copyright © allyn & bacon 2011 assessing students and texts chapter 4 this multimedia product...

Copyright © Allyn & Bacon 2011

Assessing Students and Texts

Chapter 4

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Frame of Mind

How does assessment help us set instructional goals?

How does a formal, high-stakes approach differ from an informal, authentic approach?

What have state and federal legislators done to try and ensure students’ success on high-stakes standardized tests?

What are some of the informal assessment strategies teachers use in the context of their classrooms?


Frame of Mind

How can content area teachers involve students in the portfolio process?

When and how might teachers use professional judgment in analyzing the difficulty of textbooks?

What are predictive measures of readability, and how do they differ from performance measures?


Key Terms

Accountability Authentic assessment Cloze procedure CARI ESEA Federal legislation Formal assessment Grade-equivalent scores High-stakes testing Informal testing Lexiles Norms

Percentile score Portfolio assessment Raw score Readability Reliability Rubrics Self-assessment Standardized testing Stanine score State standards Triangulation Validity


Comparison of Two Approaches to Assessment

High-Stakes Authentic

Orientation Formal Informal

Administration Testing one-time performance

Continuously evolving

Methods Objective; standardized

Classroom-based

Uses Compare groups of students; align curriculum

Make qualitative judgments about individual students

Feedback format Reports; printouts Notes; portfolios


Forms of Authentic Assessment

Portfolios Checklists Interviews Personal reflections Rubrics Self-assessments


Standardized Testing

Norms Percentile scores Stanine scores Grade-equivalent scores Reliability Validity


Portfolio versus Testing: Different Processes and Outcomes Portfolio

Represents a range of learning activities

Engages students in self-assessment

Allows for individual differences

Collaborative Addresses improvement Links assessment to

instruction

Testing Assesses across a

limited range of assignments

Mechanically scores Assesses all students on

the same dimensions Not collaborative Addresses achievement Separates learning,

testing, and teaching


Steps in the Implementation of Portfolios Discuss with your students the notion of portfolios

as an interactive vehicle for assessment.

Specify your assessment model.

Decide what types of requirements will be used, approximately how many items, and what format will be appropriate for the portfolio.

Consider which contributions are appropriate for your content area.


Types of Interviews

Formally structured and semistructured

Informal

Retrospective


Rubrics

Holistic Rubrics

Analytic Rubrics

Weighted Trait Rubrics


Assessing Text Difficulty

Content Area Reading Inventories

Readability

The Fry Graph

Cloze Procedure

Readability Checklist


General Textbook Readability Checklist Understandability Usability

External organizational aids Internal organizational aids

Interestability Summary Rating Statement of Strengths Statement of Weaknesses

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