Assessment in Teaching

Information and data gathered along the way that is used to improve, modify, or revise a program, curriculum, or unit of instruction to enhance student learning. This type of evaluation helps guide ongoing classroom instruction.

1.  A teacher-constructed list of characteristics used as criteria for ranking the quality of students' work, along with some type of guide for scoring or grading. Usually, this guide describes the criteria along with a numerical range or scale to indicate the degree of quality or mastery shown by the work. There are many different types of these, all of which are useful for the project or performance assessment.

1. The middle number; the point where there is one-half above and one-half below, thus dividing the group into two equal parts: the 50th percentile…..

1. A collection and evaluation of student products and performances selected for inclusion based on agreed-upon criteria. These generally illustrate a range of abilities and special talents showing growth, self-reflection, and achievement. They may be composed of the student's best work or work that shows improvement over time.

1.   Process of gathering and using qualitative and quantitative data to make a judgment of value, worth, merit, or effectiveness. This can be for an individual student, group, class, grade level, department, school, school district, or program.

1.   The extent to which scores, tests, programs, or assessments are accurate, dependable, stable, consistent, and free from error over a period of time. This includes the way they are administered, implemented, and scored.

• Accuracy
• Validity
• Reliability
• Consistency

1. A relationship, correspondence, or connection between two things. This is not a cause-and-effect relationship; two items may be strongly "connected" without one causing the other.

• Linkage
• Causation
• Correlation
• Association

1. Range:  The difference between the highest and lowest scores plus 1.

• True
• False

1. A test that assesses specific skills to determine individual strengths and weaknesses, usually in reading and math. Teachers should use this type of test to guide them in planning instruction based on student needs. Such tests should be tied to curriculum and content objectives.

• Diagnostic assessment
• Standardized test
• Summative assessment
• Formative assessment

1. The use of an assessment to determine the effectiveness of a unit, course of study, or program after completion. An example is a final exam or the test at the end of a unit of study. It should be reliable and generally allows for comparisons among students. It is often used to grade students but may also be used for future curriculum and instruction planning.