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The systematic process of determining educational objectives, gathering, using, and analyzing information about student learning outcomes to make decisions about programs, individual student progress, or accountability.
“Assessment is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student
learning and development.” (Palomba & Banta, 1999) |
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| A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. Student performance on a task is typically scored on a rubric to determine how successfully the student has met specific standards. |
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Benchmark assessments are short tests administered throughout the school year that give teachers immediate feedback on how students are meeting academic standards. Regular use of benchmark assessments is seen by many as a tool to measure student growth and design curriculum to meet individual learning needs.
Standardized benchmark tests are given periodically and focus on Math and Reading. They are created by test creation centers like Pearson, ETS etc.
Critics of high-stakes, standardized benchmark assessments explain that these tests encourage “teaching to the test.” On the other hand, proponents of benchmark assessments claim that when used correctly, these tests have the potential to give specific feedback on the academic areas in which individual students need the most assistance. Supporters also suggest that when benchmarks are created in alignment with state standards, they enable teachers to more accurately “gauge students’ performance against district standards.” |
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Classroom Assessment is the process of collecting information from your students about their experience as learners in your class. There are many different ways of collecting information, depending on what you are teaching and what kind of information you need.
All types of assessment are based on the principle that the more clearly and specifically you understand how students are learning, the more effectively you can teach them. When assessing your classroom, some issues to consider are how to allow all students to contribute, how to respond to the student feedback, and how often to collect feedback.
Classroom Assessment Techniques are formative evaluation methods that serve two purposes. They can help you to assess the degree to which your students understand the course content and they can provide you with information about the effectiveness of your teaching methods. Formative evaluations provide information that can be used to improve course content, methods of teaching, and, ultimately, student learning. |
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In Jere Brophy’s book Teaching Problem Students, he defines classroom management as: “…actions taken to create and maintain a learning environment conducive to successful instruction-arranging the physical environment of the classroom, establishing rules and procedures, maintaining attention to lessons and engagement in academic activities.”
Paul Burden: defines classroom management as “…actions and strategies teachers use to maintain order.”
Duke and Meckel: refer to classroom management as “…the procedures needed to establish and maintain an environment in which instruction and learning can occur. Classroom rules, routines, and order play an important part in classroom management.”
In short, Classroom management involves maintaining order, positive learning environment, and establishing rules and routines.
One of the goals of good classroom management is to limit the unnecessary distractions and to give more positive consequences. With different learning styles and with special education students becoming more and more part of the mainstream classroom, classroom management today needs to be more adapting to the needs of all students. |
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| The study of pragmatics explores the ability of language users to match utterances with contexts in which they are appropriate; in Stalnaker’s words, pragmatics is "the study of linguistic acts and the contexts in which they are performed" (1972, p. 383). The teaching of pragmatics aims to facilitate the learners’ sense of being able to find socially appropriate language for the situations that they encounter. They include conversational structure, choice of address forms etc. With increased globalization and diversity, classroom pragmatics play an important role. |
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Consequences are environmental stimuli that increase or decrease the probability that a behavior will occur again. We want to establish consequences that will either reinforce or redirect behavior.
Rewards and punishers should be selected that match the significance or meaningfulness of the exhibited action. The most important aspect of delivering consequences is the consistency of delivery. Especially in terms of punishers, any inconsistency might actually increase rather than decrease the probability that the behavior will occur again.
Examples of consequences: For minor (Reward is smile or compliment, Penalty is Eye Contact or change seat).
For Moderate (Reward is Posting good work, special privileges and Penalty is stay after school or lose privileges).
For Extensive (Reward is Field trip and Penalty is Trip to principal's office).
There are natural and logical consequences. Natural consequences are outcomes that happen as a result of behavior that are not planned or controlled (Pryor & Tollerud, 1999). For example, if a student cuts in front of another student in line, the natural consequence may be that the other child won’t play with the “cutter” at recess.
Logical consequences do not naturally occur as a result of behavior, but are intentionally planned by teachers and administrators. Logical consequences are similar to what would happen to an adult in a similar situation, therefore teaching students skill that they will need to be successful later on in life. Logical consequences need to be related, respectful, and reasonable. Logical consequences are often confused with “punishment”. The key difference between logical consequences and punishment goes back to the three R’s of logical consequences: related, respectful and reasonable. |
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| In general terms discipline is any training intended to produce a specific character or pattern of behavior, especially training that produces moral or mental development in a particular direction. There are three types - preventive, supportive and corrective. Positive discipline is most effective. Behavior is inspired by what the person needs or wants at that time. Glasser states that all living creatures control their behavior to fulfill their need for satisfaction in one or more of these five areas: survival, to belong and be loved by others, to have power and importance, freedom and independence, and to have fun. |
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Both qualitative and quantitative descriptions of student behavior plus value. The process of placing a value on a piece of student work.
judgments concerning the desirability of that behavior. Using collected
information (assessments) to make informed decisions about continued
instruction, programs, activities. Exemplar Model of excellence.
Decisions made about assessment findings; deciding about the value of
programs/program outcomes; may involve recommendations for changes. |
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An assessment which is used for improvement (individual or program level) rather than for making final decisions or for accountability.
Assessment conducted during a performance/course/program with the
purpose of providing feedback that can be used to modify, shape, and
improve a performance/course/program. (Palomba & Banta, 1999) |
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| A gain score, which is defined as the difference between post-test score and pre-test score, is often used to measure progress in education studies. Often, the researchers are interested in finding the factors that influence this student gain. |
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A large group of students that are tested and the results are used to base the standardized testing.
A random group of students selected by a test developer to take a test to
provide a range of scores and establish the percentiles of performance for
use in establishing scoring standards. |
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| Bell shaped curve - equal or even distribution of data. A statistical model in which 34% of the scores fall at or just below the middle score, and another 34% fall at or just above the middle. Another 13% of the scores fall farther above the middle while 13% fall farther below the middle. About 3% of the scores fall at one extreme and another 3% at the other. |
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| Problem-Solving conference |
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| Problem solving conferences are a more common form of conferencing. They can be initiated at the request of either the teacher or the parent. It is a collaborative meeting between parents and teacher and could include administrators, other teachers and students. The problem is clearly stated and they collaboratively come up with a plan to address the problem. |
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A procedure communicates expectations for behavior. They are usually applied in a specific activity, and they are directed at accomplishing something rather than prohibiting a behavior.
An effective teacher should have procedures for activities like Distributing materials, Classroom helpers (students), Interruptions or delays, Restrooms, Library, resource room, school office, Cafeteria, Playground, Fire and disaster drills, Classroom helpers (parents, aide, etc.) |
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A generalizable method of doing something, generally involving steps or
operations which are usually ordered and/or interdependent. Process can be
evaluated as part of an assessment, as in the example of evaluating a
student's performance during prewriting exercises leading up to the final
production of an essay or paper.
The identification of project milestones to be reached, activities to be undertaken, products to be delivered, and/or projected costs likely to be incurred in the course of attaining a project's final grade. |
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| A common task or procedure that is done on a daily basis. Regular classroom routines are like entering classroom, leaving classroom, sharpening pencil etc. |
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A rule identifies general expectations or standards of behavior.
Effective teachers generally involve students in the democratic process of determining classroom rules, but generally the rules entail respect and courtesy toward all people, be prompt and prepared, listen quietly while others are speaking, and obey all school rules. |
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A test with specific tasks and procedures so that comparable measurements may be made by testers working in different geographical areas. 2. A test for which norms on a reference group, ordinarily
drawn from many schools or communities, are provided.
Examples of standardized tests being used for assessment: ACT, TAKS, etc. |
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A sum total or final product measure of achievement at the end of an instructional unit or course of study.
Assessment conducted after a program has been implemented and completed
to make judgments about its quality or worth compared to previously
defined standards. (Palomba & Banta, 1999) |
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| Texas Assessment of Knowledge and Skills - Alt guidelines for choosing grade-appropriate texts for assessment purposes. TAKS gave student unlimited time to test. |
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| State of Texas Assessment of Academic Readiness - will begin in the 2011-2012 school year. It will focus on readiness for success in future grades, college and career. Lower grades are same grades and subjects as TAKS but the tests are different (3-8 math and reading, 4&7 writing, 5&8 science and 8th social studies). At high school 12 end-of-course assessments rather than grade-specific test(currently grade 11) covering 4 subject areas. (Eng I,II,&III, Alg 1,Geometry, Alg 2, World History, Humanities, World Geography). STAAR EOC offered in both paper and online formats. STAAR will limit the time a student spends taking the test and better prepare them for timed tests like SAT, ACT etc. TAKS represented 4 hurdles while STAAR represents 12 hurdles for high school program students. To graduate under STAAR, a student must achieve a cumulative score that is at least equal to product of number of EOC assessments in each foundation content area and a scale score that indicates satisfactory performance. |
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| Met standard scale scores |
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| This category represents satisfactory academic achievement. Students in this category performed at a level that was at or somewhat above the state passing standard for that test. Students demonstrated a sufficient understanding of the knowledge and skills measured at this grade. |
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| Commended Performance scale scores |
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| This category represents high academic achievement. Students in this category performed at a level that was considerably above the state passing standard for that test. Students demonstrated a thorough understanding of the knowledge and skills measured at this grade. |
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| Student scores are projected to the next high-stakes grade (5, 8, and exit level). The student’s next high-stakes grade and projected scale score are shown. Projections to TAKS, including TAKS (Accommodated), grades 5 and 8 reading and mathematics use vertical scale scores. Projection to TAKS, including TAKS (Accommodated), exit level subjects and grades and TAKS–M will use horizontal scales. The projected exit level score for a grade 8 student will not be shown, as the two grades use different scales. An `E-’ before a vertical scale score indicates that the student took this test in English. An `S-’ before a vertical scale scoreindicates that the student took this test in Spanish. |
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| This category represents unsatisfactory academic achievement. Students in this category performed at a level that was below the state passing standard for that test. Students demonstrated an insufficient understanding of the knowledge and skills measured at this grade. |
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| vertical scale scores can be used to track the progress of an individual student’s test performance across different grades for the same subject for grades 3–8 reading and math. The changes in the student’s vertical scale scores show the academic progress the student has made over time. |
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| The Quantile scale is one indicator of a student’s mathematics ability and is a developmental scale for mathematics. |
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| The Lexile scale is one indicator of a student’s reading ability and is a developmental scale for reading/ELA. |
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Analyzing each item on a test to determine the proportions of students
selecting each answer. Can be used to evaluate student strengths and
weaknesses; may point to problems with the test's validity and to possible
bias. |
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