Economics Chapter 9 Homework Proactive Preventative Approaches Behavior That Identify And

9: Assessing and Evaluating Learner Progress

Learning Outcomes

After studying this chapter, students should be able to:

• 9-1 Describe types and use of large–scale assessments, alternate assessments,

and on–going assessments.

• 9-2 Identify and describe effective classroom assessment approaches.

INTASC Standards

Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements

Council for Exceptional Children

Special educators are to have knowledge of the following:

Standard #4: Assessment. Beginning special education professionals use multiple methods of

Chapter Outline

9-1 Types ad Purposes of Classroom Assessment

9-1a Large–Scale Assessments

9-1c Ongoing Assessment

9-2 Effective Classroom Assessment Approaches

9-2a Approaches to Initial Assessment That Increase Learner Engagement

9-2b Review of School Records

9-2c Formal and Informal Assessment

1. Interest Inventories

3. Multiple Intelligence Inventories

9-2e Working Collaboratively

9-2f Interpreting Standardized Tests

9-2h Positive Behavioral Interventions and Supports

9-3 Planning and Organizing Assessments

9-3a Planning for Ongoing Assessment

9-3b Formative Assessments

9-3d Informative Assessments

9-4 Recording Assessments

9-4b Data–Based Individualization

9-5 Applying Universal Design for Learning Principles

9-5a High–Tech and Low–Tech Materials

9-5b Computerized Assessments and Electronic Device Applications

9-5c Multiple Means of Engagement in Assessment

1. Fostering Motivation

9-5d Multiple Means of Representation in Assessment

2. Presenting Testing Accommodations

9-5e Student Expression in Assessment

1. High-Tech and Low–Tech Options

3. Portfolios

Key Concepts and Terms

alternative assessments: Assessments that have modified academic achievement

standards based on grade–level content that are used with a very small percentage of

criterion–referenced tests: Tests that provide data useful for instructional planning;

student performance on a task is compared to a particular level of mastery.

formal assessment: A type of norm–referenced measure used to compare student

performance to the performance of a nationally representative sample of students of the

same age or grade.

formative assessments: Ongoing, informal assessments that occur during instruction

over a specified period of time.

interests of students to assist in planning instruction to motivate learners.

large–scale assessments: Local, state, or national data collection efforts used to

document student, teacher, school, and school system progress and proficiency.

learning styles inventories: Surveys that can help teachers determine the learning

modalities of students.

multimedia inquiry project: A task in which a student uses scanned pictures, Internet

websites, digitized video clips, and software to evidence learning in multiple formats.

appropriate behavior; and view behavior errors as learning opportunities to be identified,

targeted, and corrected.

Lecture Notes

Large–scale assessments are used to collect, compare, and analyze performances of

teachers, schools, and school systems. In the United States today, the stakes for these

assessments are high.

Alternative assessments measure progress on alternate achievement standards that are

Summative assessments can be large–scale or they can be the culminating assessment

of a student project or unit of study. Scoring systems such as rubrics can be created and

used by teachers and students to determine the level of a performance.

Informative assessment judges student performance, informs instruction, and guides

both students and teachers in learning.

Suggestions for In–Class or Online Activities

1. Complete an MI assessment profile, such as in Figure 9.3, for a subject of your

choice.

3. Using the MindTap content, read the scenario and complete the assignment.

5. Create an agenda for a parent–teacher conference,

Discussion Questions

1. What type of decisions are formal assessments used for, primarily? What type of

decisions are informal assessments used for, primarily? Explain why each is

2. Complete the checklist in Figure 9.2 to assess your own multiple intelligences.

Now think back on your own experience as a high school student. Did the tests

3. When would you use a large–scale assessment?

4. Why is ongoing assessment important?

5. For each of the following students, describe one low–tech and one high–tech

means of expression that might be particularly effective: a) a student with a

6. What does a review of school records help you to do?

7. How can you use PBIS in your classroom?

8. What is the purpose of summative assessments? Are they even needed?

9. Why are rubrics important? What can the results tell you?

10. Should students use rubrics to grade themselves prior to submitting? Explain.

Field Experiences

2. Ask a teacher if you can work with a small group of learners and evaluate their

intelligence using Gardner’s Multiple Intelligences Inventory. How can you share

the results with the teacher?

Videos

Watch the MindTap video for this chapter and have a class discussion using the

questions provided as a guide.

PBIS Right Way vs Wrong Way

1. After watching the video, list the right and wrong ways that PBIS was used.

2. How can you use PBIS in your classroom?

Web Resources