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A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes.
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.
Quietly observe the students' reading and record during this time. There is a specific code for recording which most teachers understand. Once the student has finished reading, ask them to retell the story as best as they can. After the completion of this, ask them comprehensive questions listed to test them on their understanding of the book.
Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. [16]
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
CBM began in the mid-1970s with research headed by Stan Deno at the University of Minnesota. [1] Over the course of 10 years, this work led to the establishment of measurement systems in reading, writing, and spelling that were: (a) easy to construct, (b) brief in administration and scoring, (c) had technical adequacy (reliability and various types of validity evidence for use in making ...
The aim of theory and practice in educational measurement is typically to measure abilities and levels of attainment by students in areas such as reading, writing, mathematics, science and so forth. Traditionally, attention focuses on whether assessments are reliable and valid.
Relative Proximity Theory (Swart et al., 2013): Zhang's Scale of Transactional Distance provides a numerical measure for transactional distance based on a five-point Likert Scale. Such a measure assumes meaning only when compared to another similar measure such as, for example, in a statistical pre –post intervention comparison.
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