Class_Notes_Spencer_08

Oral Presentation Rubric

Chapter 4 The Absence of Bias - Assessment bias are parts of an assessment which offend or unfairly penalize a certain group based on things such as gender and ethnicity - For example, when taking a test which asks you to read a passage and respond to that passage in an essay is based in a certain religion and those who attend that religion score better on the essay exam, rather than those who where less familiar with the particular religion = assessment bias - To decrease such bias there are bias review boards - The question asked when considering all assessment parts: “Might this item offend or unfairly penalize any group of students on the basis of personal characteristics, such as gender, ethnicity, religion, or race?” Questions of the overall assessment are asked as well - Always be sensitive to bias in the classroom - Alternate assessment for students who are on different levels is crucial in having a true outcome of assessment, especially those with special needs

Diller & Moule Chapter 8 Bias in the Curriculum and in the Classroom -Interaction between White teachers and African American students: "pseudo-questioning strategy" students see the question not as a command, but as a question, leaving them free to continue their behavior. - For example, "Should you be running like that?" students need qualities of caring and direct command. -What teachers believe shapes the way we treat students. -Classrooms based on unexamined experiences will inevitably miss the needs of many culturally diverse students. -Deprived implies that, although ethnic-group members do possess culture, that culture had become deficient and distorted from the ravages of racism. - Research variables portray White subjects in a more favorable light and simultaneously create a negative impression of the abilities and resources of ethnic subjects. - Racism and oppression may lead to groupwide deficits in performance on tests that have nothing to do with native ability. - Educators tend to be over attached to tests as a means of gaining student information. When they do they account for cultural differences, instead of creating new instruments, they modify existing ones: adjusting scores, rewriting items, or translating them into a second language. This creates new problems in the place of old ones. -Teacher’s belief that it is the teacher’s responsibility to engage all students in meaningful learning activities. -Culturally competent teachers develop curricula that help students adopt the perspective of racially and culturally diverse groups, understand how dominant culture interacts with those who are culturally different and become empowered to bring about social change.

Chapter 5- “Deciding What to Assess and How to Assess It” __This chapter focuses on two major questions:__
 * 1). //What// sort of things should a classroom teacher try to assess.**
 * 2). Having decided on what to assess, //how// should a classroom teacher go about assessing it?**

__Main Ideas about //what// to assess:__ 1). Considering the three domains of student outcomes from Bloom’s Taxonomies of Educational Objectives (cognitive, affective, and psychomotor) can help teachers decide whether there are instructional and assessment overemphasis on cognitive outcomes. 2). Teachers should also consider (1) the content standards, (2) the NAEP assessment framework, (3) the views of other colleagues, and (4) state official standards that are designated for NCLP assessment.

__Main Ideas about //how// to assess:__ 1). There are two distinctive assessment strategies that are available to educators: //norm-referenced measurement// and //criterion related measurement//. Criterion related measurement is more appropriate for classroom assessment 2). A teacher must choose whether to emphasize **selected response** or **constructed response** assessment schemes:
 * Selected responses-** A student’s answer to test items that present options from which the student must choose. For example, multiple choice or binary choice items (true or false).
 * Constructed responses-** A student’s answers to assessment tasks. For example, essay items that require a response to be generated b the student “from scratch.”

4/14/08 Base Group 5

-Possible to guess and get correct answer, lowers validity. -True/False- -Even easier to guess and get right, lowers validity. -Longer and with more questions = higher validity. -Certain questions will lower validity for certain students due to a difficulty in reading or analyzing the question.
 * Validity:** How you make conclusions about what students have learned.
 * -**Multiple choice-

-Multiple choice and True/False- -Extremely high, one possible answer, all students get the same question.
 * Reliability:** How equally assessments are graded.

Sample questions

4/21/08

IEP for Kay, a 4th grade student struggling in Language Arts.

__Target Performance:__ Kay will create and use an outline, follow it, focus on the main idea, and use supporting details(stay on topic), use varied sentence structure in paragraph form, and score a 4-5 on the writing rubric.

__Objectives:__
 * Create an organizer identifying the main idea with at least 3 supporting details.
 * Write using paragraph form.
 * Write compound and simple sentences
 * Stay on topic when writing 6-10 sentences.
 * Create a relevant conclusion to a paragraph.

Base Group 6: Standardized Tests

STANDARDIZED TESTS
 * -Norm-Referenced
 * -looks back on the "norm" group.
 * -Selected group of people who are the 'average' people.
 * -designed to represent a bell curve when results are calculated
 * -50% above the mean, and 50% below
 * -Does not work for NCLB because 100% cannot meet standard if it is a bell curve
 * -IQ [100 av (70 is cut off for special needs)] and mummy heads
 * -Standard deviation is 10 for IQ
 * -In a normal bell curve 68% of results are within one standard deviation.
 * -In a normal bell curve 95% of results are within two standard deviations.
 * -In a normal bell curve 99.5% of results are within two standard deviations.
 * -If a test doesn't distribute in a bell shape curve (skewed curve) the test will be reformatted (re-normed)


 * -Criterion-referenced test
 * -GLEs are the criterion for RI


 * Raw score vs. scaled score
 * Raw Score
 * actual amount of answers you got correct
 * Percentile
 * 25% correct vs. 25th percentile
 * GLE
 * Grade Level Equivalence
 * NCE
 * Normal Curve Equivalent
 * Where your score falls on a bell curve
 * Stanine
 * 1-9 scale
 * 1-3 low
 * 4-6 ave
 * 7-9 high

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