Download - Effect of grades
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Copyright 2001 by Allyn and Bacon
Classroom Evaluation & Grading
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Copyright 2001 by Allyn and Bacon
Overview• Formative and Summative Assessment
• Getting the Most from Traditional Assessment Approaches
• Innovations in Assessment
• Effects of Grades and Grading on Students
• Grading and Reporting: Nuts & Bolts
• Beyond Grading: Communication
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Copyright 2001 by Allyn and Bacon
Concept Map for Chapter 15
TraditionalAssessmentApproaches
Beyond Grading:Communication
Effects ofGrades & Grading
on Students
Formative &SummativeAssessment
ClassroomAssessment and
Grading
Grading & Reporting:Nuts and Bolts
Copyright 2001 by Allyn and Bacon
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Copyright 2001 by Allyn and Bacon
Formative and Summative Assessment
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Copyright 2001 by Allyn and Bacon
• Pretests– Aid teacher in planning– Help students identify weaknesses - diagnostic– Identify weaknesses: diagnostic– Are not graded
• Data-based instruction– Also curriculum-based assessment– Frequent probes
Formative Assessments
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Copyright 2001 by Allyn and Bacon
Summative Assessments
• Occurs at the end of instruction
• Provides a summary of accomplishments
• End of chapter, midterms, final exam
• Purpose is to determine final achievement
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Copyright 2001 by Allyn and Bacon
Getting the Most from Traditional Testing
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Copyright 2001 by Allyn and Bacon
Planning for Testing
• Test frequently• Test soon after
learning• Use cumulative
questions• Preview ready-
made tests
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Copyright 2001 by Allyn and Bacon
Objective Testing
• Objective: not open to many interpretations
• Measures a broad range of material
• Multiple choice most versatile
• Lower & higher level items
• Difficult to write well
• Easy to score
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Writing Test Items
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Key Terms
• Test Item
• Stem
• Alternatives
• Distractors
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Key Principles• Clearly written stem• Present a single problem• Avoid unessential details• State the problem in positive terms• Use `not’, ‘no’, or ‘except’ sparingly
or mark them: NOT , no, except• Do not test extremely fine
discriminationsSee Guidelines, Woolfolk pp. 560 - 561
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Copyright 2001 by Allyn and Bacon
Key Principles
• Put most wording in the stem• Check for grammatical match between
stem and alternatives• Avoid exclusive & inclusive words
– all, every, only, never, none
• Avoid two distracters with the same meaning
• Avoid exact textbook language
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Copyright 2001 by Allyn and Bacon
Key Principles• Avoid overuse of all- or none- of the
above• Use plausible distracters• Vary the position of the correct
answer• Vary the length of correct answers –
long answers are often correct• Avoid obvious patterns in the position
of your correct answer
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Copyright 2001 by Allyn and Bacon
Samples to Critique
• Each of the following test items has mistakes. Analyze each test item using the Key Principles just covered. Identify the mistake(s). Then rewrite the test item eliminating the mistakes.
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Copyright 2001 by Allyn and Bacon
Samples to Critique
1. The word “gordo” in Spanish means
a. thin
b. underweight
c. skinny
d. fat
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Samples to Critique
2. A spider is an
a. marsupial
b. arachnid
c. vertebrate
d. chordate
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Copyright 2001 by Allyn and Bacon
Samples to Critique
3. Tennis courts that will require the least maintenance than any other tennis court is the tennis court whicha. is made of grassb. is made of clayc. is made of lakoldd. is made of Rubico
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Copyright 2001 by Allyn and Bacon
Samples to Critique
4. The development of the self-concept
is not principally influenced by
a. parents
b. peers
c. growth rate
d. physical appearance
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Copyright 2001 by Allyn and Bacon
Samples to Critique
5. “Culture-fair” tests are
a. always reliable
b. always valid
c. power tests
d. usually nonverbal in order to offset cultural differences in language
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Copyright 2001 by Allyn and Bacon
Essay Testing
• Requires students to create an answer
• Most difficult part is judging quality of answers
• Writing good, clear questions can be challenging
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Copyright 2001 by Allyn and Bacon
Constructing Essay Tests
• Essay tests focus on less material
• Require a clear and precise task
• Indicate the elements to be covered
• Should measure an objective at Bloom’s Synthesis (Creating) level
• Allow ample time for students to answer
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Copyright 2001 by Allyn and Bacon
Evaluating Essays: Dangers
• Problems with subjective testing
– Individual standards of the grader
–Unreliability of scoring procedures
–Bias: wordy essays often get more points
See Table 15.2, Woolfolk, p. 563
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Copyright 2001 by Allyn and Bacon
Evaluating Essays: Methods
• Construct a model answer
• Give points for each part of the answer
• Give points for organization
• Compare answers on papers that you gave comparable grades
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Copyright 2001 by Allyn and Bacon
Evaluating Essays: Methods
• Grade all responses to one question, then all responses to second question, etc.
• Have students put their names on the back of the paper
• Have another teacher in your discipline read some of your graded essays
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Copyright 2001 by Allyn and Bacon
Innovations in Assessment
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Copyright 2001 by Allyn and Bacon
Alternative Assessments
• Authentic classroom tests
• Performance in context
• See Table 15.3, Woolfolk, p. 566
See also Point/Counterpoint, P. 564-656
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Performance in Context
• Portfolios• Exhibitions• Focus is on real life
applications• Focus is on mastery
of skills
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Evaluating Portfolios and Performances
• Checklist and rating scales
• Scoring rubrics• Reliability, validity,
generalizability, and equity questions
• Self- and peer-evaluation
See Figure 15.3, Woolfolk, p. 570 and Guidelines, p. 571
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Copyright 2001 by Allyn and Bacon
Effects of Grading on Students
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Copyright 2001 by Allyn and Bacon
Effects of Grading
• Effects of failure
• Effects of feedback - knowing ‘why’ they were wrong
• Effects of grades on motivation• See Guidelines, Woolfolk, p. 575
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Copyright 2001 by Allyn and Bacon
Grading and Reporting:Nuts and Bolts
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Copyright 2001 by Allyn and Bacon
Criterion-Referenced
• Mastery of objectives• Criteria for grades set
in advance • Student determines
what grade they want to receive
• All students could receive an ‘A’
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Copyright 2001 by Allyn and Bacon
Norm-Referenced Grading
• Grading on the curve• Students compared to
other students• ‘Average’ becomes
the anchor for other grades
• Fairness issue• ‘Adjusting’ the curve
See Figure 15.4, Woolfolk, p. 577, and Table 15.4,, p. 578
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Copyright 2001 by Allyn and Bacon
Preparing Report Cards
• Criterion- versus norm-referenced Grading• Converting to standard scores• Point system• Percentage grading• Contract system and rubrics• Grading on effort and improvement
– ILE and Dual Marking Systems
• Caution: Being fair• See Guidelines, Woolfolk p. 583
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Copyright 2001 by Allyn and Bacon
Beyond Grading: Communication
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Copyright 2001 by Allyn and Bacon
Parent / Teacher Conferences
• Plan ahead• Start positive• Use active listening & problem solving • Establish a partnership• Plan follow-up contacts• Tell the truth!• Be prepared with samples • End positive
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Copyright 2001 by Allyn and Bacon
Summary
• Formative and Summative Assessment
• Getting the Most from Traditional Assessment Approaches
• Innovations in Assessment
• Effects of Grades and Grading on Students
• Grading and Reporting: Nuts & Bolts
• Beyond Grading: Communication
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Copyright 2001 by Allyn and Bacon
End