Improving Test Reliability and Validity
To improve test validity, you should:
Use clear and easily understood tasks.
Sample from all skill and content areas.
Select items to reflect specific objectives.
Allow time for all students to finish.
Writing Better Learning Objectives
1. The following is a poor objective: Know who was the first President of the United States.
How would you rewrite this objective?
i. Answer: Recall the name of the first President of the United States.
Reinforcement and Punishment in the Classroom
The consequences of behavior determine whether the behavior is reinforced (becomes more probable)
or punished (becomes less probable). In real life, these consequences may not be so simple and
Performance-Based Assessment vs. More Traditional Assessment
The characteristics for performance-based assessment and for more traditional assessment are listed
Characteristics of performance-based assessment:
Looks at the actual performance of th
Gardners Multiple Intelligences
According to Gardner, there are eight distinct kinds of intelligence. All eight are listed below with
descriptions, possible occupations, and possible class activities that relate to each type of intelligence.
Different Kinds of Educational Assessment
The five kinds of educational assessment covered here are: intelligence or ability, aptitude, personality,
performance, and achievement.
1. Intelligence or ability
Formal, standardized intelligence tests such as
Benefits of Formative Assessment
Assessment undertaken before and during instruction, designed primarily to assist the teaching/learning
helps identify strengths and weaknesses in approaches to learning
helps learners integrate and b
Gradual Release of Responsibility
After viewing the videos Improving Practice with Sarah Brown Wessling and Embedded Formative
Assessments, and after reading Releasing Responsibility by Fisher and Frey, discuss the following:
Sarah Brown Wessling r
Standards and Objective
a. Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the
critical components of a learning objective.
oHow would you differentiate between the two if attempting to explain it to somebody
According to Chapter 1 of the required text, Formative assessment is assessment FOR learning.
Summative assessment is assessment OF learning. Formative assessments occur during the lesson
as opposed to the end of a unit of instructio