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1、EDUCATIONAL PSYCHOLOGY REFLECTION FOR ACTION Canadian Edition ODonnell, DAmico, Schmid, Reeve, SmithCHAPTER 13 Classroom AssessmentEducational Psychology, Canadian EditionChapter 13 Classroom Assessment Themes of the chapter Classroom assessments inform teachers about student progress Assessments pr
2、omote the notion that classroom assessment is not just assessment of learning Classroom assessments should be assessments for learning Standardized and standards-based tests are an integral part of schools There are benefits gained from using such assessments as well as problems associated with them
3、 There are controversies associated with standardized testingEducational Psychology, Canadian EditionGuiding Questions What is the role of assessment in the instructional process? How can teachers devise assessments that facilitate instruction and at the same time provide information about students
4、progress? Of the many options teachers have for assessment, which are the best? How can a teacher develop a grading system that is fair and that lets students take responsibility for their own learning? How can assessment help students learn about their own strengths and weaknesses?Educational Psych
5、ology, Canadian Edition How can teachers continually improve assessment and grading practices? How can teachers create and modify assessments to include learners who face special challenges? How do cultural differences among students and their parents affect the process of communicating progress? Wh
6、at are standardized assessments, and where did they come from? How can a teacher make sense of the statistics and scales that come with these measures?Guiding QuestionsEducational Psychology, Canadian Edition What is the best way to interpret standardized test scores? How concerned should teachers b
7、e about issues of reliability and validity? How can teachers fairly assess students with learning and physical challenges? How do teachers ensure that assessment is equally fair for students from different cultural backgrounds?Guiding QuestionsEducational Psychology, Canadian EditionAssessment for I
8、nstruction: Roles, Goals, and Audiences Assessment the process of determining what students know and can do Assessment identifies areas for growth and improvement Assessment should address the needs of students, parents, other educators, and the teacherEducational Psychology, Canadian EditionStudent
9、, Parent, and Teacher Concerns in Assessment Student concerns: Is test/quiz/activity going to be fun? Am I going to do well on it? How am I going to do in comparison to other students? How will it affect my grade? How will it be graded? How will it affect what the teacher thinks of me? How much work
10、 is it going to be? If I work hard on it, will I succeed? Will being successful be worth the effort? Educational Psychology, Canadian Edition Parent concerns: How is my child doing? What can I do to help? What are my childs strengths and weaknesses? How is my child getting along socially? How is my
11、child doing compared to the other children (in the class, in the school, in the nation)? Is my child working up to his/her potential?Student, Parent, and Teacher Concerns in AssessmentEducational Psychology, Canadian Edition Teacher concerns Which assessment option would work best in this situation?
12、 When should assessment take place before, during, or after instruction? How can this assessment promote students ability to evaluate their own progress? How well does it match the statewide standards or assessment? How will I communicate the results to students and parents?Student, Parent, and Teac
13、her Concerns in AssessmentEducational Psychology, Canadian Edition Teacher concerns (continued) How much work will it take to construct or select the assessment and to grade it? How is this assessment related to others in the class? How can students learn that they need to work more in this area wit
14、hout making them feel like failures? What if the results are really poor? How can this information improve instruction? Should this assessment count as part of the students grades?Student, Parent, and Teacher Concerns in AssessmentEducational Psychology, Canadian Edition Other Audiences and Areas of
15、 Concern Teachers must also consider other audiences who receive and use assessment information, e.g. universities use high school transcripts to make admission decisions Diversity among students and their parents Students and their parents come from diverse backgrounds, which can influence students
16、 performanceStudent, Parent, and Teacher Concerns in AssessmentEducational Psychology, Canadian Edition Formative an assessment designed to inform teachers and students about student learning and to help improve instruction Given prior to or during instruction Information the teacher can use to form forthcoming instruction Information use
