Describe the components of quality assessment.
What will be an ideal response?
Ans: Answers to this question will vary but should include elements of the following: Stiggins and Cappuis (2012) indicated that quality assessment can be achieved when a variety of components are in place. These include, first, the identification of a clear purpose for the assessment. Teachers need to decide, for example, if the primary purpose is to give feedback to students or to provide data to administrative decision makers. To address the second component, Stiggins and Cappuis (2012) underlined the importance of providing to students very clear ideas, or targets, of what they need to learn and/or achieve. Quality assessments also call for sound design, which means that teachers understand the variety of assessment methods and choose the assessment method that appropriately matches the intended target. Sound design also means that teachers write assessment questions of all types well and attend to possible bias that can negatively influence assessments. A fourth component of quality assessments, effective communication, means that teachers effectively communicate assessment results to students and a variety of other audiences, select the best reporting option for each learning target and set of users of assessment information, and use standardized test results correctly. Finally, the fifth component of quality assessments is student involvement, which means the teacher makes learning targets clear to students and involves students in tracking and setting their own learning goals. Using all five of these components will serve the learning needs of diverse learners well.
Learning Objective: 10.1: Describe the purposes of classroom assessment.
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Based on looking at Ted’s pre and post concept maps, what is one thing you can determine that Ted learned about instructional planning?
a. Any change in one component of planning will affect one or more other components. b. Instructional planning should be directed by administrators. c. Instructional planning is rarely possible in peer teaching situations. d. Classroom management is not a consideration in instructional planning.
The use of high-quality examples has been strongly emphasized when basing instruction on the idea that learners construct their own knowledge. Which of the following most effectively explains why examples are so important?
a. Examples ensure that students will be working on real-world tasks. b. Examples help clarify teachers' explanations, and explanations are essential when basing instruction on principles of cognitive learning theory. c. Examples help prevent teachers from overloading students' working memories. d. Examples are what students use to construct their understanding of the topics they study.
What is the term for the tendency for participants to respond in way as to make themselves appear more favorably?
a. convergent validity b. covariation c. implicit association d. social desirability
In your own words, explain motivation and give an example of how to stay motivated.
What will be an ideal response?