Yes or NO

Classroom Assessment, Grading and Standardized Testing

Cluster 15

Standardized Tests

Nationwide tests given under uniform conditions and scored according to uniform procedures.

Classroom Assessments

Many forms: unit tests, essays, portfolios, projects, presentations, etc.

Formative Assessments

Ungraded testing used before or during instruction to aid in planning and diagnosis.

Supports learning

Ex. Pre-test- Assesses readiness

Summative Assessments

Testing that follows instruction and achievement

Reports learning

Ex. Final exam

Reliability Consistency of test results.

About the same score from one occasion to the next.

Validity Degree to which a test measures what it intends to measure.

Informal Assessments

Ungraded formative assessments that help teachers make decisions.

Ex. Exit tickets and journals.

Scoring Rubrics

Rules that are used to determine the quality of a student’s performance.

Measures of Central Tendency

Typical score for a group of scores

Mean Arithmetical Average

Median Middle score in a group of scores

Mode Most frequently occurring score

Standard Deviation

Measure of how widely scores vary from the mean.

The smaller the standard deviation, the more the scores are clustered around the mean.

Normal Distribution

The most commonly occurring distribution in which scores are distributed evenly around the mean.

Percentile Rank

Percentage of those in the sample scoring at or below an individual’s score.

Teaching Every Student

Cluster 14

Effective Teaching

Clear Learning Goals

Effective Use of Time

Proactive and Caring Classroom Management

Clear Explanations with Examples

Providing Guided and Independent Practice

Frequent Checks for Understanding with Immediate Feedback

Planning

Several levels- year, term, unit, week and day

Reduces but does not eliminate uncertainty in teaching

Must allow flexibility

Need wide-range knowledge about students’ interests, abilities and about the subject

Collaboration with other teachers is best

Direct Instruction

Systematic instruction for mastery of basic skills, facts and information

Characterized by high levels of explanation, demonstration and interaction with students.

Effective Direct Instruction

Use a number of examples

Organize lessons- outline, objectives

Plan for difficult parts- anticipate student problems, think of analogies

Strive for clear explanations- avoid vague words, be specific, focus on one idea at a time

Signal transitions- “now we will turn to”

Communicate enthusiasm- tell students why the lesson is important

HOMEWORK

YES

Why do you think homework should be given?

NO

Why do you think homework should not be assigned?

Homework

Assign the right kind

Students must see the value in it

They must understand the assignment

Must be held accountable for the hmwk- check it

Seatwork

Often overused

Should follow up a lesson and give students supervised practice with feedback

Students should see the connection between the seatwork and the lesson

“Does doing this seatwork help students learn anything that matters?

Questioning and Response Time

All students should have experience with thought-provoking questions

Helps them master critical thinking and problem-solving skills

Teachers should wait 3-5 seconds after posing a question

Wait time leads to longer answers, more students likely to participate

Calling on everyone?

Classroom Assessment, Grading and Standardized Testing

Cluster 15

Standardized Tests

Nationwide tests given under uniform conditions and scored according to uniform procedures.

Classroom Assessments

Many forms: unit tests, essays, portfolios, projects, presentations, etc.

Formative Assessments

Ungraded testing used before or during instruction to aid in planning and diagnosis.

Supports learning

Ex. Pre-test- Assesses readiness

Summative Assessments

Testing that follows instruction and achievement

Reports learning

Ex. Final exam

Reliability Consistency of test results.

About the same score from one occasion to the next.

Validity Degree to which a test measures what it intends to measure.

Informal Assessments

Ungraded formative assessments that help teachers make decisions.

Ex. Exit tickets and journals.

Scoring Rubrics

Rules that are used to determine the quality of a student’s performance.

Measures of Central Tendency

Typical score for a group of scores

Mean Arithmetical Average

Median Middle score in a group of scores

Mode Most frequently occurring score

Standard Deviation

Measure of how widely scores vary from the mean.

The smaller the standard deviation, the more the scores are clustered around the mean.

Normal Distribution

The most commonly occurring distribution in which scores are distributed evenly around the mean.

Percentile Rank

Percentage of those in the sample scoring at or below an individual’s score.