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Forms of assessment in education
Assessment methods for students
Assessment methods for students
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The 21st Century Educator is inundated with a plethora of assessments which dominate the education landscape from one side to the other. Whether one is assessing formatively or summatively, educators are evaluating on a weekly basis. In fact, in Citrus County, students take a reading comprehension test called Fast Bridge three times a year, which helps them see their potential college readiness skills and what improvements they need to work on. They also take a District created assessment twice a year, which consists of 9 grade level passages that they must take over a 2-month period time. This test focuses mainly on all of the standards that our students will be tested on in the Spring FSA. Not to mention, the formative assessments given on a …show more content…
At the conclusion of eighth grade these students are totally burnt out from taking test and have lost the motivation to care about the results. That said, Foundations of Measurement was imperative to helping me gain a thorough foundation on what to do with the data I receive throughout the year, how to decipher and explain, and help my students to use the feedback from the data to make positive changes in their work habits. I believe that having to analyze the data and focus on a distribution of scores helped me have a stronger understanding about the regression to the mean, standard error of measurement, and the standard deviation. A few weeks ago, I sat at my kitchen table on a Saturday morning and struggled with completing the analyzing data and studying for the first official quiz. I went a few steps further and accessed you tube videos and self-help websites to build the schema needed to increase my comprehension of the current data. The process we went through in this class, helped prepare me to communicate feedback to my students one on one to review their current FSA scores and Fast Bridge results. They will create goals before they take another assessment and will have a better understanding of
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
Since this test has been devised, the number one question everybody is asking is, “ isn’t it unfair to base a student’s entire future on one test, when he or she simply could have had a bad day when taking the test”? The president Kirk T. Schroder of the Virginia Board of Education, answer this question by saying, “First of all, these tests are untimed, so no student is under arbitrary time pressure in taking the test.
Standardized tests, such as the SAT and the SOL, have been implemented for many years now for individuals in grade school to take. The SOL’s, or Standards of Learning tests, are Virginia’s version of standardized tests that students are required to take in order to pass a class, evaluating their knowledge on a specific subject. SOL’s are mandatory for students to take as soon as they reach third grade. Additionally, the SAT is a test taken in the final years of high school that colleges look at when comparing students for post-secondary school. People concerned with student’s education can come to the common consensus that education is important and there should be some way to compare a student’s achievements to one another. However, the process
Students spend most of the year preparing to take one or two big tests at the end. The amount of pressure put on students to succeed on these tests is astronomical, making it impossible to focus on the actual goal of assessing their knowledge. A student in Florida spoke to her school board about the absurd expectations from these tests, “Every year I do well in school, but I get low test scores on the FCAP and it feels like a punch in the stomach. This is unfair and I don't want to lose my opportunity to take my advanced classes or get a better education because of this one test.” (Locker)
Even with material being taught incessantly, standardized tests can not accurately measure a student’s ability. The tests are “single-target—meaning that every student, no matter what level of achievement or ability, course selection, or cu...
After taking the Personal Assessment Literacy Survey, I learned a lot about myself and what I do know about assessments, and what I don’t. This survey allowed me to reflect on the process that I take to plan, develop, and administer tests in my class and what I need to do with the results. When I went through the criteria of all of the topics in the survey, I honestly did not know what the survey was talking about or what it meant. This was really concerning to me because I like to think that I do a pretty good job when it comes to instruction of my class and how I assess their knowledge of the material. I learned from this survey that there are a lot of things I do well during assessments and that there is still a lot that I need to learn to be an effective classroom leader.
make it work? In C.A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning
Students dread the time of the year when they stop with their course material and begin to prepare for test. Everyone is in agreement that some type of revolution is needed when it comes to education; eliminating standardized test will aid the reform. The need for standardized testing has proven to be ineffective and outdated; some leading educationalist also believe this because the tests do not measure a student’s true potential. This will save money, stop labeling, and alleviate stress in students and teachers.
The Rialto Bridge is an arch bridge. It is made entirely out of stone, which makes it a masonry bridge. Examples of these types of bridges are the "Old Bridge" in Mostar, Bosnia and Herzegovina and The Hell Gate Bridge in New York, New York. The Rialto Bridge is known mainly as a footbridge or pedestrian bridge. Two inclined ramps meet in the middle making the bridge 25 meters or 83 feet long and has a width of 20 meters or 66 feet. Little shops are located on both sides of the bridge and three walkways come across. Because it is so wide, 6,000 piles of timber were placed under each support. The Rialto Bridge is higher than most bridges because of the galley ships that would have to pass under the bridge. It is about 7.5 meters or 24 feet tall.
Originally this category was titled technology and assessments, but I needed to make the category larger in scope to fit in some of the more “specialized” articles. This article was published by the American Association for the Advancement of Science in 2009 by Edy S. Quellmalz and James W. Pellegrino was simply titled, “Technology and Testing”. Although the focus of this work centered on large-scale testing, there was some helpful dialogue surrounding classroom-based assessments that proved useful. The main idea of this article was that besides the obvious advantage of quick, accurate scoring and feedback, technological applications can be used to provide “rich, authentic tasks that challenge the sorts of integrated knowledge, critical thinking, and problem solving seldom well addressed in paper-based tests” (Quellmalz & Pellegrino, 75). In other words, these two authors strongly feel technological based assessments are superior to paper-based assessments, and thus will yield greater results. They go on to say that this shift in assessment is a crucial part of 21st-century learning and will continue to improve and develop. Already this can be seen within districts as they struggle to implement the PARCC throughout their schools. In their discussion of classroom instructional uses of technology-based assessments, the authors reaffirm the benefits of formative assessments if they
It has been seen that factors like one’s economic and racial background can heavily influence one’s performance on a tests, as they are not given the same opportunities as those given to more affluent students. A student’s emotional well-being is also at stake as many students come out of tests doubting their overall intelligence, even though they were quite confident in the material and so much is hinged on test scores that it places a great deal of pressure on students to do well. Standardized tests also restrict teacher’s ability to learn due to the restrictions that standardized test place on the material being taught, which makes it very hard for teachers to go beyond the required and teach more interesting things. Due to the issues that have arisen from standardized tests many alternative solutions have been used and have been proven to be successful. Some good alternative solutions have been limiting the amount of standardized tests given by sampling a few students, shortening the length of exams, and allotting more time to complete these tests. Other alternatives look to more qualitative approaches in learning by implementing things like projects and portfolios that give an excellent insight to a student’s performance and
The first bridges were made by nature — as simple as a log fallen across a stream. The first bridges made by humans were probably spans of wooden logs or planks and eventually stones, using a simple support and crossbeam arrangement. Most of these early bridges could not support heavy weights or withstand strong currents. It was these inadequacies which led to the development of better bridges.
Assessments should be aligned to learning objectives. The assessment we administered was designed to measure students’ thinking about data. Common Core standard 3.MD.B3 asks students to draw a scaled graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information from the table (Council of Chief State School Officers, CCSS, 2010). The main purpose of this assessment was to evaluate student knowledge about graphs. We also wanted to know if students were able to compare and contrast information in the graph. We think that this is an important skill that students should be able to master. Students will encounter graphs while learning about other subjects. They must know how to collect data and use the information from gra...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...