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    Consider the purposes for classroom assessment listed in the first row of this table. Describe how each of these assessment purposes affects the assessment method chosen. What assessment method would you choose? ALSO Please describe how long the assessment might be.

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    Consider the purposes for classroom assessment listed in the first row of this table. Describe how each of these assessment purposes affects the assessment method chosen. What assessment method would you choose? ALSO Please describe how long the assessment might be.

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    33 views3 pages

    Module10 1purposes

    Uploaded by

    theodometer
    Consider the purposes for classroom assessment listed in the first row of this table. Describe how each of these assessment purposes affects the assessment method chosen. What assessment method would you choose? ALSO Please describe how long the assessment might be.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    Larry Shaw, Brandon Morgan, & Chris Odom

    07/12/08

    Understand How Assessment Purpose Affects the Assessment Method Chosen

    Consider the purposes for classroom assessment listed in the first row of this table. Complete the table by describing how
    each of these assessment purposes affects the assessment method chosen.

    Describe the differences Classroom Purpose 1 Classroom Purpose 2 Classroom Purpose 3


    for each of the issues Tracking student progress Understanding how well Determining student
    below: over a school year in students are working in a grades on a PowerPoint
    mathematics (Or another collaborative group setting. Presentation.
    subject you teach). If you choose
    another subject to focus on,
    please identify the subject.
    What assessment method - Method: Map testing: a - Method: Direct teacher - Method: rubric
    would you choose? computerized norm observation of groups - Length: Probably
    ALSO Please describe how
    referenced test that working and look at 6-8 areas on
    long the assessment might be. give students a score group/teacher the rubric
    that interprets student conferences and direct
    progress communication
    - Length: 52 questions, - Length: Daily when
    unlimited time using collaborative
    learning, spending a
    proportionate time with
    each group
    What kind of content might you - Content from all math - Student input towards - Software
    include in the assessment? strands included discussion/completion of knowledge,
    - Ex: algebra, numbers task creativity, content
    operations, data - Constructive nature of accuracy,
    analysis, probability, input spelling/grammar,
    measurement - Group reasoning organization, proper
    - Participation PWP design
    - Organization

    1
    Larry Shaw, Brandon Morgan, & Chris Odom
    07/12/08

    - Are students on-task?


    What is the role of the - Teacher Role: interpret - direct observation - Using rubric to
    assessor? Who scores the the score to - making notes determine grade
    assessment?
    differentiate instruction - recording group - Using rubric to set
    - Score: Calculated by interactions assignment
    the computer along the (audio/video) expectations
    strands given, - Discussion of - Scored by teacher
    interpreted by teachers observation
    - Conferencing
    How will feedback be given to - Feedback: student - Feedback: - Comments on
    the student? Describe how conferencing Conferencing, rubric
    student feedback would be
    provided. - Where they are? viewing/listening to - Individual rubric
    - Where do they need to video or audio showing points by
    go? - Give students a self- category
    - Student Goal Setting evaluation checklist - Offer suggestions
    - How to improve student for improvement
    interactions/add
    valuable content
    What kinds of technologies - Computerized test - A/V equipment - PowerPoint
    could be used for the kind - Blogs or Message - Rubric created from
    ASSESSMENT you have
    chosen? Boards Rubistar
    - Presentation software
    - Podcasting
    Other – what are the other - Do students take this - Technology might not - Technology:
    important issues? Please be non-evaluative test be readily available. student may not
    sure to complete this section.
    seriously? - Collaborative groups have PowerPoint or
    - Map Tests strictly there may need to change a computer at home
    to see where students - Students may need - Technology
    are currently, not training in proper competency may
    whether they have collaborative learning vary due to
    gained mastery of the conduct exposure

    2
    Larry Shaw, Brandon Morgan, & Chris Odom
    07/12/08

    content

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