EDSN 640_ Initial Baseline Survey (2)
pdf
keyboard_arrow_up
School
Touro College *
*We aren’t endorsed by this school
Course
640
Subject
History
Date
Apr 3, 2024
Type
Pages
3
Uploaded by xannedeng
Anne Deng
EDSN 640
Initial Baseline Survey
1.
Explain your understanding of the following:
a.
What it means to be assessment literate
b.
The difference between summative and formative assessment
c.
The concepts of reliability, validity, and fairness
I’m not at all familiar with the term assessment literate, as a matter of fact, it is my first time
hearing this term. Ultimately, I believe that the term measures our understanding of assessments
(e.g. are we using the correct assessments to test our student’s knowledge of a concept). There is
a crucial distinction between a summative assessment and a formative one. A summative
assessment evaluates overall learning and understanding of a subject or topic (e.g. final exam),
whereas a formative assessment evaluates ongoing process. Formative assessments provide
helpful feedback for an educator’s teachings. Diving deeper into assessments, reliability, validity
and fairness are important characteristics of an effective assessment. As a past psychology major,
working with reliability and validity is common. Reliability refers to whether or not the results
are dependable–are the results consistent? Validity refers to whether or not the test measures
what it is intended to measure. Fairness is making sure that we eliminate all biases to make sure
no specific group of students are unfairly treated. These characteristics help us make sure our
assessments are fair and truly show what students know.
2.
Explain your understanding of the following:
a.
Care and cost of large-scale standardized tests
b.
Distinguish between norm-referenced and criterion-referenced varieties of large-scale
tests
c.
How would you compare them with performance assessments?
d.
How would you compare them with formal observations?
I barely know much about the care and cost of large-scale standardized tests. If I had to assume,
it means that there’s a lot that goes into creating a large-scale standardized test but it must be
pretty expensive to create, administer, and grade these tests for a large group of students.
Norm-referenced and criterion-referenced tests are familiar terms to me. Norm-referenced tests
compare an inidivudual’s performance to a group of peers. It shows how well they did compared
to others. A criterion-referenced test measures whether a person meets a certain standard. It is
more focused on determining whether or not an individual reaches a level of proficiency. These
two types of assessments are quite different in comparison to performance assessments and
formal observations. While norm- and criterion-referenced assessments are focused more on
traditional testing methods, performance assessments and formal observations are focused more
on hands-on and real-world evaluations.
3.
Explain your understanding of the following:
a.
Appropriate and inappropriate test preparation and the practice of “teaching to the test”
b.
Ways to make test prep engaging
c.
Ways to reduce test anxiety
I'm not quite sure what is considered appropriate and inappropriate when preparing for a test. I
assume that the appropriate way to prepare is by studying the required material for the test,
putting in the effort to understand and remember the information. On the other hand, the
inappropriate way would be cheating. And to be completely transparent, I have never heard of
the term “teaching to the test.” As for making test prep more fun and engaging, I like to turn
studying into a game. For example, creating flashcards with questions on one side and answers
on the other can turn studying into a game. Also, turning information into a song or mnemonic
devices makes it easier for me to remember things. As for test anxiety, I, too, wish I knew some
ways to reduce test anxiety. I get really bad anxiety when taking tests, especially important ones
like our teaching certification exams. Most of the time, I just let myself know that if I fail, it's
okay. I try to remind myself to keep trying until I succeed. Additionally, I also try to engage in
deep breathing exercises to help calm down my heart rate.
4.
Explain your understanding of the following:
a.
The Response to Intervention progress-monitoring procress and how it informs student
tier placement
b.
The concepts of rate of improvement (ROI), gap analysis
c.
Dual discrepancy, and how we determine adequate progress
Response to Intervention progress-monitoring process relates to keeping an eye on whether or
not the interventions are helping the student or not. This process helps teachers figure out if the
current support is enough or if the student needs more or less support. As for rate of
improvement (ROI), gap analysis, and dual discrepancy, it's a bit fuzzy for me. Rate of
improvement seems like how fast someone is getting better, and gap analysis might be looking at
the difference between where they are and where they should be. Dual discrepancy... I'm not
quite sure. Determining adequate progress sounds like deciding if the interventions are working.
Maybe it involves comparing the expected progress with the actual progress to see if the student
is on track. These concepts feel quite new to me.
5.
Explain your understanding of the following:
a.
Grading practices, including giving extra credit, allowing do-overs, assigning zeros for
cheating or work not handed in
b.
The concept of giving exemplars, drafts, feedback, and student-friendly rubrics
Grading practices, including giving extra credit, allowing do-overs, and assigning zeros for
cheating or missing work, are things that most students are familiar with. I appreciate when
professors are transparent about their grading practices. This is because clear expectations help
me understand how my work is evaluated and what is expected of me. Giving exemplars, drafts,
feedback, and student-friendly rubrics are also great ways to help students understand
expectations and improve their performance. Exemplars and rubrics offer clear benchmarks and
provide detailed explanation of what we are looking for. While feedback and drafts allow
students to learn from mistakes and refine their work.
6.
Explain your understanding of the following:
a.
Using assessment to inform instruction
Results from tests, quizzes, and other assessments are useful when it comes to adjusting how we
teach our students. It helps us figure out what students have mastered and what they still need
help with. With this information, teachers are able to tailor their lessons to emphasize specific
concepts over others. It will help better meet the needs of the students, ensuring a more effective
and targeted instruction. In essence, it is a valuable tool to enhance not only teaching, but
learning as well, in the classroom.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help