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harjoe harjoe
wrote...
Posts: 343
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6 years ago
As a teacher, you want your classroom assessment practices to help students learn classroom subject matter more effectively. Describe three strategies you can use to make your assessment instruments valuable learning tools for students.
 
  What will be an ideal response?

Ques. 2

In four short paragraphs, describe the four RSVP characteristics of good classroom assessment. In each paragraph, present two concrete examples of assessment practices: one that is likely to have the particular characteristic you are describing and one that is not likely to have it.
 
  What will be an ideal response?

Ques. 3

Summative classroom assessments will not only measure students' learning, they will also affect students' learning. In three short paragraphs, describe three different ways in which they might do so.
 
  What will be an ideal response?

Ques. 4

Given what you have learned about the strengths and weaknesses of various forms of classroom assessment, which one of the following is probably the most appropriate course of action for teachers to take?
 
  A) Use assessment instruments with either high or low validity as long as they have high reliability.
  B) Use assessment instruments with either high or low reliability as long as they have high validity.
  C) Interpret assessment results within the context of other information that teachers have about students.
  D) Engage in as little formal assessment as possible; teachers are better off making subjective judgments about students' achievement.

Ques. 5

Imagine that, as a teacher, you are administering a high-stakes achievement test to your students. You have three English language learners in your class, none of whom knew English before immigrating to this country: Franois (who immigrated 9 months ago and is now getting individual tutoring in English); Mei-Li (who immigrated 3 years ago and spent the first 2 years in a bilingual education program); and Maria (who immigrated 7 years ago and is now doing well in her English-only classes). Given what you've learned about the amount of time it typically takes for children to master English as a second language, which of these students has/have probably acquired sufficient knowledge of English to earn valid scores on the high-stakes test?
 
  A) None of them
  B) Only Maria
  C) Both Mei-Li and Maria
  D) All three of them

Ques. 6

Mr. Johnson wants a hyperactive boy to be able to sit quietly for at least 15 minutes at a time. To do this, he begins praising the boy for sitting still for one minute, then for two minutes, and then only for four minutes, and so on. Mr. Johnson's strategy reflects which one of the following concepts?
 
  A) Shaping
  B) A contingency contract
  C) Distributed learning
  D) Intermittent reinforcement

Ques. 7

When teachers feel strong pressure to increase their students' scores on particular standardized tests, they often focus instruction on knowledge and skills they know the test covers. In other words, they teach to the test. Teaching to the test is typically in students' long-term best interests only if the test:
 
  A) Measures scholastic aptitude in particular subject domains rather than general intelligence.
  B) Includes both paper-pencil and performance items.
  C) Measures things that are important for students' ultimate success in the world.
  D) Is both reliable and practical.

Ques. 8

In the United States, the Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act in 2015. Which of the following is not true about the ESSA?
 
  A) ESSA gives states more control over their assessment techniques than NCLB.
  B) Before graduating from high school, students must demonstrate knowledge of the structure and general policies of the U.S. government.
  C) School must assess students' progress in language arts and math in grades 3 through 8.
  D) To measure students' achievement levels, schools can use a variety of assessment tools to supplement standardized test scores.

Ques. 9

Imagine that you are a third-grade teacher. If you wanted students to create portfolios as a way of discovering how much they've improved over the school year, you would be most likely to have them create:
 
  A) Developmental portfolios.
  B) Best-work portfolios.
  C) Working portfolios.
  D) Course portfolios.

Ques. 10

Which one of the following teachers is acting in ways consistent with the textbook's recommendations for assigning final grades?
 
  A) Mr. Arnold meets individually with each student to develop contingency contracts that specify the instructional objectives the student needs to achieve.
  B) Ms. Bestani asks students to submit written self-evaluations, and students' self-assigned grades count for 25 of their overall grades.
  C) Ms. Chernyshov always describes the criteria she will be using to evaluate assignments, and every two weeks she distributes numerical progress reports to show students the course grades they've earned so far.
  D) After class discussions, cooperative learning activities, and other fairly public demonstrations of achievement, Mr. DeJong has students rate one another's performance. Such ratings are used to determine grades in borderline cases.
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2 Replies
I learned that who doesn’t look for you, doesn’t miss you and who doesn’t miss you doesn’t care for you…

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Replies
wrote...
6 years ago
Answer to #1

Examples of assessment practices that facilitate learning are these (the response should include three of these or equally justifiable strategies):
 Give a pretest to determine an appropriate place to begin instruction and/or identify students' current misconceptions about the topic of a lesson.
 Use tasks that assess meaningful learning rather than rote learning.
 Focus assessment on important objectives rather than trivial details.
 Use tasks that require complex cognitive processes.
 Use authentic assessment to promote connections between classroom subject matter and real-world contexts.
 Use assessment results to determine which content areas need additional coverage and which student behaviors need additional practice.
 Involve students in the assessment process (e.g., solicit their input about appropriate scoring criteria) in order to promote self-regulation.
 Provide concrete feedback about the strengths and weaknesses of students' performance.

Answer to #2

In four paragraphs, the student should accurately describe the concepts of reliability, standardization, validity, and practicality, providing definitions along these lines:
 Reliability: Extent to which an instrument yields consistent results
 Standardization: Extent to which an instrument involves similar content and format and is administered and scored in the same way for everyone
 Validity: Extent to which an instrument actually assesses what it is being used to assess
 Practicality: Extent to which assessment instruments and procedures are inexpensive and relatively easy to use and take only a reasonable amount of time to administer and score
Each paragraph should include both an example and a counterexample of the characteristic being described. To illustrate, a teacher who specifies the scoring criteria for an essay in specific, concrete terms is enhancing reliability. In contrast, a teacher who grades some essays while fresh and alert in the morning but grades other essays while tired and groggy at night is reducing reliability.

Answer to #3

In three paragraphs, the response should present and explain three of the following ideas:
 Assessments enhance motivation (usually extrinsic in nature).
 Assessments influence how students cognitively process classroom material.
 Assessments influence students' epistemic beliefs.
 Assessments influence how much time students spend studying and reviewing information.
 Assessments communicate messages about which things are most important to learn.
 Assessment tasks can be learning experiences in and of themselves.
 Assessments provide feedback about what students have and have not learned.
 If students are actively involved in evaluating their work, assessments promote self-regulation (e.g., self-monitoring, self-evaluation).
 Assessments can heighten students' anxiety, which can in some instances interfere with effective learning.

Answer to #4

C

Answer to #5

B

Answer to #6

A

Answer to #7

C

Answer to #8

B

Answer to #9

A

Answer to #10

C
harjoe Author
wrote...
6 years ago
Thank you for helping me with this assignment of mine
I learned that who doesn’t look for you, doesn’t miss you and who doesn’t miss you doesn’t care for you…
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