal- no predetermined focus

Global- student's interactions, general attitudes

Behavorial-

Formal- specified focus, predetermined

Student Records:

accurate feel  for a student's needs, how they learn, what they know or need to know

Communicate Results- inform parents, staff, etc.

Test Modifications: identified in IEP, aids in  helping students take tests; longer time , format, mechanical aids, setting, scheduling,& regular given standardized tests

Presentation modifications-  Sign language Interpreter