How to Create and Give Valid Assessments
explanatory Essay
1172 words
Counseling Competency: Assessment Understanding assessment takes the knowledge of knowing the historical and theoretical bases for assessment techniques, understanding the importance of reliability and validity, what results of assessments mean to a counselor, and the ethical principals of assessment. Assessing a student or client can take on many forms, one example may be a student taking a state test and another example could be observing human behavior. There are important components in developing assessments and important rules to follow to obtain the correct information and not to skew the answers to unfairly label a student or client. In helping a student or client, assessment should be based on what is appropriate to test and how the outcomes will affect the student and client and what goals should be created for their success in life. A counselor is responsible for making sure assessments are relevant to academic, social and personal development. An understanding of the major assessment requirements, especially the protection in evaluation procedures provisions, which was passed under the Education for All Handicapped Children Act in 1975 will help guide a counselor as they decide what assessments to use for information. The protection in evaluation procedures states a test must be selected and administer so as to be racially and culturally nondiscriminatory, a test must factor in a student's background and native tongue, be used for a specific reason, and be administered by a trained personnel (Salvia, 2013). Assessments are used to gain a variety of information to help assess the needs of a student or client. Assessments can provide a meaningful basis for understanding the strengths and weaknesses of misu... ... middle of paper ... ... booklets, to the testing procedures, to the bundling of the testing booklets, and sending them off to be evaluated. Assessing test reliability and validility ensures all students have a fair chance in doing the best they can on the test and we as educators are making sure their test results help them receive the best education. Needs assessments are important to the guidance program because they help counselors understand student concerns and direct us in how to develop lesson plans to meet student needs in the guidance program. I am part of the process in making sure students have the correct materials and assistance they need to be successful during testing week. Lastly, assessment should be about how to improve our education system, to see the improvements and to acknowledge the weaknesses; so all students have a chance of succeeding in our schools.
In this essay, the author
- States wells and wollack's belief that test reliability is a precursor to test validity.
- Explains that a counselor is responsible for gathering the information needed for the correct assessments and assessing the client to determine what goals if any, need to be created for their success.
- Explains that a counselor is responsible for making sure assessments are relevant to academic, social, and personal development.
- States wells and wollack's belief that test reliability is a precursor to test validity.
- Explains that a counselor is responsible for gathering the information needed for the correct assessments and assessing the client to determine what goals if any, need to be created for their success.
- Explains that a counselor is responsible for making sure assessments are relevant to academic, social, and personal development.
- Opines that a counselor should be aware of ethical principals when assessing students so the most fair information is obtained for the success of the student and the school district.
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- Explains that they created a ten question pre-assessment quiz to determine what students know about the election process.
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- Explains that the melbourne declaration states that assessment needs to reflect the curriculum and draw on a combination of professional judgement of teachers and testing, including national testing.
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- Opines that assessment can be used as 'norm-referenced assessment', comparing the achievements of students, schools, states and countries.
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740 wordsRead More - Performance Based Assessment Essayexplanatory essayDouglas Reeves (2007) believes “assessment is most productive when its purpose is for learning” (p.3). In both the performance based assessment and constructed response assessment students are able to demonstrate their and apply what they know. Throughout this process students are still learning. The goal of assessments should be to provide an opportunity for continued learning for students, and as a result the teacher is able to gather evidence of their learning. As a teacher, I have often seen assessments solely as a way to measure student learning. However, I think going forward it will better serve my students if I see assessments as a way to extend their learning. With that in mind, when planning I will need to stray away from traditional assessments that do not promote student learning and have not produced positive results. Instead, having the courage to try something new will help to better serves the learning needs of my students (Reeves, 2007, p. 9). Providing students with learning experiences through assessments is the best way to extend learning and understanding for students. If student learning is the true goal, assessments must be used as a way to help student learn
In this essay, the author
- Opines that assessments should provide an opportunity for continued learning for students, and as a result the teacher can gather evidence of their learning.
- Opines that assessments are an integral part of learning and should be used to further the learning that students have gained throughout the unit.
- Opines that assessment is an important key to student learning. testing what students know and are able to do serves as a compass that guides educators.
- Opines that assessments should provide an opportunity for continued learning for students, and as a result the teacher can gather evidence of their learning.
- Opines that assessments are an integral part of learning and should be used to further the learning that students have gained throughout the unit.
- Opines that assessment is an important key to student learning. testing what students know and are able to do serves as a compass that guides educators.
- Explains that students need a variety of assessment approaches to show their true understanding. the constructed response assessment will shed light on students' knowledge and understanding of persuasive vocabulary and techniques.
- Explains that their interdisciplinary unit addressed standards in english iv and u.s. government. students are expected to write an argumentative essay to influence the attitudes or actions of a specific audience.
- Explains that the second learning goal for their unit addresses students' ability to understand and analyze how persuasive techniques can influence voters.
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In this essay, the author
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- Explains that accurate, systematic, and meaningful assessments can provide key insights into the development and abilities of children, thus providing effective individualized instruction. schools have a responsibility to ensure accommodations are made in practices and procedures so students are not impacted by conditions which may interfere with students demonstrating their knowledge.
- Explains that students are allowed an extended assessment time of 10 minutes if test-takers are still engaged when standard time has elapsed.
- Explains that pre-k teachers use standardized tests to assess their language, reading, and comprehensive development. in one of their passages, students are asked to look at picture of a little girl and her mother in their backyard with their dog.
- Explains that accurate, systematic, and meaningful assessments can provide key insights into the development and abilities of children, thus providing effective individualized instruction. schools have a responsibility to ensure accommodations are made in practices and procedures so students are not impacted by conditions which may interfere with students demonstrating their knowledge.
- Explains that students are allowed an extended assessment time of 10 minutes if test-takers are still engaged when standard time has elapsed.
- Explains that students with limited english proficiency are identified using home language survey, placement test, and access for ell’s results. they do not possess sufficient literacy skills in english to participate meaningfully in standardized tests.
- Opines that the test should be administered in a distraction-free or alternative space with appropriate supervision.
- Explains that students can use a linguistically modified (lm) form to reduce the english reading level required to understand their content.
- Explains that test administrators can verify a student's understanding by having the student repeat the directions in english. students with limited english proficiency can participate in standardized tests without ell accommodations.
- Explains that students may respond in english or spanish to the short and/or extended response item(s) on the isat reading test.
- Narrates how their dog found a ball. it was yellow. he loved to chew it. they also found another ball, it was red.
- Recommends using visual and verbal tonal cues to imply a question, and gesture/point to the picture to answer.
- Explains what the dog did with the yellow ball, the red ball and the blue ball.
1503 wordsRead More - Classroom Assessment Essayexplanatory essayAssessments in the classroom are ongoing. Assessments are important for teaching in the classroom and for assisting in continuing the learning process of the students. Three purposes of assessment are to measure the amount of information a student has learned and retained, identify a students’ learning needs in and outside the classroom, and gather evidence to help increase learning for the students.
In this essay, the author
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- Explains that assessments need to be reliable and valid. reliability is confirmed by relationship compared between the scores of the different tests. validity means that exams are not focused on one type of questions.
- Explains the various methods of assessment, such as checking for understanding, quizzes, and exams.
- Explains that assessments are important for teaching in the classroom and for assisting in continuing the learning process of the students.
- Explains that assessments need to be reliable and valid. reliability is confirmed by relationship compared between the scores of the different tests. validity means that exams are not focused on one type of questions.
- Explains the various methods of assessment, such as checking for understanding, quizzes, and exams.
- Explains how the teacher assesses students through the study guide game (jeopardy) she gives her students before a major exam.
- Explains that the teacher uses a quiz at the beginning of class because it lets her know what the students are struggling with before an exam without affecting their current grade.
- Explains the teacher's assessment after an exam, where she asked students what they thought the correct answer was and explained why their answers were incorrect. she adjusts future lectures to make sure students comprehend the material.
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In this essay, the author
- Analyzes how brown expects the teachers to encourage the development of speaking strategies, such as asking for clarification, using fillers in order to gain time to process and getting someone’s attention.
- Explains that peer assessment is a form of alternative assessment in which the learners assess their peers. brown and hudson found several advantages of self-and peer-assessment.
- Argues that alternative assessments use tasks that represent meaningful instructional activities, tap into higher-level thinking and problem-solving skills, and ensure that people, not machines, do the scoring, using human judgment.
- Analyzes how brown expects the teachers to encourage the development of speaking strategies, such as asking for clarification, using fillers in order to gain time to process and getting someone’s attention.
- Explains that peer assessment is a form of alternative assessment in which the learners assess their peers. brown and hudson found several advantages of self-and peer-assessment.
- Argues that alternative assessments use tasks that represent meaningful instructional activities, tap into higher-level thinking and problem-solving skills, and ensure that people, not machines, do the scoring, using human judgment.
- Explains that peer assessment prompts active learning, builds classroom community, and reduces teacher feedback overload.
- Explains that the study included forty iranian freshman english language translation learners studying at islamic azad university south tehran branch.
- Argues that assessment is an integral part of any language program.
- Explains that pennington and brown (1989) believe that goals should conform to the rationale for the course, respond to students’ interests and needs, and be realistic.
- Explains that teachers have developed non-test assessment options that are carefully designed and adhere to the criteria for adequate assessment. birjandi (2006) states that rethinking (alternative) assessment requires students to generate something.
- Argues that speaking in the classroom gives students the opportunity to invite reactions and solicit new information from the people to whom they are talking.
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- Explains how assessment is used in multiple ways in a classroom to help evaluate the student in their learning.
- Defines assessment as any form of measurement and evaluation of what the student knows and is able to perform through observation, testing, interviews, and other means.
- Explains that a progress-monitoring portfolio (pmp) can help assess the student's progress. it is similar to gathering information for response to instruction (rti).
- Explains how assessment is used in multiple ways in a classroom to help evaluate the student in their learning.
- Defines assessment as any form of measurement and evaluation of what the student knows and is able to perform through observation, testing, interviews, and other means.
- Explains that a progress-monitoring portfolio (pmp) can help assess the student's progress. it is similar to gathering information for response to instruction (rti).
- Analyzes the importance of parental input in the article, stating that parents need to have a voice in their child's academic career and can help with the pmp.
- Analyzes how the progress-monitoring portfolio is an effective way to show growth of the student in mastering skills.
- Opines that the assessment through progress-monitoring portfolio would be a great way to gather information on students throughout the year to help evaluate the students progress.
701 wordsRead More - Assessment Reflectionexplanatory essayAs 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.
In this essay, the author
- Explains how their assessment process has changed over the years. in their early years, they used tests for informational recall as their assessments. they felt confident in giving the grade based on a valid point system.
- Explains that as they grow professionally, they have become more eclectic in their assessments. they incorporate student-performance, test of the material presented, and a humanistic approach on how their students are impacted by the grades they receive.
- Explains that students who are high-risk for failure because of anxiety need a different type of assessment. they have done power-points, self-evaluations, and one-on-one discussions.
- Explains how their assessment process has changed over the years. in their early years, they used tests for informational recall as their assessments. they felt confident in giving the grade based on a valid point system.
- Explains that as they grow professionally, they have become more eclectic in their assessments. they incorporate student-performance, test of the material presented, and a humanistic approach on how their students are impacted by the grades they receive.
- Explains that students who are high-risk for failure because of anxiety need a different type of assessment. they have done power-points, self-evaluations, and one-on-one discussions.
- Explains that their assessment philosophy is to assess students on a daily basis, including their reaction to their class. they aim to infuse in their students that the world has deadlines.
- Opines that assessment for many students means failure instead of demonstrating what you know. students should walk away from learning experiences with a feeling of curiosity.
- Explains that their philosophy of assessments is to never lower the bar of achievement for their students. they instill in them that they are capable of putting aside their "real" life problems and step up to the plate.
- Explains how they match their assessments with their teaching objectives and individualize them to remove the fear of the unknown and give them resources to lessen anxiety.
- Opines that assessment is not about the final grade, but the learning experience. learning is a life-long adventure and they want their students to know how to adjust and cope during their adventure.
969 wordsRead More