1. © 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment

2. © 2008 McGraw-Hill Higher Education. All rights reserved. Terminology Assessment  Assessment > Grading Measurement Grading  Grading ≠ assessment  Norm-referenced  Criterion-referenced

3. © 2008 McGraw-Hill Higher Education. All rights reserved. Grading and Reporting Performance Based on comparison of student’s performance with classmates Referred to as “grading on the curve” Grading scale determines what percentages get a particular grade Based on comparisons with predetermined standards Referred to as “absolute grading” Grading is based on level of mastery Criterion-Referenced Grading Norm-Referenced Grading

4. © 2008 McGraw-Hill Higher Education. All rights reserved. Assessment as an Integral Part of Teaching Diagnostic Assessment Formative Assessment Summative Assessment

5. © 2008 McGraw-Hill Higher Education. All rights reserved. Qualities of Assessments Reliability Reliability Does the assessment yield stable and dependable scores relatively free of measurement errors? Validity Validity Does the assessment measure what it is intended to measure? Content validity Criterion-Related validity Construct validity Fairness Fairness Do all students have equal opportunity to demonstrate their knowledge and skill?

6. © 2008 McGraw-Hill Higher Education. All rights reserved. Classroom Assessment Constructed- Response Items Traditional Tests Selected-Response Items

7. © 2008 McGraw-Hill Higher Education. All rights reserved. Selected-Response Items True-False Items

8. © 2008 McGraw-Hill Higher Education. All rights reserved. Selected-Response Items Multiple-Choice Items

9. © 2008 McGraw-Hill Higher Education. All rights reserved. Constructed-Response Items Short-Answer Items, Essay Items

10. © 2008 McGraw-Hill Higher Education. All rights reserved. Scoring Raw score Percentage Item difficulty index Item discrimination index

11. © 2008 McGraw-Hill Higher Education. All rights reserved. Item Difficulty Index Item difficulty index is the percentage of students who obtain the correct answer to an item. 1.Rank-order the scores, highest to lowest. 2.Select the top third and the bottom third scores. 3.Determine the percentage of high/low scorers by adding a zero. 4.Add the percentage of high and low and divide by 2. high % + low % = difficulty index 2

12. © 2008 McGraw-Hill Higher Education. All rights reserved. Item Discrimination Index Reflects the item’s ability to discriminate between individuals who scored high and those who scored low on the entire test Percentage correct in high- scoring group Percentage correct in low- scoring group Item Discrimination Index

13. © 2008 McGraw-Hill Higher Education. All rights reserved. Test Construction Test planning and objectives Selecting test items Grading

14. © 2008 McGraw-Hill Higher Education. All rights reserved. Alternative Assessments Authentic assessment includes dance, music, art, and physical education as well as papers, projects, experiments, and portfolios. Authentic assessment means evaluating a student’s knowledge or skill in a context that approximates the real world or real life as closely as possible.

15. © 2008 McGraw-Hill Higher Education. All rights reserved. Performance Assessments Performance assessments are evaluated when specific criteria (behaviors) are performed by the student.

16. © 2008 McGraw-Hill Higher Education. All rights reserved. Portfolio Assessments Artifacts: Students’ papers and homework Reproductions: Documentation of a student’s work outside the classroom Attestations: Teachers’ or others’ documentation of a student’s work Productions: Documents prepared especially for the portfolio Portfolio assessment consists of evaluating a systematic and organized collection of a student’s work that demonstrates the student’s skills and accomplishments.

17. © 2008 McGraw-Hill Higher Education. All rights reserved. Using Portfolios Effectively Establishing Purpose  Growth Portfolio  Best-Work Portfolio Involving Students in Selecting Portfolio Materials Reviewing with Students Setting Criteria for Evaluation Scoring and Judging