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ED 400 Chapter 5 & 6 Questions
1.
a. Describe a formative assessment and
discuss its importance and the function it will serve.
b. How does summative assessment differ from formative assessment in design and purpose?
2. In Chapter 5, the author stated that different data collection techniques are not aligned to one specific form of assessment function and that the user, usually the teacher, decides how the assessment is to be implemented based on its intended purpose. Explain what that means and what the implications are concerning classroom assessment.
3.
a.
Discuss how
performance assessment differ from other types of assessment?
b. What are the benefits of using performance assessment? What are the disadvantages?
4. a.
Discuss why performance criteria are so crucial to performance assessment?
b. How do they help the assessor not only with judging students’ performance and products but also with
planning and conducting
instruction?
5.
a.
Describe portfolio assessment. What types of student work can be included in a portfolio?.
b. Discuss the advantages and disadvantages of using portfolios as a means of assessment.
6.
Describe the
characteristics and
purpose of a rubric.
7. Differentiate a
holistic rubric compared to an
analytical rubric.
8.
a. What are the differences between checklists, rating scales, and rubrics?
b. How is each used to assess performance and products?
McGraw-Hill/Irwin
© 2012 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter 5: FORMATIVE ASSESSMENT: Guiding Student Learning
Formative Assessment Defined
5-*
IMPROVE (NOT JUST AUDIT) LEARNING
5-*
REAL TIME INFORMATION
5-*
FORMATIVE ASSESSMENT DEFINED
5-*
THE DEAL BREAKER?
5-*
WHAT CAN FORMATIVE ASSESSMENT LOOK LIKE?
5-*
IT’S LEARNING GLUE
5-*
TEACHER DECIDES ON ASSESSMENT PURPOSE
5-*
ASSESSMENT PURPOSE DESIGN
5-*
FEEDBACK FOR STUDENTS AND TEACHER
5-*
INSTRUCTIONAL MIRROR
5-*
GOOD QUESTIONS TO ASK
the formative measure(s)?
5-*
FORMATIVE ASSESSMENT IS A VERY GOOD THING IN THE CLASSROOM
Chapter_6_Performance_Assessments_TF.ppt
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