Chapter 12: Assessment
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Upon completion of this section the learner will:
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Go to Part 2- Summary of Ideas
Part
2: Summary of Ideas
...one type of test is no "better"
than another, because different tests serve different
purposes. As a teacher, it is critical to understand what
information specific tests provide, and what information
they do not provide.
Many types of tests are used in education; however, all
tests must possess reliability and validity to be
useful. Norm-referenced testing compares the score of an
individual with the scores of other students in a
standardization sample. Modifications in standardized tests or administration
procedures may detract from the validity of the test.
However, such modifications as teaching test-taking skills,
enhancing motivation, and enhancing examiner familiarity may
improve test validity without compromising
standardization. Competency-based testing assesses the skill levels of
students and is being used more frequently in schools. Some
modifications in these tests may be appropriate for students
with special needs. Teacher-made tests can be modified to obtain a clearer
picture of student performance without detracting from the
test itself. Modifications can be applied to a wide variety
of test formats. Curriculum-based measurement is an excellent means of
documenting the progress of all students, including students
with disabilities or other special needs. Curriculum-based
measurement allows the teacher to make instructional
decisions as instruction is going on. Performance assessment serves to evaluate student
competence with respect to particular instructional units.
Because it focuses more on doing than writing or speaking,
it may be particularly suited for diverse classrooms of
students. Portfolio assessment is a means for obtaining information
from student products and other sources on an ongoing basis.
It is a particularly valid form of assessment that also has
direct applications to some students with disabilities. Explicit instruction on general strategies to improve
test performance, such as academic preparation, physical
preparation, reducing anxieties, and increasing motivation,
can improve the test performance of students with special
needs. General strategies for improving standardized test
performance include using separate answer sheets, using time
wisely, elimination, and guessing strategies. Test-taking
strategies for specific types of subtests can also improve
standardized test performance. Test-taking strategies for teacher-made tests include
strategies for taking objective tests, written tests,
including fill-in-the-blank, short-answer, and essay
tests. Some other test-taking strategies, such as SNOW, SCORER,
PIRATES, and ANSWER, have been successfully taught to
students with special needs and have improved their
performance. Modifications can be made in grading and scoring the work
of students with special needs. These modifications can be
applied on report card grades, homework, and seatwork.
Go to Part 3- Chapter Activities
Chapter
Activities
Tests must be administered
appropriately and interpreted correctly or they can do more
harm than good..
1. Read Chapter 12 in the text. Use the Chapter
12 Graphic Organizer to "see" the big ideas in the
chapter. Fill in blank sections of the graphic organizer. 2. Examine the following World Wide Web links and consider
their perspectives based on information from Chapter 12.
Print out useful information and add it to your class
notebook. Raising
Standards Through Classroom Assessment