1. Explain why
norm-referenced assessments are more consistent with a performance orientation
toward learning and criterion-referenced assessments are more consistent with
a learning orientation toward learning.
2. Is this (Question 2) a good question? Explain.
3. A recent editorial in the Chicago Tribune argued for teaching students the card game bridge in school. The editorial argued that bridge "is a brain-builder that promotes problem-solving, critical-thinking and social skills. It teaches math, logic and reasoning and requires teamwork and discipline." A few paragraphs later the editorial stated "Here's another reason: On the Iowa Tests of Basic Skills, students who played bridge scored higher than those who didn't in all five subjects -- reading, language, math, science and social studies -- according to a study by the American Contract Bridge League."
a) In the bolded portion of the above passage, does it sound like the editorial is making a causal or a correlational claim about the relationship between bridge and improved test scores? Explain.
b) Does the study
conducted by the American Contract Bridge League support that claim?
Explain.
4. Choose three
(of the five) characteristics listed on the Toolbox website that distinguish
most authentic or performance assessments from most traditional assessments.
For each characteristic, explain whether my lesson plan analysis assignments
resemble more an authentic or a traditional assessment.
5. a) How is constructivism consistent with authentic assessment?
b) In terms of
information processing, why would the student's brain like authentic assessment?
6. Select any other
question on this exam except this question. For that question, identify two
levels of cognitive objectives within Bloom's taxonomy that you believe that
question is measuring. Explain why you believe the question is measuring those
two levels.
7. The concept of a schema appeared again and again in this course.
a) What is a schema?
b) Explain its
significance to two of the three following topics: 1) theories of cognitive
development, 2) inductive learning, and 3) the storage and retrieval of information.
8. How might the
owner of a dog obedience school test the reliability and validity of the inferences
drawn from the school's "final exam" for the dogs?
9. a) According to Ch. 13, identify three problems with the design of the following multiple choice question:
The process of science often begins with observations. From observations a researcher often identifies possible relationships in the world. The researcher might then generate a hypothesis regarding that relationship. Research can then be conducted to test the relationship. Depending on the type of relationship hypothesized, a different method of research may be conducted. For example, if one variable has an effect on another variable we describe that as
- a) correlation
- b) a causal relationship
- c) a real cool thing
- d) all of the above
b) Explain how you could correct each of the three problems you identified in the question.
10. a) Write a good multiple-choice question covering material presented in class on assessment. The question should be written to address a level above Knowledge on Bloom's Taxonomy. Identify the correct answer for your question. Identify the particular level(s) in Bloom's Taxonomy that you believe it assesses.
b) Explain why you believe your multiple-choice question is a valid question.
11. a) You want to evaluate your students on how well they can defend a position or argument. Create an analytic rubric that could be used to evaluate student performance on such a task. Include at least two criteria and three levels of performance in your rubric. Include descriptors in your rubric. Design the rubric so that it could apply to written or oral examples of the behavior.
b) How can the rubric you created for a) be used for developmental purposes?
12. I described in class (and on the website) four parts or steps to creating an authentic or performance assessment. Explain why completing the first step successfully is most important. In answering this question, explain how it would be difficult to successfully complete the remaining three steps (addressing each of the remaining three steps separately) if the first step had not been effectively developed.
13. a) Does the following statement meet the defining attributes of a good objective that we listed in class? Why or why not?
Students will describe the process of photosynthesis.
b) Is the above statement closer to an example of an objective or a standard? Why?
14. a) What does it mean to say in the traditional assessment model that curriculum drives the assessment?
b) What does it mean to say in the authentic assessment model that assessment drives the curriculum?
15. a) Describe two reasons (described in class or the readings) why a teacher should be cautious about using a standardized assessment as a valid measure of his/her students' learning in the classroom.
b) How might the results of a standardized assessment be useful to a school or district?
16. A teacher comes up to you and says, "Hey, you took Ed Psych. Maybe you can help me with this multiple-choice test I am writing. Any advice you can give me?"
a) If you could only tell this teacher three things about how best to construct a multiple-choice test, what would those three things be?
b) Explain how two of the pieces of advice you gave her should help the validity of inferences drawn from the test.
c) Explain how one of the pieces of advice you gave her should help the reliability of scores on the test.
17. A teacher comes up to you and says, "Hey, you took Ed Psych. Maybe you can help me with this essay test I am writing. Any advice you can give me?"
a) If you could only tell this teacher three things about how best to construct an essay test, what would those three things be?
b) Explain how two of the pieces of advice you gave her should help the validity of inferences drawn from the test.
c) Explain how one of the pieces of advice you gave her should help the reliability of scores on the test.