classroom assessment techniques definition

I. Fifty Classroom Assessment Techniques are presented in this book with examples of how they have been used, pros, cons, time commitment, and ideas for adaptation . Formative Assessment Techniques Several short assessment techniques listed below can be used well for formative assessment (that is, to check how your students understand the topics you just taught). how well they have learned the language. target the definitions of the concept of assessment, the value, functions and purposes of assessment, levels where assessment occur, assessment research literature synopsis, and classroom assessment research (CAR). Opinions are usually expressed on a scale of values. 36. Authentic assessment is a … Scoring -- The procedure of assigning a numerical value to assessment task. 5) This definition captures the essential task of student assessment in the teaching and learning process. From Classroom Assessment Techniques: A Handbook for College Teachers , 2nd Ed. define assessment as "the systematic collection and analysis of information to improve student learning." (Stassen et al., 2001, pg. A. Assessing Students’ Awareness of Their Attitudes and Values 32. Process Analysis: Students outline the process they take in completing a specified assignment . The CATs in this group focus on problem solving skills — recognizing different types of problems, determining the principles and techniques to solve them, perceiving similarities of problem features, and being able to reflect and then alter solution strategies. 46. Exam Evaluations: Students provide feedback about an exam’s learning value and/or format, Source:  Angelo, T. & Cross, K.P. Benefits Teaching International Students: Pedagogical Issues and Strategies. The key is that the assessment provides insight into each student . 4. Techniques for Assessing Course-Related Knowledge & Skills Focused Autobiographical Sketches: Students write a brief description of a successful learning experience they had relevant to the course material Background Knowledge Probe: Short, simple questionnaires prepared by instructors for use at the beginning of a course or at the start of new units or topics; can serve as a pretest. 19. Formative and Summative Assessment. based recommendations about formative assessment practices into an instructional framework that has consistently improved motivation and achievement through deep student involvement. Classroom Assessment Standards: Sound Assessment Practices for PK-12, . Profiles of Admiral Individuals: Students write a brief description of the characteristics of a person they admire in a field related to the course 39. Most are designed to be quick and easy to use and each CAT provides . The most important things are that they are quick to use, easy to interpret, and provide a wealth of information about our students' thinking, so we can have a better idea of what is going on with . Everyday Ethical Dilemma: Students respond to a case study that poses a discipline-related ethical dilemma How and how well are students using a learning approach that is new to them (e.g., cooperative groups) to master the concepts and principles in this course? For example, the language ability of learners can be assessed using standardized tests (pen/ pencil and . Information in this handout is based on the text, Seven Strategies of Assessment for Learning, 2e (2015). Group Instructional Feedback Technique: Students respond to three questions related to their learning in the course (basically, what works, what doesn't, and how can it be improved) ", Categorizing Grid:  Student complete a grid containing 2 or 3 overarching concepts and a variety of related subordinate elements associated with the larger concepts, Defining Features Matrix:  Students categorize concepts according to the presence or absence of important defining features, Pro and Con Grid:  Students list pros/cons, costs/benefits, advantages/disadvantages of an issue, question, or value of competing claims, Content, Form, and Function Outlines:  In an outline form, students analyze the “what” (content), “how” (form), and “why” (function) of a particular message (e.g. poem, newspaper story, critical essay); also called “What, How, & Why Outlines, Analytic Memos:  Students write a one- or two-page analysis of a specific problem or issue to help inform a decision-maker, One-Sentence Summary:  Students answer the questions “Who does what to whom, when, where, how, and why?” (WDWWWWHW) about a given topic and then create a single informative, grammatical, and long summary sentence, Word Journal:  Involves a 2 part response; 1st the student summarizes a short text in a single word and 2nd the student writes 1-2 paragraphs explaining the word choice, Approximate Analogies:  Students simply complete the 2nd half of an analogy—a is to b as, Concept Maps:  Students draw or diagram the mental connections they make between a major concept and other concepts they have learned, Invented Dialogues:  Students synthesize their knowledge of issues, personalities, and historical periods into the form of a carefully structured illustrative conversation; students can select and weave quotes from primary sources or invent reasonable quotes that fit characters and context, Annotated Portfolios:  Students assemble a very limited number of examples of creative work and supplement them with their own commentary on the significance of examples, Problem Recognition Tasks:  Students recognize and identify particular problem types, What’s the Principle? Classroom assessment is both a teaching approach and a set of techniques. Focused Listing Focused Listing is a quick and simple student writing activity.   Classroom assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines. Vanderbilt University is committed to principles of equal opportunity and affirmative action. CLASSROOM ASSESSMENT. The CATS in this group are designed to provide instructors with information that will help them improve their course materials and assignments. J. Phelan, J. Phelan, in International Encyclopedia of Education (Third Edition), 2010 Classroom assessment is the process of observing, collecting, analyzing, and interpreting evidence that can be used to draw inferences and inform decision making. Classroom management is action-oriented and also goal-oriented. Reading Rating Sheets: Students complete a form that rates the effectiveness of the assigned readings 2 Language Classroom Assessment performance of the English language) and (2) the shift from a focus on testing to a focus on assessment.

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