17: Instructional Assessment- Assessment Strategies
- Page ID
- 87686
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 17.1: Should I give a multiple-choice test, an essay test, or something entirely different?
- This page compares the pros and cons of multiple-choice and essay tests in education. Multiple-choice tests are efficient and easy to grade but may not fully assess comprehension. Essay tests evaluate deeper understanding but are time-consuming and challenging for students with writing difficulties.
- 17.2: How can student journals be used for assessment?
- This page emphasizes the importance of journals in education as a non-traditional assessment tool that fosters student expression, independent thinking, and understanding across subjects. It suggests various journal types and prompts, prioritizing content over mechanics in assessment. Mrs. Williams uses journals to evaluate students’ interpretations of "The Diary of Anne Frank," focusing on their understanding rather than strict grading.
- 17.3: How can classroom discussions be used for assessment?
- This page discusses the role of classroom discussions as a formative assessment tool, noting benefits like student engagement, social skill enhancement, and active participation. It highlights discussions as a platform for expressing thoughts and supporting ideas with class material. However, it also mentions limitations, particularly for introverted students and the inadequacy of discussions for comprehensive knowledge assessment.
- 17.4: How can personal conferences be used for assessment?
- This page highlights how one-on-one conferences in Mr. Charles Kennison's 5th Grade class enhance student engagement and learning. These informal lunchtime meetings enable teachers to assess progress, gather feedback, and create a supportive environment, despite being time-consuming. The benefits include individual growth and improved motivation, while challenges involve effective time management in a full classroom context.
- 17.5: What is the best way to write good multiple-choice questions?
- This page discusses the advantages and disadvantages of multiple choice questions (MCQs), noting their ease of grading and efficiency in assessing knowledge, while also mentioning their creation time and potential to limit responses. It categorizes MCQs based on form and function in relation to Bloom's taxonomy and offers guidelines for writing effective MCQs, stressing clarity and alignment with learning objectives.
- 17.6: What are the benefits of essay tests?
- This page discusses the significance of essays as an assessment tool alongside multiple-choice questions, especially in the arts, humanities, and social sciences. It highlights that essays help students articulate understanding and enhance retention, fostering critical thinking. Additionally, they simplify preparation and grading for teachers, offering a clearer evaluation of student comprehension.
- 17.7: How can portfolios be used for assessment?
- This page discusses portfolios as a valuable collection of student work that showcases learning progress and achievements. It highlights the advantages of using portfolios for assessment, including promoting self-reflection and individual growth. Effective portfolios should involve student participation, a selective display of work, and clear evidence of development.