copyright © allyn & bacon 2011 assessing students and texts chapter 4 this multimedia product...
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Copyright © Allyn & Bacon 2011
Assessing Students and Texts
Chapter 4
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Frame of Mind
How does assessment help us set instructional goals?
How does a formal, high-stakes approach differ from an informal, authentic approach?
What have state and federal legislators done to try and ensure students’ success on high-stakes standardized tests?
What are some of the informal assessment strategies teachers use in the context of their classrooms?
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Frame of Mind
How can content area teachers involve students in the portfolio process?
When and how might teachers use professional judgment in analyzing the difficulty of textbooks?
What are predictive measures of readability, and how do they differ from performance measures?
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Key Terms
Accountability Authentic assessment Cloze procedure CARI ESEA Federal legislation Formal assessment Grade-equivalent scores High-stakes testing Informal testing Lexiles Norms
Percentile score Portfolio assessment Raw score Readability Reliability Rubrics Self-assessment Standardized testing Stanine score State standards Triangulation Validity
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Comparison of Two Approaches to Assessment
High-Stakes Authentic
Orientation Formal Informal
Administration Testing one-time performance
Continuously evolving
Methods Objective; standardized
Classroom-based
Uses Compare groups of students; align curriculum
Make qualitative judgments about individual students
Feedback format Reports; printouts Notes; portfolios
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Forms of Authentic Assessment
Portfolios Checklists Interviews Personal reflections Rubrics Self-assessments
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Standardized Testing
Norms Percentile scores Stanine scores Grade-equivalent scores Reliability Validity
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Portfolio versus Testing: Different Processes and Outcomes Portfolio
Represents a range of learning activities
Engages students in self-assessment
Allows for individual differences
Collaborative Addresses improvement Links assessment to
instruction
Testing Assesses across a
limited range of assignments
Mechanically scores Assesses all students on
the same dimensions Not collaborative Addresses achievement Separates learning,
testing, and teaching
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Steps in the Implementation of Portfolios Discuss with your students the notion of portfolios
as an interactive vehicle for assessment.
Specify your assessment model.
Decide what types of requirements will be used, approximately how many items, and what format will be appropriate for the portfolio.
Consider which contributions are appropriate for your content area.
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Types of Interviews
Formally structured and semistructured
Informal
Retrospective
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Rubrics
Holistic Rubrics
Analytic Rubrics
Weighted Trait Rubrics
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Assessing Text Difficulty
Content Area Reading Inventories
Readability
The Fry Graph
Cloze Procedure
Readability Checklist
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General Textbook Readability Checklist Understandability Usability
External organizational aids Internal organizational aids
Interestability Summary Rating Statement of Strengths Statement of Weaknesses