Criterion-Referenced Tests and Performance-Based Assessment - Essay Example

When the learning assignments are easy, it is expected that the test items will be easy (Deiner 69).
Modification:
This was created in conjunction with the department of education and related studies. It is used by the learners to help them in using elaborate strategies to understand a set of assessments.

Bias:
There is no bias in the use of this mode of assessment. If the learning tasks are easy, then test items will be easy. The objective of the criterion-referenced test is to get a sketch of the specific knowledge and expertise that every learner can express. Such information is important during the planning process for both the individual and groups.
NGSSS:
The lengths of the texts are specific to a particular level of education. Further, this mode of assessment tests the quality of traits, objectives, and the main ideas from the author.
ESE/ELL:
The learners are provided with the checklist and the general student rubric that can accommodate all the students, hence prohibiting irregular accommodation.

Performance Based
Purpose:
The performance-based assessment seeks to realize a balanced strategy by enlarging the traditional fact and expertise instructions. This mode of assessment is not formulated on a certain curriculum.
Validity:
This performance-based assessment demands the learners express their skills in writing a given assignment such as an essay. In essay writing, for instance, a learner is required to show his/her capacity to write clear paragraphs correctly and in the given format.
Modification:
Ideally, it enables the learners to showcase their writing skills at the given level. It enables the students to learn about the areas that need improvement.

Bias:
This mode of assessment has no bias since the learners are given a prompt that enables them to express their ideas.
NGSSS:
It involves a process where the learners are required to give a project either oral, written, or in a group. It is a great way to deliver a curriculum that demands the inclusion of the student’s ideas and their total involvement. The guidelines given enable the students to comprehend the various essay topics and the writing formats.
ESE/ELL:
There are no precise ESE/ELL instructions in this mode of assessment. The only exception is the students with disabilities who might require assistance from a specialist.
Formal Assessment

Purpose:
The formal mode of assessment has information that supports the elucidations from a given test. The method is designed with various components that involve analysis, design, development, implementation, and evaluation of the learning process.
Validity:
These tests are regarded as standardized measures since they have been tested previously such as percentiles and standard scores.
Modification:
This was created in conjunction with the department of education and related studies. It is used by the learners to help them in using elaborate strategies to understand a set of assessments.

Bias:
There is bias in this mode of assessment since the information can be mathematically computed, analyzed, and summarized.
NGSSS:
The content of education is equally important as the structure of the curriculum; therefore, evaluation of the knowledge in the curriculum is important.
ESE/ELL:
This mode allows for the development of instructional designs that will help learners in identifying and developing their respective areas of interest.

Informal Assessment
Purpose:
The informal mode of assessment is content and performance-driven as opposed to data. The method enables the teachers to recognize the learners’ behaviors, document performance, and make decisions, hence enabling them to make informed decisions.
Validity:
This mode of assessment uses the learners’ needs to match with the objectives of the assessment and is required to inform the instructions.
Modification:
It is modified in a way that gives room for re-teaching and other intervention measures that can assist the learners to realize the set objectives.

Bias:
There is no bias in the use of this mode of assessment. Although, there may exist bias when percentages and other mathematical computations are used to give instructions.
NGSSS:
Running records, for example, are informal assessments since they tell how good a learner is reading a particular book. Scores such as the percentage of words read correctly is an example of informal assessment. They are largely used to inform the instruction (Deiner 71).
ESE/ELL:
The method uses standardized mechanisms to help in making decisions. Further, observations, checklists, and portfolios are some of the informal methods of assessment available for teachers.
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