Write out/create an assessment of what you taught.
Blooms
What were you assessing?
Where?
Standards (benchmarks)
Learning Outcomes
Competencies
The Need is an always has been there
D&C 107: 99-100 Wherefore, now let every man learn his duty, and to act in the office in which he is appointed, in all diligence. 100 He that is slothful shall not be counted worthy to stand, and he that learns not his duty and shows himself not approved shall not be counted worthy to stand. Even so. Amen.
Abr. 3: 25 25 And we will prove them herewith, to see if they will do all things whatsoever the Lord their God shall command them;
Qualifiers like "never, always, and every mean that the statement must be true all of the time. Usually these type of qualifiers lead to a false answer.
Qualifiers like "usually, sometimes, and generally" mean that if the statement can be considered true or false depending on the circumstances. Usually these type of qualifiers lead to an answer of true.
If any part of the question is false, then the entire statement is false but just because part of a statement is true doesn't necessarily make the entire statement true.
what’s this?
All of the following are correct procedures for putting out a fire in a pan on the stove except:
a.Do not move the pan.
b.Pour water into the pan.
c.Slide a fitted lid onto the pan.
d.Turn off the burner controls.
Which of the following foods are dairy products?
a. milk
b. ice cream
c. yogurt
d. cream cheese
e. all of the above
______ is a country in South America.
a. Russia
b. Argentina
c. Mexico
d. Japan
e. none of the above
Was the infantry invasion of Japan a viable alternative to the use of the atomic bomb to end World War II? Is so, why? If not, why not?
A. Yes; transport ships were available in sufficient numbers.
B. Yes; island defenses in Japan were minimal.
C. No; estimated casualties would have been much greater.
D. No; Japan was on the verge of having an atomic bomb.
E. No best answer.
For example, if your test includes a section with only two multiple-choice items of 4 alternatives each (a b c d), you can expect 1 out of 16 of your students to correctly answer both items by guessing blindly.
why not?! biased objectivity
Choose the most general answer when other choices are specific.
Choose the longest answer when others are much shorter.
Choose the answer with a middle value when other answers are higher or lower.
Choose neither of the similar answers.
Choose one of two opposite answers.
Choose the answer that agrees grammatically. For ex: a, and an = singular, are = plural.
Choose the answer most synonymous with key words in the question or statement.
Count the number of blanks in fill-in questions or statements.
Choose from among familiar answers. Avoid unknown options.
Choose the most logical answer to you.
Avoid answers with absolutes in them. Examples are always, never, every, none, all, only.)
With another group, trade, read through, evaluate, and then discuss strengths and weaknesses.
Teaching for Success cont.
What are grades?
What do they represent?
Is there such a thing as a fair grade?
How does one mix alpha (or letter based grades) with numeric rating/ scale systems?
What are some of the problems with grades and grading systems?
What are some of the grading systems out there?
Grade
Standardized measurements of varying levels of comprehension within a subject area.
Test, Grades, and Rubric Issues
Reliability
“the likelihood that a given measurement procedure will yield the same description of a given phenomena if the measurement is repeated.”
Validity (requires reliability, needs to cover all outcomes)
“the extent to which a specific measurement provides data that relate to commonly accepted meanings of a particular concept.”
Babbie, 1986
Teaching for Success cont.
What about state testing and standardized testing?
What’s my role (certainly as a TTE teacher)?
Teaching for Success cont.
Objective:
Do: “Assessment for Learning.”
What’s this mean?
How do we do it?
What are the key attributes?
Ultimately you have to give a grade for this - what will this “grade” be?
(*Grades are important, but when mathematically flawed, unfair, ineffective - unrelated to student achievement/ learning - then there are grading issues.)
