Assessing Learning from Instruction - Essay Example

Download file to see previous pages They're also the potential for harm when decisions affecting students' futures are being made based on results of assessments made with tools that are not appropriate for the purpose.
A good designer generally begins to think about assessment instruments as she develops the learning objectives. This is done to help ensure that not only does the assessment match the objectives but appropriately amplifies and clarifies the objectives themselves.
Practicality: Optimal assessment might be a many-items constructed response or performance exam that is as close as possible to the real-life situation in which the learners will apply their knowledge for all objectives with a carefully developed set of criteria for evaluating the responses.
Trade-offs in Assessment Design: It is indeed important to consider carefully decisions as to which factors are most important for the particular assessment situation and then male trade-offs among the factors of validity, reliability, and practicality. All design work involves consideration of trade-offs (Petroski, 2003).
Swanson, Norman, and Linn (1995) proposed that “authentic assessment” is synonymous with performance assessment. They defined performance assessment as “testing complex, ‘higher-order’ knowledge and skills in the real-world context in which they are actually used, generally with open-ended tasks that require substantial examinee time to complete.
1 Observation of On-the-job performance: The best way to see if students have learned what we want them to learn at the necessary level is to take into the real world and have them perform what they have been instructed to do. The test instruments can be a checklist or rating scale. Checklists may be appropriate for on-the-job assessments if all critical cognitions in the newly acquired learning are manifested in observable behavior.  ...Download file to see next pagesRead More