Chapter 5

Even the most comprehensive planning cannot anticipate everything that might happen when you administer an assessment.

• True

• False

If students DO NOT have the opportunity to attempt each item their scores WILL NOT reflect what they have learned.

• True

• False

Answer explanation

This is true because it just shows that they did not have enough time to get to the questions they possibly know the answer to.

While marking assessments you:

• SHOULD NOT make note of items that generated puzzling responses.

• SHOULD make note of items that caused unexpected difficulties.

• SHOULD NOT make note of items that resulted in right answers that your key did not include.

Answer explanation

You SHOULD do all of these things in order to get a glimpse of student understanding and to understand what you need to work on more with your students as well as be able to tweak your assessment for the future.

When should you make any needed revisions or draw up a revision plan that you will still understand months down the road?

• A while after conducting and scoring the assessment.

• Very soon after conducting and scoring the assessment.

Answer explanation

You should make revisions or a revision plan very soon after conducting and scoring an assessment because it is easy to forget what needs to be revised.

Once you have an assessment blueprint you can use it for test development and assessment for learning.

• True

• False

Should you use examples and models of strong and weak work for assessments?

• Yes

• No

Answer explanation

You should you examples and models of strong and weak work with assessments so students have a basis to go off of.

You should NOT have students keep track of the learning targets they missed on an assessment after an assessment is taken.

• True

• False

Answer explanation

You SHOULD have students keep track of the learning targets they missed on an assessment so they know what to look out for and what they need to work on.

Structuring a quiz or test with effective feedback and with a means for self-assessment and goal-setting works best if...

• There is an opportunity for students to improve their achievement AFTER the assessment counts for the mark or grade.

• There is an opportunity for students to improve their achievement BEFORE the assessment counts for the mark or grade.

Answer explanation

Structuring a quiz or test with effective feedback and with a means for self-assessment and goal-setting works best if there is an opportunity for the students to improve their achievement BEFORE the assessment counts for the mark or grade. This allows students to learn and also improve their achievement before the grade is taken which gives students the benefit of the doubt.

The last step to engaging students in the self-assessment and goal-setting process is...

• Having students make a growth plan.

• Having students review their corrected quizzes or tests and mark the appropriate column “Right” or “Wrong” for each item.

Answer explanation

Having students review their corrected quizzes or tests and mark the appropriate column “Right” or “Wrong” for each item is the third step to engaging them in the self-assessment and goal-setting process.

Self-assessment and goal-setting frames include all BUT...

• Their goal.

• What they do not need to do.

• What they can already do.

• What they need to work on.

Answer explanation

Including what they DO NOT need to do is not necessary and overcomplicates things.