Assessment in Support of Instruction and Learning Bridging the Gap Between Large-Scale and Classroom Assessment: Workshop Report (2003) / Chapter Skim
Currently Skimming:
2. The Criteria in Context
2. The Criteria in Context
Pages 5-15
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 5... ...
The steering committee made no attempt to evaluate the relative importance of each of the criteria, nor did it use the criteria to evaluate programs. Rather, the intent was to use the experiences of workshop presenters as a vehicle for thinking about the ways in which each of the criteria can contribute to the establishment of a coherent system.
|
From page 6... ...
assessments that move students toward a manageable and clearly articulated set of outcomes. Measures might also include those that assess the quality of instruction, and provide evidence that improvements in tested achievement represent actual gains in learning as opposed to improved testtaking skills, for example.
|
From page 10... ...
Describing an array of embedded, formative assessment techniques, Burrill illustrated for the workshop participants how assessment can help to shape learning and direct instruction. Examples from Japan, the Netherlands, and China helped to illustrate the ways in which assessments can circumscribe both what is taught and how it is learned.
|
From page 11... ...
Large-scale assessments, those that are designed to provide evidence about large numbers of students, are the primary means by which accountability evidence is obtained in the United States. Indeed, there is little dispute that accountability the provisions made for those who use, fund, and oversee public education to review and evaluate its effectiveness is a crucial element in the continued success of public education.
|
From page 12... ...
While the value of large-scale assessments for these purposes is clear, it is equally clear that they are not useful for many other important educational purposes, particularly that of providing detailed understanding of individual students' performance. Professional standards are firm on the point that it is not a test itself that can be established as valid, but particular inferences that may be made from the test data (see National Science Education Standards (NSES)
|
From page 13... ...
Good examples of this kind of testing include professional licensure tests, which often identify minimum acceptable levels of mastery. With such tests, it does not matter how well other students have done; it matters only that a prospective airline pilot or surgeon has mastered a particular body of knowledge deemed essential.
|
From page 14... ...
Presenter Jan de Lange, professor and director of the Freudenthal Institute at the University of Utrecht, The Netherlands, addressed the issue of classroom assessments used in teaching mathematics, using a description of a project carried out in Philadelphia and Milwaukee by the Freudenthal Institute to highlight several points. The project's goal was to influence the quality of learning and instruction by changing classroom assessment methods, and it used an Assessment Pyramid to depict the different levels of mathematical competencies that students display.
|
From page 15... ...
Not only were they conducting original research, in the sense that no scientists had previously studied that particular pond, the students were also able to respond to unpredictable events. The project afforded them many opportunities to demonstrate their capacity to bring prior knowledge and experience to bear on a problem, their proficiency with available methods and tools, and their resourcefulness in drawing on available sources of data and interpretation.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.