14: Instructional Assessment- Involving Students in the Assessment Process
- Page ID
- 87640
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 14.1: What is locus of control? How is it related to student achievement and assessment?
- This page explores the concept of locus of control, outlining the spectrum from internal to external beliefs about life outcomes. It notes that students with an internal locus generally achieve better academically. Furthermore, it suggests that attribution training can help individuals with an external locus develop a more internal perspective, potentially enhancing their motivation and academic success.
- 14.2: What are the benefits of students as self-regulated learners?
- This page emphasizes the significance of self-regulated learning, especially in distance education, highlighting six key dimensions: epistemological beliefs, motivation, metacognition, learning strategies, contextual sensitivity, and environmental control. It illustrates these concepts through Tracy's example of poor self-regulation and discusses effective strategies like goal setting, self-evaluation, and time management while warning against distractions.
- 14.3: How can we help students set goals and monitor their own learning?
- This page highlights the significance of student involvement in goal setting and progress monitoring to boost engagement and motivation in learning. It offers strategies for educators, such as clear targets, regular feedback, self-assessment, and self-reflection, while addressing the challenges students may face. Additionally, Ms.
- 14.4: How can early elementary students be involved in the assessment process?
- This page emphasizes the significance of assessment as a collaborative process between teachers and students. It advocates for evaluating both knowledge retention and application through performance-based testing. Involving students in assessments fosters engagement and understanding. The text encourages teachers to explore varied assessment strategies while weighing time, resources, and student feedback.
- 14.5: How can upper elementary students be involved in the assessment process?
- This page outlines the differences between formative and summative assessments in student evaluation. Summative assessments measure knowledge at the end of a learning period, while formative assessments provide ongoing feedback to support improvement.
- 14.6: How can secondary students be involved in the assessment process?
- This page emphasizes the significance of effective instructional decision-making in high school assessments, contrasting summative assessments, which provide final grades but lack everyday teaching insights, with formative assessments that track progress but may not reflect retention accurately. It also discusses methods for engaging students in the assessment process, such as peer and self-assessment, outlining both examples and drawbacks of these approaches.
- 14.7: When is peer reviewing effective?
- This page discusses peer review in student assessment, noting its benefits like increased student engagement, enhanced communication, and skill development. It also addresses criticisms, including bias, time demands, and potential quality concerns. Despite these challenges, peer review is presented as an effective assessment tool that can improve learning and self-evaluation, with a strong conclusion on its reliability when properly implemented.
- 14.8: Can and should students grade each other?
- This page discusses peer assessment as a cooperative learning strategy where students assess each other's work, highlighting benefits like improved feedback and efficiency for teachers, alongside drawbacks such as emotional biases and unequal effort among students. It concludes that adherence to guidelines for constructive feedback can enhance the effectiveness of peer assessment, enabling students to correct their errors before receiving grades from teachers.