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The Lighter Side of AssessmentPowerPoint Presentation

The Lighter Side of Assessment

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### The Lighter Side of Assessment processing

The Lighter Side of Assessment ! Topics

- Humorous stories about testing and teaching.
- Testing and test taking jokes
- Humorous video clips

The Goal Topics

- To consider testing issues and trends from an entertaining viewpoint
- To illustrate problems and solutions in testing using humor

On Making Tests Topics

On Homework Topics

And Dogs!!!!

Your brain on tests. Topics

- Well first of all you can’t just go changing a light bulb just like without proper planning and assessment.

No light bulb changing services can be provided without identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

On Taking Tests identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

On Styles of Teaching identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

From the article, "Teaching Learners to be Self-Directed"

by Gerald Grow, Ph.D.

School of Journalism, Media & Graphic Arts

Florida A&M University

Tallahassee, FL 32307 USA

Teaching Style 1 identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

Teaching Style 2 identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

Teaching Style 3 identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

- Teaching Style 4 identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

- Teaching Style Author identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

The importance of testing. identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

Other Observations on Testing identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………

Father: Well son, how are your exam results? identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………Son: They're all under waterFather: What do you mean?Son: They're all under C level.

- When Suzy got home, she told her dad that she got a 100 in identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………school. Her dad told her to go sit down and tell him all about it. She said, "Well, I got a 20 in math, a 30 inscience, and a 50 in spelling!

- Albert Einstein arrives at a party and introduces himself to identification. How do we know the light bulb needs to be changed until we determine the appropriate disability category and learning problem? We must of course test each light bulb with a series of norm and criterion-referenced tests. Next comes placement. Oh….Before placement you must develop an initial IEP.………the first person he sees and asks, "What is your IQ?" towhich the man answers "241." "That is wonderful!" says Albert. "We will talk about the GrandUnification Theory and the mysteries of the universe. We willhave much to discuss!" Next Albert introduces himself to a woman and asks, "What isyour IQ?" to which the lady answers, "144." "That is great!"says Albert. "We can discuss politics and current affairs. We will have much to discuss!" Albert then goes to another person and asks, "What is yourIQ?" to which the man answers, "51." Albert ponders this fora moment, and then says, "GO JAGUARS!"

- Dr. Venn was grading the essay finals he had just given his class and opened the exam book of a failing student to reveal blank pages and a $100 bill. The only thing written in the book was "$100 = 100% - I get an A." A month later, the student approached the professor. "I don't understand," he said. "I failed the course. Didn't you read my final?" The professor handed the student the exam book. The student opened it to reveal $50 and the phrase "$50 = 50% - You fail!"

At UNF, there were three students taking Assessment of Students with Special Needs. They did so well on all the quizzes, mid-terms, and labs, etc., that each had an "A" for the semester. These three friends were so confident that the weekend before finals, they decided to drive down to Orlando to the University of Central Florida to party with some friends. They had a great time. However, after all the hard partying, they slept all day and didn't make it back to UNF until early the next morning. Rather than taking the final then, they decided to find Venn after the final to explain why they missed it. They explained that they had gone to UCF for the weekend with the plan to come back in time to study, but, unfortunately, they had a flat tire on the way back, didn't have a spare, and couldn't get help for a long time. As a result, they missed the final.

Venn thought it over and then agreed they could make up the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

"Cool," they thought at the same time, each one in her separate room, "This is going to be easy." Each finished the problem and then turned the page.

On the second page was written: (For 95 points): the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

Which tire was flat? the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

A Multiple Choice Test… the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

_____ 1. Choose the best answer

A. Test

B. Teach**

** - Indicates best answer

A Spoof on the FCAT the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

Accelerated Direct Success – ADS

Because FCAT Scores Matter…..

More Than Learning

ADS the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment. Accelerated Direct Success

With ADS you get minute by minute teaching guides, thousands of practice tests, and other materials for turning your school into a 21st century test preparation factory. Unlike its competitors, ADS also sends you specially designed pellet dispensers that fit on each student’s desk and shoot candy directly into students’ mouths when they emit a correct answer.

Cheating on Tests the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

A “D” on Paper the final. The students were elated and relieved. They studied that night and went in the next day at the time the Venn had told them. He placed them in separate rooms and handed each of them a test booklet, and told them to begin. They looked at the first problem, worth 5 points, something simple about the definition of assessment.

I used a $3,000 computer, a $1,200 printer, and $200 word processing

program, and I still got a “D” on my norm-referenced testing project report

In Venn’s class.

Test Abuse?? processing

Help fight standardized test abuse

Let teachers teach………

STOP testing insanity

Nickel B processing

No Child Left Behind (NCLB) has become no child left untested……

This is only a test! processing

“Sign in an office: This teaching position is only a test, had it been an actual job, you would have received raises, bonuses and promotions”

High Stakes Testing processing

RAT – Rodent Achievement Test

FCAT – Funny Clown Achievement Test

This is only a test.

Attack of the FCAT?? processing

Attack of the FCAT

The Lighter Side of Assessment ! processing

I hope you enjoyed and learned from these humorous stories, jokes, and video clips about testing and teaching.

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