Classroom Assessment Study Guide

Objectives:

• Describe how you can promote learning through your use of classroom assessment. 
• Identify the important qualities of good assessment. 
• Consider how you will use assessment, testing, and grades as you evaluate your students. 

Terms:
Pages 605-612 and additional pages/websites to clarify definitions, as needed

Standardized tests – Tests given, usually nationwide, under the same conditions and scored the same.

Classroom assessments – Assessments chosen by teachers to check for understanding. They could be unit tests, essays, portfolios, projects, performances, oral presentations, etc.

Measurement – An evaluation represented by a number.

Assessment – A way for someone to check for knowledge.

Formal assessment – Something that could be graded or turned in for credit.

Informal assessment – Something that you observe as a teacher that tells you whether students understand something but can't be graded... like listening in on group conversations, etc.

Formative assessment – Similar to informal assessment. Ungraded testing used before or during instruction.

Summative assessment – Testing at the end of a unit that assesses what they've learned.

Norm-referenced – Testing where scores are compared with the average. Standardized tests usually use this.

Criterion-referenced – Testing in which scores are compared to a set standard... like passing the Praxis exams.

Reliability – Consistency of test results.

Validity – Degree to which a test measures what it is intended to measure.

Fairness – Making sure all groups have an equal opportunity to show what they know on a test.

Practicality (not in text - see online lesson materials) – the amount of time, effort, and money the assessment requires.

Summary: This section over viewed the different types of assessment. In class we've emphasized Reliability, Validity, Fairness, and Practicality. I'm going to have a hard time finding balance between these. I like the idea of having practical tests and valid tests, but it will be hard to make sure those are fair for all students. I feel my testing plan seems like it could work. For any test I give, students will be able to make it up. I plan on having alternatives to the test provided that students can choose to do. These alternatives will still test the same content, but in a different way to help all students succeed. I will have criteria they need to do before they can do a retake though.

Application Questions:
1. How do you plan to use assessment in your future classes? Be very specific about the types of assessments you plan to use and why.
I'm not exactly what the best way to test is. I like the idea of having a paper pencil test similar to the ones I've had in college. They usually have a math problem, and students need to solve it. It's free response, so I'd be able to see how much they know, and they won't get be able to get lucky. I know the tests are boring... so I've also liked performance assessments. I was a little skeptical until I'd made one that I really liked in my curriculum course. I love the idea of having them do something as part of the assessment. One example would be to have them use the unit circle to find the 'secret code' to unlock something. It makes testing a little more fun, and by having an observation test where they might need to get up and move could help them and me.

2. Provide links for 3 resources that provide examples and explanations of how assessments are used in your content area that you can use for future reference.
Why are math testing websites so hard to find?
http://balancedassessments.concord.org/ The Harvard Graduate School of Education made a group and came up with a bunch of assessments that can be used in Math broken down by age groups.
http://illuminations.nctm.org/ This website has a bunch of lesson plans that involve doing something. These lessons can be taught and then modified into tests that are nontraditional and possibly more effective.
http://sbstjohn.com/QODWebSite/act_qod.htm When my content aligns with some of the ACT questions, I can use those tests questions to help the students get familiar with the ACT. This can also be done with the SAT's. I wouldn't use these on a Unit test, but maybe a small quiz or even a bell ringer.

3. List the standardized tests that will impact you and your students. Describe any concerns, fears, or other emotions you may have about these tests. If none of the test directly impact you, how could you help your students prepare for and endure them in their other classes?

My students will need to take the CRT, UBSCT, ACT, SAT, ITED, and MAP tests. I think that's all of them. Math is on almost every standardized test. I want to make sure kids are learning the things that I think will best help them in life and in college. I don't want to feel caught up teaching to the test. I don't think I'll have too much of a problem though. I plan on following the core, and it's laid out pretty nicely. I plan on covering everything that should be on the test, but I'll be doing it in an interesting and engaging way to hopefully help the kids remember it better. If each topic is taught in a distinct way, all the math shouldn't blur together.

4. Praxis II: 

When do you plan to take the Praxis II exam for your subject area? 

In July or August. I tried to look up dates... but couldn't figure it out, but at the end of the summer.

What is the minimum score that you must earn on the exam to qualify for your initial teaching license? 

I need a 138.

Look at the topics covered in your exam. What do you need to do to fully prepare for this test?

I need to do a bunch of practice praxis. I have some books, but areas I need to brush up on will be Statistics, Discrete, and Algebra/Number Theory. Some of the things I'll need to learn this summer because I won't be taking the classes I need until the fall. I'm mostly wanting to get the test out of the way before school starts in the fall and I'm way busy.

Look at the sample questions for your exam. Can you answer them correctly? 

It seems like I can do about half of them. Agh! I didn't know I would suck so bad. I feel with the proper prep, it shouldn't be a problem.

5. Praxis II PLT:
When do you plan to take the Praxis II PLT? (Hint: your answer needs to be sometime within the first three years after your initial licensure) 

I also plan on taking the PLT this summer. I'll be finished with all my education classes this block, and I don't see a reason to wait. The information is fresh now.

Look at the topics covered on the Praxis II PLT exam. Compare them with the Table of Contents in our textbook and your syllabi/textbooks for any other Education classes you have taken/are taking. What do you need to do as a student to prepare for this exam? 

Oh, wow... almost everything looks familiar to me. In order to prepare, I'll go over this packet I was given at a UEN convention. I'm not too worried about it. The guy teaching gave me a perfect amount of material that I'll just have to review. I shouldn't need to learn anything new.

Look at the sample essay and multiple choice questions for the PLT. How does this preview of the test change your perspective of your coursework and how you study? 

I did the first several questions, and they seemed pretty straight forward. There was one that I wasn't quite sure on, but the answer made sense. I'll just need to do some practice tests to get in the flow of what kinds of questions they ask.