Designing Assessment

The three main categories of assessments are obtrusive, unobtrusive, and __________________

Which of the following would NOT be seen as part of an obtrusive assessment?

• Alternative choice

• Short constructed-response

• Observation

Which of the following is an example of an unobtrusive assessment?

• Students are asked to propose a task that will demonstrate their knowledge of a specific topic.

• The PE teacher notices a student warming up with free throws before class. The student demonstrates the proper form when shooting the ball. The teacher records in her grade book.

• Students are given a "take home" test that consists of multiple choice, fill in the blank, and short constructed-response questions.

Which best describes student-generated assessments?

• The teacher generates an assessment based on student data from the pre-test and multiple formative assessments throughout the unit.

• Students are asked to create an assessment using selected response items. The student generated assessments are then picked up and randomly re-distributed to the class. After all students have completed the assessment, assessments are returned to the creator for grading.

• In a middle school art class, a student offers a way to demonstrate that she has moved from 3.0 to 4.0. She will use modeling to create a three-dimensional work of art that demonstrates abstract proportions.

Obtrusive assessments are most often made up of a combination of selected-response, _______-_______ _______, and extended-response items?

Describe one example of how you will use unobtrusive assessments in your future classroom.

What is the main difference in scoring selected-response items verses scoring short-constructed response items or extended response items?

Briefly describe the type of coding scheme you might use to assign value to an obtrusive assessment.

When a student's, or students', assessment responses do not form a pattern clearly indicating which level of learning has occurred, it is called an aberrant pattern. Which of the following ways you might approach the aberrant items? Select all that apply.

• Ignore aberrant items

• Allow student to reconcile the issue

• Reclassify the item according to a more appropriate value

• Scold the student for messing up your carefully planned assessment

Design one assessment item for each of the following sixth grade reading learning goals:

2.0 Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.

3.0 Describe cause and effect relationships and their impact on plot.

4.0 Draw conclusions and make inferences using the text for support.

You should use a different type of assessment item for each goal.