Top
Suggestions for Teaching in Your Classroom: Effective Assessment Techniques
1. As early as possible in a report period, decide when and how often to give tests and other assignments that will count toward a grade, and announce tests and assignments well in advance.
2. Prepare a content outline and/or a table of specifications of the objectives to be covered on each exam, or otherwise take care to obtain a systematic sample of the knowledge and skill acquired by your students.
3. Consider the purpose of each test or measurement exercise in light of the developmental characteristics of the students in your classes and the nature of the curriculum for your grade level.
4. Decide whether a written test or a performance test is most appropriate.
5. Make up and use a detailed answer key.
a. Evaluate each answer by comparing it to the key.
b. Be willing and prepared to defend the evaluations you make.
6. During and after the grading process, analyze questions and answers in order to improve future exams.
Top
Resources for Further Investigation
Suggestions for constructing Written and Performance Tests
For specific suggestions on ways to write different types of items for paper-and-pencil tests of knowledge and on methods for constructing and using rating scales and checklists to measure products, performances, and procedures, consult one or more of the following books: Measurement and Evaluation in Teaching (7th ed., 1995), by Robert Linn and Norman Gronlund; How to Make Achievement Tests and Assessments (5th ed., 1993), by Norman Gronlund; Classroom Assessment: What Teachers Need to Know (1995), by W. James Popham; Student-Centered Classroom Assessment (1994), by Richard Stiggins; Classroom Assessment (2d ed., 1994), by Peter Airasian; and Practical Aspects of Authentic Assessment (1994), by Bonnie Campbell Hill and Cynthia Ruptic.
The Learning Resources Development Center (LRDC) at the University of Pittsburgh publishes a large number of briefs, articles, and reviews related to assessment and learning, particularly emphasizing cognitive-based approaches. An online resource of the LRDC can be found at http://www.lrdc.pitt.edu/publications.html. The most extensive on-line database of assessment information is the ERIC/AE Test Locater, which is found at www.cua.edu/www/eric_ae/testcol.html. It includes numerous topics, reviews of tests, suggestions and digests relating to alternative assessment, and broader standards and policy-making information as it relates to evaluation and assessment of students.
Do'stlaringiz bilan baham: |
