国外教育心理学课件2-13.pptVIP

Educational Psychology302 Session 12 Student Assessment Assessment Purposes Formative During instructional phase Gauging understanding Informal Summative After instruction Evaluating understanding and comprehension Evaluating mastery Higher stakes Formal Constructing Assessments Target the specific behaviors and thought processes you want them to learn Be difficult enough that students must expend energy to succeed. Show students where and why their answers might have been wrong, and how they might improve on their answers. Demonstrate, where appropriate, how several paths to the right answer might be taken. Characteristics of Good Classroom Assessment Reliability—consistency of results Standardization—consistency in content, format and scoring Validity—the assessment measures what it is supposed to measure Practicality—The feasibility of the assessment in terms of development time, administration time, cost, etc. Informal vs. Formal Form: Observations, questioning Very practical, usually spontaneous Good for assessing students “interest” in a subject Flexible to spur of the moment changes and adjustments Will rarely, if ever, be standardized Focus on assessing understanding within a specific content domain Very much planned in advance Closely tied to guiding instructional objectives Bases results on “samples” of content Paper-pencil vs. Performance Suitable for both recall and recognition tasks Easily standardized Can sample knowledge on many topics in a short time Students should understand scoring process Portray the assessment as an opportunity to improve skills Efficiently uses class time Formatively oriented Helps reduce the “evaluative” climate Difficult to achieve standardization and reliability Often time-consuming to administer and score Criterion vs. NormReferenced Referenced Tells us what the students have achieved in relation to specific instructional objectives Oriented to achieving mastery Diagnoses weaknesses very well Com