EDU405 : Classroom Assessment

Course Overview

Course Synopsis

This course is organized around two central classroom assessment activities. The first involves incorporating assessment activities into lessons. This means including assessment targets and criteria that represent success in achieving the targets—in addition to the lesson’s learning objectives—in lesson plans. The second assessment activity is constructing an achievement test. The goal of the first activity is to illustrate how assessment can improve learning and instruction. You have studied about learning goals, outcomes, and/or objectives in other courses and you know how to use them in lesson plans. You’ll use that knowledge now to distinguish between learning objectives and assessment targets. You will see how to write assessment targets and where they belong in a lesson plan. You will learn how to set the criteria that a student must meet in order to show that she or he has met the target and, therefore, achieved the lesson’s learning objectives. You will see that you have to choose, from among several options, assessment tools that will give you the information you need to determine if students have achieved the lesson’s objective. The goal of the second activity is to show you that creating an appropriate achievement test for your students is more than just writing questions (though that is a central part of the process). You will see that good tests require a blueprint (usually called a Table of Specifications). The blueprint helps you decide the topics and learning objectives your test should include and how many questions you should write for each. You will learn what it means when a test is called standardized and also how to improve a test after you have given it once.

Course Learning Outcomes

At the end of the course, you should be able to:

  • write a lesson plan that includes assessment targets, criteria for demonstrating success achieving the targets, and appropriate assessment tools
  • distinguish between good and weak short-answer, multiple-choice, true-false, and matching questions from an actual test and explain why each question is good or weak
  • identify the characteristics of effective feedback and provide an example
  • defend, with conviction, the claim that reliable information from assessments about students’ learning status increases the effectiveness of instructional decisions


Course Calendar

1 Purpose and Basic terms of Concept of Assessment
2 What is Classroom Assessment?
3 Emerging Points from Definition
4 Classroom Content
5 Why Assessment is Important
6 Challenges in Assessment
7 Basic Assunptions about Classroom Assessment
8 The Concept of Assessment
9 Measurement
10 Testing
11 Assessment
12 Evaluation
13 Modification or Improvement
14 Types of Assessment
15 Formative Assessment
16 Summative Assessment
17 Internal and External Assessment
18 Process Assessment
19 Product Assessment

20 Some Links and Loops
21 Link between Instruction and Assessment
22 Stakeholders of Assessment
23 Loop of Assessment
24 Assessment Techniques
25 Classroom Management
26 Reliability and Related Concepts
27 Test and Re-test Procedure
28 Alternative Test Form
29 Split Halves Procedure
30 Internal Consistency Procedure
31 Coefficient Range
32 Some Other Types of Assessment
33 Authentic vs Traditional Assessment
34 Diagnostic Assessment
35 Norm Referenced Assessment
36 Criterion Referenced Assessment
37 Norm vs Criterion Referenced Assessment

38 Validity and Related Concepts
39 Face Validity
40 Content Validity
41 Construct Validity
42 Criterion and Predictive Validity
43 Link between Reliability and Validity
Assignment
44 Free from Bias
45 Unfairness
46 Offensiveness
47 Assesmment and Physically Challenged
48 Equality and Equity
49 Measures to Eliminate bias
50 Assessment in Classroom
51 Types
52 When you give some Performance
53 Observation and Perception
54 Individual Communication
55 Paper Pencil test
56 Washback effect and Feedback
Quiz 1

57 What is Feedback?
58 Effective Feedback
59 Characteristics of Effective Feedback
60 Some More Types of Effective Feedback
61 Guidelines for Giving Effective Feedback
62 Types of Feedback
63 Descriptive Feedback
64 Evaluative Feedback
65 Motivational Feedback
66 Oral and written Feedback
67 Negative and Positive Feedback
68 Feedback and Motivation
69 Types of Motivation
70 Motivation in Classroom
71 Feedback affecting Motivation
72 Feedback as Intrinsic & Extrinsic Motivation
73 Negative Feedback and Motivation
74 Classroom Activities

75 Evidence of Feedback
76 How to use the Evidence for feedback?
77 Keeping Record of Feedback
78 Some Images of Feedback
79 How can Feedback be Improved
80 Tools of assessment
81 Observation
82 Interview
83 Projects
84 Diaries and Portfolios
85 Tests
86 Observation Definition
87 Overt and Covert Observation
88 Participation of the Observer
89 Conducting Observations
90 Merits of Observations
91 Demerits of Observation

92 Questionnaire
93 Types of Questionnaires
94 Some More Types of Questionnaires
95 Interpreting Questionnaires
96 Merits of Questionnaires
97 Demerits of Questionnaires
98 Interview Definition
99 Structured and Semi Structured Interview
100 Transcribing Interview
101 Interpreting Interview
102 Merits of Interview
103 Demerits of Interview
104 Portfolio
105 Projects and Growth Portfolios
106 Achievement and Competency Portfolios
107 Process and Showcase Portfolio
108 Merits of Portfolios
109 Demerits of Portfolios
Quiz 2

110 Diaries and Projects
111 Diary writting and Reflecting writting
112 Assessment of Diary Writting
113 Project as a Part of Class Work
114 Assessment of Projects
115 Merits and Demerits of Projects
116 Test
117 Diagnostic test
118 Standardized test
119 Achievement test
120 Proficiency test
121 Psychometric test
122 Types of Questions
123 True/False/Not Given
124 Filling the Blanks
125 Multiple Choice Questions
126 Matching Sentences/Columns
127 Assessment of Objective Questions

128 Other Types of Question
129 Labeling a Figure/Diagram
130 Short Answers
131 Assessing Short Answers
132 Essay Type Answers
133 Assessing Essay Type Answers
Mid Term Exam
134 What is an Objective?
135 Difference between an Aim and Objective
136 Teaching Process Reflective objectives
137 Linking Objectives with Assessment
138 Objectives and Assessment: Examples
139 Mismatch b/w Teaching and Assessment
140 What is Taxonomy?
141 Bloom’s Taxonomy
142 Three Domains
143 Explanation and Significance (Bloom’s Taxonomy)
144 Cognitive Domain
145 Explanation of Cognitive Domain

146 What is Knowledge Level?
147 Knowledge Level (Related Verbs and Words)
148 Knowledge Level Objectives
149 Knowledge Level Questions
150 Same level Objectives and Questions (Knowledge Level)
151 Mismatch b/w Objectives and Questions
152 Comprehension Level
153 Comprehension Level (Related Verbs and Words)
154 Comprehension Level Objectives
155 Comprehension Level Questions
156 Same level objectives and questions (Comprehension Level)
157 Mismatch b/w Objectives and Questions (Comprehension level)
158 Application Level
159 Related verbs and words (Application Level)
160 Application level objectives
161 Application level questions
162 Same level objectives and questions (Application Level)
163 Mismatch b/w objectives and questions (Application Level)

164 Analysis Level
165 Related verbs and words (Analysis Level)
166 Analysis level objectives
167 Analysis level questions
168 Same level objectives and questions (Analysis Level)
169 Mismatch b/w objectives and questions (Analysis Level)
170 Synthesis Level
171 Related Verbs and words (Synthesis Level)
172 Synthesis level objectives
173 Synthesis level questions
174 Same level objectives and questions (Synthesis Level)
175 Mismatch b/w Objectives and Questions (Synthesis Level)
176 Evaluation Level
177 Related Verbs and Words (Evaluation Level)
178 Evaluation level objectives
179 Evaluation level Questions
180 Same level objectives and questions (Evaluation Level)
181 Mismatch b/w Objectives and Questions (Evaluation Level)
Graded Discussion Board

182 Yes/No Questions
183 Filling blanks with and without options
184 Multiple Choices
185 Matching Sentences
186 Arranging Information and Bloom’s Taxonomy
187 Short Answers....
188 Item Analysis
189 What is Item Difficulty?
190 Calculating Item Difficulty
191 High and Low Performers
192 What is Discrimination Index?
193 Calculating Discrimination Index
194 More about Item Analysis Distractors
195 What is Distractor Analysis?
196 Analyzing Distractor
197 Interpretation of the Analysis
198 Putting Responses on a Sheet
199 Signicance of Distractor Analysis

200 What is Marking?
201 Clarity in Questions
202 Clarity in Marking Scheme
203 Level of Question and Marks
204 Co-ordinations
205 Sharing with Students
206 What are Rubrics?
207 Elements in Rubrics
208 Example from IT
209 Example from Speaking Task
210 Objectives & Rubrics
Quiz 3
211 Significance of Rubrics
212 More about Rubrics
213 Challenges
214 Some Requirements
215 Developing Rubrics
216 Scoring Rubrics
217 Objectives and Assessment

218 What is Mode?
219 Significance of Mode
220 What is Frequency?
221 Significance of Frequency
222 What is Range?
223 Significance of Range
224 Median
225 Median (Number of Scores is Odd)
226 Median (Number of Scores is Even)
227 Significance of Median
228 Central Tendency of Data
229 Mode, Median, Central Tendency
230 Mean
231 Calculating Mean
232 Calculating Mean from Frequency
233 Significance of Mean
234 Mode, Median, Mean
235 Mean and Percentage

236 Standard Deviation
237 Calculating Standard Deviation
238 Difference between Each Score and Mean
239 Calculating Variance
240 Square root of Variance
241 Significance of Standard Deviation
242 Interpretation of Statistical Values (Mode)
243 Interpretation (Median)
244 Interpretation (Frequency)
245 Interpretation (range)
246 Interpretation (Mean)
247 Interpretation (Standard Deviation)
248 Displaying Data
249 Representation
250 Tables
251 Graphs
252 Some Principles
253 Sorting and re-grouping data

254 Line Graphs
255 Bar Graphs
256 Histograms
257 Dot Graph
258 Box Graph
259 Pie Graphs
260 Test Blueprint
261 Item Development
262 Item Format
263 Objective Questions
264 Essay Test Items
265 Marking Scheme
266 Outcomes of Assessment
267 Learner’s Skills
268 Learner’s Knowledge
269 Guiding Teaching
270 Involving Many Parties
Final Term Exam