Chapter+10

Chapter 10 - Assessment and Evaluation that Promote Learning - Pages 78-89

Introduction: · Educators must shift focus from merely measuring and judging student progress to use assessment and evaluation to actively promote learning. · Promote practices among students that foster self-control and acceptance of responsibility for one's own actions. · Middle level students need to participate in all phases of assessment and evaluation · Students need to set goals, identify ways to measure progress and evaluate their own accomplishments

Going against the flow: · Most of America's teachers are anxious about preparing students for State exams · Teachers reluctant to allow students take ownership over learning in light of State exam pressures · Teacher-Student planning is important at the middle level

Goal Setting: · Students should set personal standards and assess their progress in achieving both the knowledge and behavioral goals of education. · Involving students in [|goal setting] should take place on the first day. Establishing evaluation criteria: · Assessment should be continuous, authentic and appropriate · Assessment should focus on product, process and progress
 * Today, there is a movement for [|Common Formative Assessments.] (Assessments of learning vs. Assessments for learning)
 * A Physical Examination vs and Autopsy
 * Click here for examples of Common Formative Assessments

· Teachers are making better use of performance assessment Demonstrating Learning: · Presentations and portfolios should be examined closely and disregard "showmanship factors" as evidence of learning

Student Self-Evaluation: · Self evaluation promotes a fair and realistic self-concept · Give credit where due and help students appreciate their own and other's accomplishments

Reporting: · Measure individual progress rather than comparison to others <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 12.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Most schools still compare students to class averages <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 12.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Measure if student is meeting expectations and working to ability
 * Today, teachers will often look at a "like-pair analysis" to measure student growth