Library of Congress Cataloging-in-Publication Data

K-12 Classroom Teaching: A primer for new professionals/Andrea Guillaume - 3rd ed. p. cm.
Includes bibliographical references.
ISBN-13: 978-0-13-158024-4 (alk. paper)
ISBN-10: 0-13-1,58024-8
1. First Year teachers-United States. 2. Teaching-United States'
l- Qrrillaume, Andrea M.
L82844-1.N4G85 2008
371.1-4c22
2007023855

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 CHAPTER 7
tFW L6 Assessrng assessmenls.
Traditional Tests Most often cognitive. Easy to collect for
Select items that every student.
match objectives and
Objective items are
what was taught. most reliable.
Careful to dig deeper
than facts for
generalizations.
Write special
questions for
incidental learnings.
Validity may be
affected by students,
desire to please.
Can tap all three lf students are
domains.
allowed choice, can
Can tap integrated,
be difficult to assess
complex
uniformly across
understandings.
products.
Can span longer
Reliabitity is affected if
time periods. work was conducted
outside of class.
Can tap all three Argued as being
domains.
highly valid because
Good for measuring entries are samples
progress toward
trom many time
larger goals return. periods and different
Good for long-term conditions.
growth.
Train raters for best
reliabitity.
May overestimate
competence if work
is completed
collaboratively.
Can be difficult to
A collection of entries assess
using a
over time can give
standard protocol
indications of long_
unless prompts are
term development.
very structured.
Excellent for
Journals depend
assessing incidental
upon teachers,abilitu
learning and affective
to interpret studentsi
domain. written words and
symbols.
Discussion can
protect validity.
Usually used post-
Typically not, but is
instruction. Reteach possible with teacher
based on results.
effort.
Brief, self-graded
quizzes can be used
during instruction.
Special strength.
However, if you won,t
use results, don,t ask
Find an audience to
Can be a strength if
appreciate products. students are allowed
Think specifically
choice.
about what to do
Encourage self-
with results. evaluation of work.
Can profoundly Excellent potential_
influence instruction.
when author has
Time intensive. ownership.
Good for
goal-setting.
Can be used at all
Open prompts
instructional staoes,
include a great deal
Must have an
of student choice.
audience.
Students need to be
Time-consuming if
able to express
teacher is sole themselves in
audience. writing.
Students need to
value the prompts for
journals to be useful.
 Assessment 1,97

FICARE 7.6 Continued,

Performance- Use regularly Each student must Many teachers Allow students to
Based throughout the year be given the same obtain baseline self-assess their
Assessments to collect evidence of opportunity to information through performance and to
long-term growth. perform. performances, and evaluate your
Excellent for Validity can be then assess again instruction to suggest
psychomotor (and affected if the after instruction. the next step.
other) domains. performance situation
is uncomfortable for
the student.
Scoring procedures
need to be clearly
specified.

Teacher Excellent for affective Structured lndividual lessons Variable, depends

Observations and psychomotor observation guides can include a period upon structure of the
domains. and class lists can during which teacher observation.
help focus teachers' observes to check
attention on certain for student progress.
items for all students.

lnterviews Used primarily for Allows for great Depth of information Respectful
cognitive and depth for individual obtained can be very questioning can
psychomotor items, students. useful for instruction allow children to
but affect can Tied to verbal skills. planning. share what they
naturally arise. Requires careful know, can do, and
planning to interview find important.
all students.

Drawings and Drawing uses Allow students to Highly appropriate at Presents tasks
Diagrams psychomotor skills. describe the meaning all phases of the (drawing) that are
Cognitive and behind their works to instructional cycle. atypical for school for
affective domains ensure that you fully many students; many
can both be understand what the students enjoy the
addressed. students are trying to novelty and the
convey. nonlinear,
nonlingulstic
opportunity.
Some students do
not feel comfortable
drawing.

student, whereas with traditional assessments, power tends to reside more with
the assessor. Traditional tests often have the benefits of efficiency and more ob-
jectivity in scoring. In contrast, alternative assessments often have the benefit of
richness because information is collected over time and in a range of contexts.
Despite their potential benefits, both kinds of measures also have their crit-
icisms. Some traditional tests, for example, are criticized for focusing on stu-
dent deficits rather than on what students can do. Some are seen as providing
little information related to realistic settings or the application of knowledge. Fi-
nally, they are also criticized as containing biases against students in nondom-
inant groups (see, for example, Murphy, 1994). Likewise, alternative
assessments are criticized as failing to provide sufficient evidence of validity
and reliability (Bateson, 1994; Ryan, 2006). They can also lack meaningful
standards, and biases against minority students also exist for alternative
assessments (Howell, Bigelow, Moore, , Eroy, 1993).