国外教育心理学课件113学习课件.pptVIP

Chapter 13 Classroom Assessment Themes of the chapter Classroom assessments inform teachers about student progress Assessments promote 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 There are controversies associated with standardized testing Guiding 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’ 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? Guiding Questions 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? What 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 Questions What is the best way to interpret standardized test scores? How concerned should teachers be 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? Assessment for Instruction: 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, oth