Please check, just in case…
Announcements
1. Plagiarism certificate due next week,
without fail. Make sure you keep the
original.
2. The classroom or caseload learning
objectives description is due the
following week. If you are not
currently teaching or working with
clients, you will need to team up with
someone in the class to “borrow”
their classroom.
Quick
questions,
quandaries,
concerns or
comments?
APA Tip of the Day: Primary Sources
1. Whenever possible, use primary sources –
the original work, not what someone wrote
about that work.
2. It is a really bad idea to cite or quote what
one author wrote about another’s work (a
‘secondary citations’), unless there is an
important reason for doing this.
3. If you do use a secondary citation, you
MUST make it explicit that you did not read
the original source.
Example of citing a secondary
source
• According to Smith (2011), Millar’s (2002)
translations of Vygotky’s original works,
although still flawed, are much superior to
earlier translations.
• Smith (2011) cited Millar’s (2002) translation of
Vygotsky’s famous theorum as “blah, blah, and
blah” (p. 21). This contrasts with earlier
translations of this well-known quote as “blah,
blah or blah” [emphasis added] (Smith, p. 20) .
Topics: History of
assessment, Intro to
criterion-referenced
assessment, and
checklists
August 27, 2014
Think-pair-share
1. Individually, brainstorm the three ideas that
were new to you from each of the assigned
readings.
2. Pair up and discuss the important points of
the readings for your individual learning.
3. Share with the whole group as a whole the
ONE most provocative or impactful aspect
you took from either of the assigned
readings.
Quick Write:
Do you believe it is important to
know something about the history
and development of testing? Why
or why not?
Not everything that can be
counted counts.
Not everything that counts
can be counted.
Effective assessment
means using the right
tool for the job.
Criterion-reference assessment:
"The goal of the criterion-referenced
test is to obtain a description of the
specific knowledge and skills each
student can demonstrate."
(Linn & Gronlund, 2000, p. 43)
Criterion-referenced;
• Describes “the specific
performance that was
demonstrated.”(Linn & Gronlund,
2000, p. 42)
• Compares individual
performance against a preset
standard (criteria).
Number and Percentage Correct:
You MUST relate your evaluation
criteria to the number or percentage
correct or your assessment isn’t
criterion-referenced.
Grades:
Grades can be linked to:
• number or percentage correct,
• number of items checked off on a
checklist,
• rating scale points, or
• level obtained on a rubric.
Note:
• Your three classroom-based
assessments MUST be criterionreferenced.
• Therefore you must specify the
criteria for student performance
for each assessment (i.e. how
many answers correct to pass or
to move to next level).
Scoring Criterion-Referenced Assessments:
Checklists (yes/no)
Rating Scales
Number Correct
Percentages
Grades
Rubrics
Developing Checklists:
Write a list of items that the teacher or
student will be able to answer yes or no
to:
• I hung up my jacket.
• I put my lunch in my cubby.
• I got my work out.
• I finished at least one page.
• I put my completed work in the
basket.
Rating Scales vs. Checklists:
• Checklist items have yes/no answers.
• Rating scales have more than two
possible scores:
• “always”
• “sometimes”
• “never”
When might
checklists be
particularly useful?
Small Group Activity
• In groups of 2-3, develop a checklist to assess
something that is of particular interest to the group
members.
• Make sure that the items are short, clear statements
that can be easily answered with a yes or a no.
• Decide how high an individual needs to score for
what (e.g. for a grade, to earn a reward, to
demonstrate proficiency).
• Time permitting, determine any aspects of the
checklist format that would be especially useful for
the population you are thinking about using this
checklist with.
Looking ahead:
Topic: (a) Backward design and the
reflective teaching cycle and (b)
rating scales
Read: Oosterhof, ch 3, Wiggins &
McTighe, ch 1. For a quick extra,
look at Ryan, overview
Please take a
minute for the
minute paper.
And don’t forget to turn
your phone back on.