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© 2008 McGraw-Hill Higher Education. All rights rese CHAPTER 16 Classroom Assessment

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Page 1: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

CHAPTER 16

Classroom Assessment

Page 2: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Terminology

Assessment Assessment > Grading

Measurement Grading

Grading ≠ assessment Norm-referenced Criterion-referenced

Page 3: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Grading and Reporting Performance

Based on comparison of student’s performance with classmates

Referred to as “grading on the curve”

Grading scale determines what percentages get a particular grade

Based on comparisons with predetermined standards

Referred to as “absolute grading”

Grading is based on level of mastery

Criterion-Referenced Grading

Norm-Referenced Grading

Page 4: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Assessment as an Integral Part of Teaching

Diagnostic Assessment

Formative Assessment

Summative Assessment

Page 5: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Qualities of Assessments

ReliabilityReliability Does the assessment yield stable and dependable scores relatively free of measurement errors?

ValidityValidity Does the assessment measure what it is intended to measure?Content validityCriterion-Related validityConstruct validity

FairnessFairness Do all students have equal opportunity to demonstrate their knowledge and skill?

Page 6: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Classroom Assessment

Constructed-Response

Items

TraditionalTests

Selected-ResponseItems

Page 7: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Selected-Response Items True-False Items

Page 8: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Selected-Response Items Multiple-Choice Items

Page 9: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Constructed-Response Items Short-Answer Items, Essay Items

Page 10: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Scoring

Raw score Percentage Item difficulty index Item discrimination index

Page 11: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Item Difficulty Index

Item difficulty index is the percentage of students who obtain the correct answer to an item.1. Rank-order the scores, highest to lowest.

2. Select the top third and the bottom third scores.

3. Determine the percentage of high/low scorers by adding a zero.

4. Add the percentage of high and low and divide by 2.

high % + low % = difficulty index 2

Page 12: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Item Discrimination Index

Reflects the item’s ability to discriminate between individuals who scored high and those who scored

low on the entire test

Percentage correct in high-scoring group

Percentage correct in low-scoring group

Item Discrimination

Index

Page 13: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Test Construction

Test planning and objectives Selecting test items Grading

Page 14: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Alternative Assessments

Authentic assessment includes dance, music, art, and physical education as well as papers, projects, experiments, and portfolios.

Authentic assessment means evaluating a student’s knowledge or skill in a context that approximates the real world or real life

as closely as possible.

Page 15: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Performance Assessments

Performance assessments are evaluated when

specific criteria (behaviors) are performed by the student.

Page 16: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Portfolio Assessments

Artifacts: Students’ papers and homework

Reproductions: Documentation of a student’s work outside the classroom

Attestations: Teachers’ or others’ documentation of a student’s work

Productions: Documents prepared especially for the portfolio

Portfolio assessment consists of evaluating a systematic and

organized collection of a student’s work that

demonstrates the student’s skills and accomplishments.

Page 17: © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

© 2008 McGraw-Hill Higher Education. All rights reserved.

Using Portfolios Effectively

Establishing Purpose Growth Portfolio Best-Work Portfolio

Involving Students in Selecting Portfolio Materials

Reviewing with StudentsSetting Criteria for EvaluationScoring and Judging


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