![]() |
Module Four -- Assessments |
Learning Objectives
Outline and Notes Planning Classroom Test and Assessments Basic Steps in Classroom Assessment
2. Developing the specifications for tests and assessments 3. Selecting the appropriate assessment tasks 4. Preparing the relevant assessment
tasks; the limited number of items should be representative of the domain
![]() |
On-line Activities
![]() As a group, identify the following as
being measured best by performance assessments or objective tests.
2. Defining the word "reliable" 3. Taking shorthand 4. Solving a quadratic equation 5. Determining the best route from one city to another city 6. Building a birdhouse
![]() As a group, work on your table of specifications,
to include the following in your columns:
2. Level of Bloom’s taxonomy 3. Form of assessment -- decide for each behavioral objective whether you will use a performance assessment or an objective test. Remember to select the one that is the most direct measure of the behavioral objective. 4. Evaluate your objectives. At this point, I want you to make sure you have covered the full range of Bloom’s taxonomy. If you do not get into the habit of writing objectives at all levels of Bloom’s taxonomy, you will not test at all levels and you will not teach at all levels. This is very important. You can adequately prepare your students for the FCAT and other similar tests ONLY if you are teaching and assessing at all levels of Bloom’s taxonomy.
|
Readings
Chapter 5 Planning Classroom Tests and Assessments -- Linn R.L. & Gronlund, N.E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill. Study Guide for Mid-Term Exam -- NOTE: Mid-term exam will cover modules 1, 2, 3, 4 and 4a. You will take the mid-term exam on February 20, Saturday. This is mandatory. |
|
![]() |
![]() |
![]() |
![]() |
|
|