Assessment in Education . Laura Acosta Juan Hernandez Denize ChristobalBrenda Southern. School Assessment Programs. Goals: Provide information to all stake holders & improve every student’s learning
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Assessment in Education
Denize ChristobalBrenda Southern
Goals: Provide information to all stake holders & improve every student’s learning
Purposes: Identify readiness, determine mastery of skills, placement into educational programs, Id. students with special needs, evaluate curriculum & specific programs of study, aid in educational or vocational decision making, to assess individual ability or aptitude, and to measure effectiveness of courses
Planning: Complex process includes students, parents, teachers, administrators, local postsecondary institution representatives
Id. goals, information needed, and establish instrument selection criteria, delegation of responsibilities, and the development of dissemination procedures and strategies to monitor the program
Tests for Achievement, Intellectual Ability, Readiness, Aptitude, Admission & Career Assessment Instruments
Activities: Refer students out to other professionals when needed, interpret scores, keep abreast of ethical and multicultural issues, use test and non-test data to make decisions, professional development, interpret & communicate information to interested parties, and help teachers to use assessment and assessment information
Data Mining Process
Formal process of gathering data from various sources on the needs of students from different populations
To prioritize school counseling programs
Serves as justification for implementation of program, to evaluate it and the effectiveness of the interventions
To demonstrate immediate, intermediate, or long-range results of how students are different as a result of thecounseling program
Approach to identify students with SLDs & provide those at-risk with services and interventions
Whole group instruction
Individualized Education Plan (IEP)
Specific learning disability (SLD)
A neurological disorder that severely impairs children’s ability to learn or to demonstrate skills in several academic areas.
Assessing Specific Learning Disabilities
These Academic areas are:
Basic Reading Skill
Students with an SLD may have difficulty listening, thinking, speaking, reading, writing, spelling, or doing math problems.
They often show intra-individual differences.
It is estimated that approximately 6% of students may have an SLD, mostly in the area of reading.
The most common method used to identify students with SLDs is the ability-achievement discrepancy model (also called the IQ-achievement discrepancy model).
This model identifies students as learning disabled when there is a severe discrepancy between their scores on an ability test and their scores on an achievement test.
A discrepancy of 1 to 11/2 standard deviations between the scores generally qualifies as severe.
The term giftedness is applied to those students who perform or show potential for performing at exceptionally high levels of accomplishment when compared to others of their age, experience or environment.
Three million children, or 5% of the U.S. student population, are considered gifted and talented.
The process of assessing students for giftedness usually entails two phases: Screening and identification.
In the identification stage of the process, further assessment is conducted focusing on four areas:
Creative Thinking Ability
Visual or Performing Arts Ability
Cognitive ability and academic ability are evaluated using standardized ability tests and standardized achievement tests.
See table 14.2 on pg.315 for instruments and strategies that may be used to assess cognitive ability and academic ability.
Creative thinking ability can be assessed by using intelligence tests, general giftedness screening instruments, or instruments designed specifically to appraise creativity.
Torrance Tests of Creative Thinking (TTCT) E. Paul Torrance(1974). Can be used to assess creative thinking ability.
Consists of two different tests: Figural TTCT and the Verbal TTCT.
Torrance also developed Thinking Creatively in Action and Movement, Thinking Creatively with Sounds and Words and Thinking Creatively with Pictures
Visual or performing arts ability is usually demonstrated through a display of work, a performance, or an exhibition.
There are also instruments that were developed to assess specific characteristics of giftedness.
One example is the Scales for Rating the Behavioral Characteristics of Superior Students, Revised.
It is comprised of 14 scales associated with the characteristics of gifted students.
Other instruments usedfor identifying gifted and talented students include the Gifted Rating Scales-School Form(GRS-S), Gifted and Talented Evaluation Scale(GATES), and the Screening Assessment for Gifted Elementary and Middle School Students(SAGES-2).
Used by administrators, teachers and counselors
Provided through public schools, private classes, private tutors, test books, and software programs
IE: SAT prep classes
Concerns about social, philosophical, and ethical aspects of coaching
Individuals ability to utilized the characteristics and formats of a test
Independent of students knowledge of subject matter being tested
Strategies : Time Use, Error Avoidance, Guessing, and Use of Deductive Reasoning, Familiarizing yourself with the Test
Strategy for Multiple Choice Test
Skim the test
Plan you Strategy
Leave out Difficult Questions
Attack Questions you Know
Feeling of Uneasiness or Tension that is felt during testing situations
That can cause upset stomach, headache, loss of concentration, fear, irritability, anger and depression
How to relieve test anxiety
1. understand test instructions
2. establish rapport
3. relax and stress free environment
4. provide session on how to take test
5. practice test
6. study guides
Factors that interact with and predict behavior
1. Physical Space
2. Organizations and Supervision of Space
4. Peer Environment
5. Organization and Scheduling
1. Physical Setting
2. Teacher/Student relationship
3. Curricular and Educational Materials
4. Students Behaviors
ex:attendance, social interaction, class interruptions
1. Physical and Structural dimensions
2. Interactional Dimensions
3. Instructional Dimensions
CES Classroom Environment Scale
2. ESBEffective School Battery
3. SEPSEnvironment Preference Survey