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Module 3-1: Grade 8 Mathematics - Case Study in Assessment
Module 3-2: Barriers to High Quality Assessment
Module 3-3: Technology Exploration
From the study of this material, three new insights have developed.
• Developing assessments with clear targets in mind will benefit both student and teacher.
• Choosing the correct type of assessment yields greater results.
• Involving students in the creation of questions provides more valid assessments.
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Target to Be Assessed
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Knowledge & Understanding
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Multiple choice, true/false, matching, and fill-in can sample mastery of elements of knowledge
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Reasoning Proficiency
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Can assess application of some patterns of reasoning
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Performance Skills
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Can assess mastery of the knowledge prerequisite to skillful performance, but cannot rely on these to tap the skill itself
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Ability to Create Products
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Can assess mastery of the knowledge prerequisite to the ability to create quality products, but cannot assess the quality
of products themselves
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Dispositions
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Selected response questionnaire items can tap student feelings
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Stiggins, Richard J (2005). Student-involved assessment for learning. Upper Saddle River, NJ: Pearson Education, Inc..
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