The following is a performance-based task. During the test, I will be measuring various variables of personality, perception, and problem-solving characteristics. I presented Mr. Schmitt was ten cards faced down. I explained the instructions slowly, and thoroughly. I sat next to Mr. Schmitt and asked if he knew of the test, or had seen any of the images before. He said he had only heard of it, and couldn’t describe any of the images. I told him he will look at each of the cards one at a time and take as much time as he needs. I also stated that he may rotate or angle the cards in any way if necessary to respond. He indicated that he understood the instructions and had no questions. After adjusting my notepad and timer, we began the assessment. I flipped the first card and said, “What might this be?” Approximately five seconds passed before Mr. Schmitt made any movement. He kept his right hand extended, almost touching the card but not quite. Ten seconds passed and he asked, “You just say whatever it looks like?” I confirmed his questions without giving any sort of direction. He took a deep breathe from his chest and shook his head. At eighteen seconds, he confirmed, “A bug.” I stopped the timer and got the next card ready. I flipped the second card. Mr. Schmitt began to salivate …show more content…
Mr. Schmitt has remained in the same body placement, with his right hand extended toward to card. He sad not touched any cards. At nine seconds he said, “Puffy clouds.” I flipped the tenth card. Mr. Schmitt squinted his eyes. This was his longest response at twenty-six seconds. However, he did not confirm a response. Mr. Schmitt asked, “Do you have to give a response?” I told him to take a few more seconds and that looking at different angles might help. He moved his head to the right slightly, but didn’t move any other body position. At twenty-six seconds he said, “I don’t really see anything.” He looked up at me and confirmed that he was done
The assessment that I have chosen for my lesson is a “card sort”. I will have eight graphs copied on card stock ready for the students to cut out. They will analyze each graph, match it to a scenario, and tape it next to the scenario it matches. For each graph, the students will label the x- and y-axes with the appropriate quantity and unit of measure. Then, they will write the title of the problem situation on each graph.
I thumbed through my cards for the fourth consecutive time, and I could still not decide which one to throw. I glanced up from my cards and caught a glimpse of each player. I immediately felt the intensity of my brother's eyes glaring at me from across the table. He did not provide me with the support and reassurance I was looking for from my partner. I shifted my eyes to the right. My mother, having just discarded a five of clubs and seeing that it was of no use to me, was sipping coffee with a carefree grin of relief. Then I peered directly at the most intimidating canasta player I have ever encountered. Great Grandma Rose was calmly humming a tuneless tune which added to her enigma. As this crafty eighty-eight year old lady squinted at her cards through her bifocals, I knew that time was running out; I had to make my decision. The most obvious choice was to discard the king of spades for which I had no use, but I was afraid that she was waiting for this card. My alternative was to break up my meld and throw the six of clubs, a card which I felt somewhat safe in throwing.
There was dead silence in his office, the kind of silence that should never be disturbed. The look of determination on his face was uncanny. Every single move he made was precise and delicate. Colonel Cathcart slowly rolled a few inches away from his desk in his chair, just enough so he could stand up. At a snail's pace, he stood up never taking his eyes off his masterpiece. Cathcart's hand was shaking immensely as he lifted the playing card up to complete his beloved tower. KNOCK KNOCK KNOCK' Cathcart's body jumped in surprise, causing his hand to jolt at the sound of the noise. The tower collapsed in seconds. All Cathcart had now was 51 cards scattered all over his desk, still gripping the final card in his hand.
Repeated testing may lead to better or worse performance. Changes in performance on the test may be due to prior experience with the test and not to the independent variable. In addition, repeated testing fatigues the subjects, and their performance declines as a result (Jackson, 2012). Because the professor is interested in determining if the implementation of weekly quizzes would improve test scores, an experimenter and/or an instrumentation effect may also affect results. In a single group post-test only design, possible confounds include the lack of a comparison group and the absence of an equivalent control group.
Hold the 4th card up, ask the students, “What does the gray duckling become at the end of the story?”
Then he asked for a conditioning of the glove. The cashier found a hard wooden mallet and started to pound my glove. I couldn’t tell whether he was breaking my glove or braking IN my glove. After he was done pounding my glove he brought it to this popcorn looking machine. He threw it in there and pressed the red power button. It started to steam in there, after he brought it out he said “now let’s go check out!” In the line I asked him what that popcorn looking machine was, he explained. “It’s a heater, so that when the leather on the glove heats up it lose ins up!’ “Oh!” I exclaimed.
Moreover, I learned the act of administering an assessment of this nature in a one-on-one setting. As a future teacher, I will need to assess my students informally, formally, and quite frequently. This particular assessment was great practice. Something to consider is completing running records in a
My greatest area of strength in assessment literacy is during the test administration, because I believe I do a wonderful job providing directions for the students, I monitor students and watch them to make sure they are not cheating with each other, and I make sure the testing environment is conducive to high achievement. When my tests are distributed to my students, I make sure to read the directions of each section of the students and ask my students if they need any more clarification on the section directions. If students forget the directions while the test is taking place, I make it a point to clarify for them in private and then announce to the class a reminder for each section. This usually happens when I monitor my students during the testing session. I make sure that I am visible and mobile inside my classroom. I want my students to do well on tests and gain confidence that they understand the concepts being tested, but I want my students to be self-motivated and self-reliant and to not look to their partners for the answers.
When Ed is given the first card and visits 45 Edgar Street at midnight, he sees and hears one of the most disgusting things t...
You are not allowed to discuss a hand (your cards) even if you folded and are out of the game.
Madaus, G. F., & O'Dwyer, L. M. (1999). Short history of performance assessment: Lessons learned. Phi Delta Kappan, 80(9), 688-689.
After thinking it over it was decided that the experiment would be done with another testers and more subjects. The experiment was done the same way with the same cards. Three of the test subjects said they could see the cards they were numbers 7, 16, 23.
There are several reasons organizations initiate performance evaluations, however the standard purpose for performance evaluations is to discuss performance expectations; not only from the employers perspective but to engage in a formal collaboration where the employee and the manager are both able to provide feedback in a formal discourse. There are many different processes an organization should follow when developing its performance evaluation tool; in addition essential characteristics that must accompany an effective performance appraisal process. I will discuss in detail the intent of a performance evaluation, the process an organization should follow in using its performance evaluation tool, along with the characteristics of an effective
“If I got you that card now, then it wouldn't be a surprise later,” my
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.