Being a student myself I have found that assessing a
student’s knowledge based on a written test is not always the most accurate way
to see what a student knows. This
exercise was very helpful for allowing me to think of other ways that I could
assess a student’s ability to learn and understand information for a class.
Informal assessment vs. formal assessment
For an informal assessment I could use the method of
observations. While students are working
on an assignment in the group I could walk around the classroom and ask
questions to the group to see what the students know. I could also have students write down
questions that they need help with or topics they would want to know more
about. This would be a good way to
assess what they know and if they can apply it to further learning. In contrast, a formal assessment requires
students to be aware of it before hand.
If I were to conduct a formal assessment I could tell the students in
the morning that they would be assessed in the afternoon over the information
we were learning that day. If we were to
work on multiplication that day I could have each student come to my desk one
at a time and go through a stack of multiplication cards. I would do this while the other students were
working on group work. I would start
with allowing the student three strikes for incorrect answers, but as we spent
more time on multiplication facts I would only allow the student to miss one
question before going back to their seat.
I would have a source of positive reinforcement for students when they
made it through the entire stack of cards without missing a question.
Paper-pencil assessment vs. performance assessment
For a paper-pencil assessment I would provide each student
with a dry erase board and give them a math question to solve. When the student finishes the problem they
will raise the board in the air. Having
the student’s complete a reading and explain to the class what occurred in the
reading would be a way to carry out a performance assessment.
Standardized test vs. teacher-developed test
A standardized assessment would be the different exams that
the state requires our students to take.
If I were to give a teacher-developed test I could make it apply to
exactly what we discussed in class that day.
I could give a pre-assessment for a subject using the teacher-developed
test and use the results to plan what I need to teach the students.
Criterion-referenced assessment vs. norm-referenced
assessment
An example of a criterion-referenced assessment would be to
provide a list of 50 math problems covering the different types of math that we
cover: long division, subtraction, multiplication, and fractions. If a student were to get all of the long
division questions wrong, I would know that he or she had not mastered that
topic. An advantage to this assessment
is that a teacher could easily see where a student makes the mistakes and what
student’s need more help with. A
disadvantage would be that all examinations don’t always show exactly how well
a student understands a topic. A
norm-referenced assessment would be giving the students the Tennessee math
assessment that all students in Tennessee had to take. An advantage to this assessment would be that
you could see if your students were caught up with other students in
Tennessee. A disadvantage would be that
all schools and students are different.
If a student were to score low on this test it does not mean that they
do not understand the concept.
Traditional assessment vs. authentic assessment
An example of traditional assessment would be to give the
students a spelling test or a math test, similar to above assessments. An authentic assessment is one that measures
student’s knowledge and skills in the real-life. An example of an authentic assessment would
be to give students a set amount of money and place prices on objects in the
classroom. Students would practice their
math skills by purchasing as many items as they could for the set amount of
money that they have.
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