Creating Quality Assessments-
In creating quality assessments one must consider many things including each of the following- skill to be tested, what type of skill it is, best way to test the skill, etc. All of these are important factors to consider as one creates an assessment to test a certain set of skills or knowledge. Appropriate assessment is the first key to student knowledge.
After all these factors have been considered then one must sit down and create said assessment. One must consider the learning objective to be covered, the type of assessment to be used, and how it shall be scored. Whether a rubric, scoring matrix, or some other type of scoring tool is used one should make certain that it is appropriate for the skill set to be assessed.
Discussion question- Different students learn and retain information in different ways. In creating a quality assessment what factors must be considered and why? Is there a predefined length for all assessments or should they be tailored for the content and skill being tested at the time? Explain in a paragraph or two your answers to these questions.
In creating quality assessments one must consider many things including each of the following- skill to be tested, what type of skill it is, best way to test the skill, etc. All of these are important factors to consider as one creates an assessment to test a certain set of skills or knowledge. Appropriate assessment is the first key to student knowledge.
After all these factors have been considered then one must sit down and create said assessment. One must consider the learning objective to be covered, the type of assessment to be used, and how it shall be scored. Whether a rubric, scoring matrix, or some other type of scoring tool is used one should make certain that it is appropriate for the skill set to be assessed.
Discussion question- Different students learn and retain information in different ways. In creating a quality assessment what factors must be considered and why? Is there a predefined length for all assessments or should they be tailored for the content and skill being tested at the time? Explain in a paragraph or two your answers to these questions.
Hey Anthony,
ReplyDeleteGood post. I like the way you formed your question for room towards the need of the student. But I feel that much of what we can do for the students needs is never on time and for what time is meant to do so is always debated on the protocol of the original design which usually was done by the boundaries of the rubrics. But if it were possible to change the aesthetics and style for better development of a new design that would clearly show that we are moving along through andragogy through the strengths of what we learned of the pedagogical methods and concepts that got us there.
Good post!
My response to your discussion question would probably look something like this:
ReplyDeleteAssessments are, of course, to be tailored to the skills being tested. Written assessments generally work best for declarative knowledge and often for procedural knowledge, while problem solving tends to call for a performance assessment. Therefore, in creating an assessment, the instructor considers the type of skill, whether it represents a process or the end result of a process, the feasibility of direct observation, factors in the student’s experience that might compromise the assessment by affecting performance for reasons unrelated to the skill itself. (For instance, in an online written assessment, a student might perform poorly not because he or she hadn’t learned the subject material but due to underdeveloped computer skills.)
One thing I wondered about when I read your post was how the response to your discussion question would be evaluated? Is there a rubric available for it?