Chapter 13
Description
Chapter 13 focuses on the role of assessment in the classroom. The chapter delves into the various types of assessment and the purposes of each. Chapter 13 also includes some principles to help guide in the construction of a good assessment.
Analysis
According to Slavin (2012) task analysis contributes to the formation of behavioral objectives. Behavioral objectives lay out what students should know and be able to do at the end of the lesson (Slavin, 2012). Bloom's Taxonomy can be used to create behavioral objectives with varied levels of understanding (Slavin, 2012).
Slavin (2012) states that formal assessments provide important information to the teacher, the student, and other stakeholders. Formal assessments can include formative assessments, summative evaluations, norm-referenced evaluations, and criterion-referenced evaluations (Slavin, 2012). Slavin (2012, p 380) states, "Tests are constructed to elicit evidence of student learning in relation to the instructional objectives." Slavin (2012) suggests six principles to keep in mind when constructing assessments. An assessment should...
Slavin (2012) states that formal assessments provide important information to the teacher, the student, and other stakeholders. Formal assessments can include formative assessments, summative evaluations, norm-referenced evaluations, and criterion-referenced evaluations (Slavin, 2012). Slavin (2012, p 380) states, "Tests are constructed to elicit evidence of student learning in relation to the instructional objectives." Slavin (2012) suggests six principles to keep in mind when constructing assessments. An assessment should...
- measure clearly defined learning objectives.
- examine a representative sample of the learning tasks included in instruction.
- include the types of test items most appropriate for measuring the desired learning outcomes.
- fit the uses that will be made of the results.
- be as reliable as possible and interpreted with caution.
- improve learning.
Slavin (2012) states that portfolio assessments and performance assessments are also great ways to assess students. These assessments are a great alternative to pencil-and-paper tests (Slavin, 2012).
According to Slavin (2012) grading practices can vary based on the level of schooling. For example, on the elementary level, informal assessments may be more appropriate. While on the secondary level, letter grades become important.
Reflection
In my school, we tend to use multiple-choice assessments the most. However, this is not addressing the higher levels of Bloom's Taxonomy. Therefore, I will create my own assessments next year in order to address these higher levels of thinking. This will allow me to see how well students know the content.
Assessment is so important in the classroom. It can inform instruction and provide valuable feedback to the teacher and student. I believe it is important to use a variety of assessments in the classroom. It is important to use formative and summative assessments for various purposes. We must keep in mind that all tests should elicit evidence of student learning (Slavin, 2012).
I've not used many portfolio or performance assessments in my classroom in the past. I've only ever taught first grade and felt that some of these assessments may be too difficult for young students. However, I've come to realize with proper planning and instruction, students of any age can perform well on a performance assessment. I will seek to implement more performance assessments in my classroom next year.
I agree with Slavin (2012) when he states that on the elementary level, informal assessments may be more appropriate. However, we do still have to assign report card grades. Therefore, informal assessments don't always provide the evidence necessary to assign and justify a grade. Therefore, I think formal assessments alongside informal assessments are appropriate in the elementary setting.
In my school, we tend to use multiple-choice assessments the most. However, this is not addressing the higher levels of Bloom's Taxonomy. Therefore, I will create my own assessments next year in order to address these higher levels of thinking. This will allow me to see how well students know the content.
Assessment is so important in the classroom. It can inform instruction and provide valuable feedback to the teacher and student. I believe it is important to use a variety of assessments in the classroom. It is important to use formative and summative assessments for various purposes. We must keep in mind that all tests should elicit evidence of student learning (Slavin, 2012).
I've not used many portfolio or performance assessments in my classroom in the past. I've only ever taught first grade and felt that some of these assessments may be too difficult for young students. However, I've come to realize with proper planning and instruction, students of any age can perform well on a performance assessment. I will seek to implement more performance assessments in my classroom next year.
I agree with Slavin (2012) when he states that on the elementary level, informal assessments may be more appropriate. However, we do still have to assign report card grades. Therefore, informal assessments don't always provide the evidence necessary to assign and justify a grade. Therefore, I think formal assessments alongside informal assessments are appropriate in the elementary setting.
Reference
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.
