Assessments

this video gives very good explination on assessment: media type="youtube" key="g4ogt0yI8xA" height="344" width="425" There are several different ways to record the results of performance-based assessments (Airasian,1991; Stiggins,1994): Formative Assessments
 * The role of assessments in a classroom is to know:**
 * // What concept, skill, or knowledge you are trying to assess? //
 * // What should your students know? //
 * // At what level should my students be performing? //
 * // What type of knowledge is being assessed: reasoning, memory, or process? //
 * //Checklist Approach// When you use this, you only have to indicate whether or not certain elements are present in the performances.
 * //Narrative/Anecdotal Approach// When teachers use this, they will write narrative reports of what was done during each of the performances. From these reports, teachers can determine how well their students met their standards.
 * //Rating Scale Approach// When teachers use this, they indicate to what degree the standards were met. Usually, teachers will use a numerical scale. For instance, one teacher may rate each criterion on a scale of one to five with one meaning "skill barely present" and five meaning "skill extremely well executed."
 * //Memory Approach// When teachers use this, they observe the students performing the tasks without taking any notes. They use the information from their memory to determine whether or not the students were successful. (Please note that this approach is not recommended.)

Summative Assessments
 * Unit Questions

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Article explaning Alternative Assessment for special needs students: []

Techniques: In class: Low Analysis: Low || In class: Low Analysis: Low || In class: Med Analysis: Med || In class: Med Analysis: Med || In class: Med Analysis: Med || In class: Low Analysis: Med || In class: Low Analysis: Med || In class: High Analysis: High (may be homework) || from: []
 * //**Name:**// || //**Description:**// || //**What to do with the data:**// || //**Time required:**// ||
 * **Minute paper** || During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session. || Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments. || Prep: Low
 * **Chain Notes** || Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope. || Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning. || Prep: Low
 * **Memory matrix** || Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts. || Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s). || Prep: Med
 * **Directed paraphrasing** || Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts. || Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs. || Prep: Low
 * **One-sentence summary** || Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. || Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students. || Prep: Low
 * **Exam Evaluations** || Select a type of test that you are likely to give more than once or that has a significant impact on student performance. Create a few questions that evaluate the quality of the test. Add these questions to the exam or administer a separate, follow-up evaluation. || Try to distinguish student comments that address the fairness of your grading from those that address the fairness of the test as an assessment instrument. Respond to the general ideas represented by student comments. || Prep: Low
 * **Application cards** || After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. || Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class. || Prep: Low
 * **Student- generated test questions** || Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. || Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam. || Prep: Med