Educational Psychology Third Edition Kelvin Seifert and Rosemary ...

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11. Teacher-made assessment strategies provide that component of the scoring rubric to students, distribute some examples of student responses (maybe from former students), and then discuss how these responses would be classified according to the rubric. This strategy of assessment for learning should be more effective if the teacher (a) emphasizes to students why using accurate terminology is important when learning science rather than how to get a good grade on the test (we provide more details about this in the section on motivation later in this chapter); (b) provides an exemplary response so students can see a model; and (c) emphasizes that the goal is student improvement on this skill not ranking students. Table 39: Example of a scoring rubric, Science *On the High School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem. Level of understanding 4 There is evidence in the response that the student has a full and complete understanding. 3 There is evidence in the response that the student has a good understanding. 2 There is evidence in the response that the student has a basic understanding. 1 There is evidence in the response that the student has some understanding. Use of accurate scientific terminology The use of accurate scientific terminology enhances the response. The use of accurate scientific terminology strengthens the response. The use of accurate scientific terminology may be present in the response. The use of accurate scientific terminology is not present in the response. 252 Use of supporting details Pertinent and complete supporting details demonstrate an integration of ideas. The supporting details are generally complete. The supporting details are adequate. The supporting details are only minimally Synthesis of information The response reflects a complete synthesis of information. The response reflects some synthesis of information. The response provides little or no synthesis of information. The response addresses the question. Application of information* An effective application of the concept to a practical problem or real-world situation reveals an insight into scientific principles. The concept has been applied to a practical problem or real- world situation. The application of the concept to a practical problem or real-world situation is inadequate. The application, if attempted, is irrelevant.
This book is licensed under a Creative Commons Attribution 3.0 License effective. 0 The student has NO UNDERSTANDING of the question or problem. The response is completely incorrect or irrelevant. Performance assessments Typically in performance assessments students complete a specific task while teachers observe the process or procedure (e.g. data collection in an experiment) as well as the product (e.g. completed report) (Popham, 2005; Stiggens, 2005). The tasks that students complete in performance assessments are not simple—in contrast to selected response items—and include the following: • playing a musical instrument • athletic skills • artistic creation • conversing in a foreign language • engaging in a debate about political issues • conducting an experiment in science • repairing a machine • writing a term paper • using interaction skills to play together These examples all involve complex skills but illustrate that the term performance assessment is used in a variety of ways. For example, the teacher may not observe all of the process (e.g. she sees a draft paper but the final product is written during out-of-school hours) and essay tests are typically classified as performance assessments (Airasian, 2000). In addition, in some performance assessments there may be no clear product (e.g. the performance may be group interaction skills). Two related terms, alternative assessment and authentic assessment are sometimes used instead of performance assessment but they have different meanings (Linn & Miller, 2005). Alternative assessment refers to tasks that are not pencil-and-paper and while many performance assessments are not pencil-and paper tasks some are (e.g. writing a term paper, essay tests). Authentic assessment is used to describe tasks that students do that are similar to those in the “real world”. Classroom tasks vary in level of authenticity (Popham, 2005). For example, a Japanese language class taught in a high school in Chicago conversing in Japanese in Tokyo is highly authentic— but only possible in a study abroad program or trip to Japan. Conversing in Japanese with native Japanese speakers in Chicago is also highly authentic, and conversing with the teacher in Japanese during class is moderately authentic. Much less authentic is a matching test on English and Japanese words. In a language arts class, writing a letter (to an editor) or a memo to the principal is highly authentic as letters and memos are common work products. However, writing a five-paragraph paper is not as authentic as such papers are not used in the world of work. However, a five paragraph paper is a complex task and would typically be classified as a performance assessment. Advantages and disadvantages There are several advantages of performance assessments (Linn & Miller 2005). First, the focus is on complex learning outcomes that often cannot be measured by other methods. Second, performance assessments typically Style Guidelines 253 A Global Text
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Educational Psychology
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Preface Contents of the book Chapte
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1. The changing teaching profession
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