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EDPY303 Study Guide - Final Guide: Multiple Choice, List Of Fables Characters, Computerized Adaptive Testing

Education - Psychology
Course Code
Maria Cutumisu
Study Guide

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Lecture 1
Purpose of Assessment
- Collect, evaluate, and use of information to help teachers make decisions about student
- Improve student learning, instruction and planning
- Measure and evaluate student achievement
- Provide information for student placement
- Communicate results in an understandable and meaningful way
- Assess the effectiveness of school programming
Components of classroom assessment
- Purpose, measurement, evaluation
- Use
- Diagnosis (identify student strengths and weaknesses)
- Grading (assign letter grade based on performance)
- Instruction (modify instructional goals based on results)
Factors affecting assessment practices
- Teacher related factors
- Views on teaching and learning
- Assessment experiences as students
- Training in assessment practices
- Comfort level with curriculum
- Assessment practices of their peers
- School related factors
- Time constraints
- Number of students in class
- Nature of program of studies
- Pressure from school admin and parents
- Environment and requirements
What should be assessed
- Facts and concepts (knowledge)
- Understanding and comprehension
- Skills and competencies
How assessment should be done
- Before instruction
- Learn about students, set expectations accordingly and customize instruction

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- Diagnostic assessment
- During instruction
- Monitor student learning progress and adjust instruction
- Formative to provide students with feedback
- After instruction
- Evaluate how much students learned at end of instruction
- Summative assessment to evaluate students’ performance and assign grades
Fidelity in assessment
- Alignment between what is taught and what is assessed
- Can’t test writing skills on a MC exam
- Select most suitable assessment tool
- skill/competencies being assessed?
- Purpose of assessment?
- Summative or formative?
- Possible constraints?
- Assessment policies?
Lecture 2
Difference between LO and IO
- LO
- Statement regarding student performance that should be demonstrated at end of an
instructional unit or lesson
- Come from the P.O.S.
- Broad scope
- Develop the curriculum
- Accomplished in weeks or months
- Developed by government agencies
- IO
- Statement about a specific learning expectation that stated in terms of specific,
observable, measurable student behaviours
- Identifies student performance that will demonstrate the achievement of LO
- Narrow scope
- Plan the instruction
- Accomplished in hours or days
- Developed by teacher
Role of LO and IO in assessment
- What criteria should be used to assess students’ learning?

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- How do you assess student performance?
High quality IO
- Specific
- Aligned with intended knowledge or skill of LO
- Identifies observable and measurable student performance
- Concise and clear
Six levels of bloom’s taxonomy (in order of cognitive complexity)
- Remembering
- Retrieve relevant knowledge from long-term memory
- Understanding
- Process the knowledge and construct meaning
- Applying
- Use knowledge in given situation
- Analyzing
- Break knowledge into its core parts and determine how the parts relate to one
another and overall structure
- Evaluating
- Make judgements based on criteria and standards
- Creating
- Put different elements together to form a new structure or reorganize the elements
into a different structure
Lecture 3
Different assessment methods linked to types of LOs
- Knowledge and simple understanding
- Selected response (SR) and brief constructed response (CR)
- Essay
- Oral questions
- Deep understanding and reasoning
- SR and CR
- Essay
- Performance
- Oral questions
- Skills
- Performance
- Observation
- Products
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