Assessment Brian Cole, Max Ames, Lyza Reichelt. Summative Unit tests end of...
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![Page 1: Assessment Brian Cole, Max Ames, Lyza Reichelt. Summative Unit tests end of chapters/sections/term/semester District, State, National assessments.](https://reader036.fdocuments.us/reader036/viewer/2022083005/56649f265503460f94c3cd26/html5/thumbnails/1.jpg)
AssessmentBrian Cole, Max Ames, Lyza Reichelt
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Summative Unit tests end of chapters/sections/term/semester District, State, National assessments
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Formative Provides feedback to adjust ongoing teaching and
learning to improve student achievementPractice, doesn’t affect grade, informal
mini quizzes, tell me what you know, vocab outlines
Teacher hands on with student Embedded with the lesson Uses different levels of questioning Information gathered from assessment is used to
determine future of lesson
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Outcomes Green light Yellow light Red light
Assess yourself too
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Alternative vs Standard
1) observation
2) essays
3) interviews
4) Performance tasks
5) exhibitions/ demonstration
6) portfolio
7) journals
8) rubrics
9) self & peer evaluation
1) aptitude tests: SAT, ACT as examples (indicator of future performance)2) achievement tests: usually multiple choice, measures content-area knowledge (math, science, English, social studies)3) high-stakes test: WKCE as an example
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Beginning Test Bias
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Essential questions Is there test bias against minorities in standardized
testing? How do you identify test bias against minorities ? What are the effects of test bias against minorities ? How do you change bias against minorities in
standardized testing?
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Three Undesirable Characteristics in Testing:
1. Stereotyping is consistent representation of a given group in a particular light – which may be offensive to members of that group.
Stereotyping does not lead to differential performance, except in extreme cases.
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2. Bias is defined as the presence of some characteristic of an item that results in differential performance for two individuals of the same ability but from different ethnic, sex, cultural or religious groups.
3. Offensiveness can obstruct the purpose of a test item, may produce negative feelings and affect attitudes toward testing – thus lowering test scores.
Hambleton & Rogers
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Types of bias
Gender Bias
Cultural Bias
Regional Bias
Ethnic/Racial Bias
Language Bias
Socio Economic Status (SES) Bias
Special Needs Bias
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How do you identify bias?Content Bias
-fair for all examineesLanguage Bias
-Is the item free of group specific language, vocabulary, or reference pronouns Item Structure and Format Bias
-Are there any flaws in the items to which members of DSI are differentially sensitive?
Stereotyping of Minorities-Avoid material that is controversial, inflammatory,
demeaning or offensive to members of DSI (designated subgroup of interest).
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How do you change it Time, money, and qualified people. Have people double check your work
Cheating Article
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sourceshttp://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/guide.html
http://www.learning-styles-online.com/overview/