Valdosta State University Department of Psychology PSY310  Educational Psychology Instructor: John H. Hummel, Ph.D.

PRACTICE QUIZ #1 Teacher Assessements ANSWER KEY

PSY 310 Qz. 5: Tchr. Assessments KEY (37)

1. In the text (and study guide) SIX purposes of student evaluations were described. Describe FOUR of the remaining five. (8)

A. Feedback to the student.

B. FEEDBACK TO TEACHERS

C. INFORMATION TO PARTENTS

D. INFORMATION FOR SELECTION AND CERTIFICATION

E. INFORMATION FOR ACCOUNTABILITY

F. INCENTIVES TO INCREASE STUDENT EFFORT

2. Define each of the following terms (5):

FORMATIVE EVALUATIONS: ASSESSMENTS DONE DURING INSTRUCTION TO PROVIDE FEEDBACK RELATIVE TO PACING & STUDENT UNDERSTANDING

SUMMATIVE EVALUATIONS: ASSESSMENTS GIVEN AFTER INSTRUCTION TO DETERMINE HOW WELL INFORMATION WAS LEARNED.

NORM-REFERENCED EVALUATIONS: COMPARE STUDENTS PERFORMANCE TO THAT OF OTHER STUDENTS TO JUDGE HOW WELL THEY DID.

CRITERION-REFERENCED EVALUATIONS: STUDENT PERFORMANCE IS JUDGED BY COMPARING IT TO A SET STANDARD; GRADES ARE BASED ON HOW WELL PERFORMANCE MEETS THE STANDARD SO EVERYONE CAN EARN AN A OR AN F.

WYMIWYG: WHAT YOU MEASURE IS WHAT YOU GET. ASSESSMENTS SHOULD (A) BE TIED TO OBJECTIVES COVERED IN CLASS, AND (B) REPRESENT THE APPROPRIATE LEVEL(S) OF THE TAXONOMY (KCAASE)

3. Describe the remaining 5 of Gronlund's principles of effective teacher made achievement tests. (10)

A. ASSESSMENT ITEMS SHOULD BE DIRECTLY LINKED TO OBJECTIVES COVERED IN THE CURRICULUM.

B. THERE SHOULD BE PROPORTIONALITY BETWEEN WT. OF ITEMS ON ASSESSMENT AND AMOUNT OF TIME SPENT ON ITEM IN CLASS (I.E., THE ITEMS SHOULD BE A REPRESENTATIVE SAMPLING OF WHAT WAS TAUGHT)

C. ASSESSMENTS SHOULD USE ITEMS THAT ARE APPROPRIATE TO THE DESIRED OUTCOME (E.G., TO USE M/C ITEMS IN A COMPOSTION CLASS IS INAPPROPRIATE).

D. THE TEST SHOULD FIT THE USE IT'S DESIGNED FOR (E.G., FORMATIVE OR SUMMATIVE, ETC.)

E. THE TEST SHOULD BE RELIABLE

F. STUDENTS SHOULD HELP IMPROVE LEARNING.

4. Explain which of Gronlund's six principles is most directly related to WYMIWYG? (2)

PRINCIPLES A AND C SEEM TO MOST DIRECTLY RELATE. IF YOU WANT Ss TO DEVELOP CRITICAL THINKING SKILLS YOU HAVE TO HAVE OBJECTIVES AND TESTS THAT REQUIRE THEM.

5. There are three general approaches to assigning a grade to students' performance: ABSOLUTE, RELATIVE, and ALTERNATIVE (e.g., mastery and continuous) grading standards. (1)

A. Your grade on this quiz reflects which of the grading standards? (2)

ABSOLUTE-IF YOU GET 90% ON THE QUIZ YOU GET AN A, ETC.

6. Which level of the taxonomy of instructional objectives CANNOT be measured/"tapped" using select questions? (2) SYNTHESIS. Why? (1) AT THE SYNTHESIS LEVEL ONE MUST TAKE PREVIOUSLY LEARNED INFORMATION AND USE IT TO CREATE SOMETHING NEW. SELECT ITEMS, WHILE THEY CAN REQUIRE APPLICATION, ANALYSIS, AND EVALUATION, DON'T ALLOW THE LEARNER TO CREATE SOMETHING NEW BECAUSE THE POSSIBLE ANSWERS ARE PROVIDED IN THE QUESTION (I.E., ALREADY CREATED).

7. Describe ONE reason why grades on a report card often are not effective as incentives. (2)

THEY ARE TOO DISTANCE/REMOVED FROM THE STUDENT EFFORT/WORK THAT PRODUCED THE GRADE. THEY DON'T OCCUR OFTEN ENOUGH.

8. List the names of 3 types of objective/select items (3).

MULTIPLE CHOICE; TRUE-FALSE; MATCHING

9. What is one advantage supply questions compared to select?(1)

STUDENTS GET TO PRACTICE THEIR WRITING AND ORGANZATIONAL SKILLS;

STUDENTS ARE MORE LIKELY TO HAVE TO USE CRITICAL THINKING.

Last Updated: May 20, 1997