This document outlines 10 common barriers to effective assessment and possible solutions to address each barrier. The barriers include unclear learning targets, using the wrong assessment method, poor sampling of content, assessments that are biased, inappropriate scoring criteria, unqualified assessors, lack of time to design proper assessments, wide variation in student abilities and learning styles, challenges with personal communication and cultural awareness, and lack of district and state support. The possible solutions provide strategies to define clear learning targets, match assessments to targets, thoroughly sample content, reduce bias, establish clear scoring criteria, obtain training, allow adequate design time, differentiate instruction and assessment, connect with students, and obtain local input on testing decisions.
This document outlines 10 common barriers to effective assessment and possible solutions to address each barrier. The barriers include unclear learning targets, using the wrong assessment method, poor sampling of content, assessments that are biased, inappropriate scoring criteria, unqualified assessors, lack of time to design proper assessments, wide variation in student abilities and learning styles, challenges with personal communication and cultural awareness, and lack of district and state support. The possible solutions provide strategies to define clear learning targets, match assessments to targets, thoroughly sample content, reduce bias, establish clear scoring criteria, obtain training, allow adequate design time, differentiate instruction and assessment, connect with students, and obtain local input on testing decisions.
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This document outlines 10 common barriers to effective assessment and possible solutions to address each barrier. The barriers include unclear learning targets, using the wrong assessment method, poor sampling of content, assessments that are biased, inappropriate scoring criteria, unqualified assessors, lack of time to design proper assessments, wide variation in student abilities and learning styles, challenges with personal communication and cultural awareness, and lack of district and state support. The possible solutions provide strategies to define clear learning targets, match assessments to targets, thoroughly sample content, reduce bias, establish clear scoring criteria, obtain training, allow adequate design time, differentiate instruction and assessment, connect with students, and obtain local input on testing decisions.
Direitos autorais:
Attribution Non-Commercial (BY-NC)
Formatos disponíveis
Baixe no formato DOC, PDF, TXT ou leia online no Scribd
Module 5:1 Barriers to Sound Assessment: (Julie Busch and
Carla McSwain) (adapted from Stiggins, 2008)
Barriers to Sound Possible Solutions
Assessment 1. Unclear Achievement Target - it is Find truly important propositions from unclear the onset and analyze material to be what you want students to learn tested to find the knowledge, skills, product, and reasoning targets. 2. Wrong assessment method - for Take care to match the appropriate example, selected response assessment method with the learning cannot judge performance target. For example, performance assessment, just the prerequisite assessment with a science lab skills procedures where as a selected response might not work as well. 3. Poor sampling – sample may be Include enough items of key concepts, too long or too short or items may know the material and plan the test to not be representative of the true thoroughly cover the achievement target achievement target and shorten as necessary to ensure student confidence. 4. Biased assessment – does not Shorten test to allow more time, know take into consideration your students, seek advice of quality background of students, reviewers in selecting tasks. reasonable amount of time, etc. 5. Inappropriate criteria for scoring – Consult professional literature for advice, criteria is unclear or students have work with qualified colleagues to identify not been made aware of the criteria, redefine criteria to fit the criteria content and reasoning expected. 6. Unqualified assessor Acquire training and practice. 7. Time to design a proper Plan well and consider pacing when assessment from scratch creating assessments, so that they can possibly be used effectively over and over. 8. Many different ability levels and Incorporate differentiated instruction and learning styles within one class assessment. 9. For Personal Communication Connect with student in open manner, especially, student personalities, become aware of cultural traditions of cultural awareness, classroom students, ensure safe and secure climate all may inhibit learning environment for the student. performance on assessment 10.Lack of support from district and Request local school input for testing state level with too much decisions so that multiple methods can emphasis on standardized testing be used to assess students. and not enough site based managed assessment COURSE GOAL ALIGNMENT: ASSESSMENTS SERVE ARTICULATED PURPOSES. ASSESSMENTS ARISE FROM AND REFLECT CLEAR LEARNING TARGETS. ACCURATE ASSESSMENT USES APPROPRIATE METHODS GIVEN THE CONTEXT AND SAMPLE STUDENT ACHIEVEMENT APPROPRIATELY. EFFECTIVE ASSESSMENTS AVOID UNWANTED SOURCES OF BIAS, INTERFERENCE, OR ERROR.