Educational Wealth: 8602

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<span style="background-color: #ffe599;"><span style="color: lime;">2nd Assignment 8602 aiou autumn 2019</span></span></h2>

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<i><a href="https://www.blogger.com/null" name="bookmark7">Q.1
State different methods to enhance the reliability of the mea explain each type
by providing examples.</a></i></h3>
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Interpreter
reliability</h4>
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Interpreter reliability (also called interobserver
reliability) measures the degree of agreement between different people
observing or assessing the same thing. You use it when data is collected by
researchers assigning ratings, scores or categories to one or more variables.</div>
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Interpreter reliability example</h4>
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A team of researchers observe the progress of wound healing
in patients. To record the stages of healing, rating scales are used, with a
set of criteria to assess various aspects of wounds. The results of different
researchers assessing the same set of patients are compared, and there is a
strong correlation between all sets of results, so the test has high interpreter
reliability.</div>
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In an observational study where a team of researchers
collect data on classroom behavior, interrater reliability is important: all
the researchers should agree on how to categorize or rate different types of
behavior.</div>
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Parallel
forms reliabilits</h4>
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<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">It </span></span>measures
the correlation between two equivalent versions of a test. You when you have
two different assessment tools or sets of questions designed to measure the same
thing.</div>
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A set of questions is formulated to measure financial risk
aversion in a group of respondents. The questions are randomly divided into two
sets, and the respondents are randomly divided into two groups. Both groups
take both tests: group .A takes test A first, and group B takes test B first.
The results of the two tests are compared, and the results are almost
identical, indicating high parallel forms reliability.</div>
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<a href="https://www.blogger.com/null" name="bookmark12">Internal
consistency</a></div>
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<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">To measure customer satisfaction with an online store, you
could create a questionnaire with a set of statements that respondents must
agree or disagree with. Internal consistency tells you whether the statements
are all reliable indicators of customer satisfaction.</span></span></div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Split-half reliability</span></span>: You randomly split a
set of measures into two sets. After testing the entire set on the respondents,
you calculate the correlation between the two sets of responses.</div>
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A group of respondents are presented with a set of statements
designed to measure optimistic and pessimistic mindsets. They must rate their
agreement with each statement on a scale from 1 to 5. If the test is internally
consistent, an optimistic respondent should generally give high ratings to
optimism indicators and low ratings to pessimism indicators. The correlation is
calculated between all the responses to the “optimistic” statements, but the
correlation is very weak. This suggests that the test has low internal
consistency.</div>
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<i>Q.2 Explain the effects of curricular validity on
performance of the examinees. Also how can you measure the curricular validity
of tests elaborate in detail?</i></h3>
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Validity
is defined by how well a test measures what it’s supposed to measure.</div>
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Curricular
validity refers to how well test items <span class="Bodytext5NotBold"><span style="mso-fareast-font-family: "Arial Unicode MS";">reflect the actual
curriculum</span></span> (i.e. a test is supposed to be a measure of what’s on
the curriculum). </div>
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A
similar term is instructional validity, which is how well the test items
reflect what is actually <span class="Bodytext5NotBold"><span style="mso-fareast-font-family: "Arial Unicode MS";">taught.</span></span> McClung defines instructional
validity as “an actual measure of whether the schools are providing students
with instruction in the knowledge and skills measured by the test.”</div>
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<a href="https://www.blogger.com/null" name="bookmark15">Curricular
validity:</a></div>
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Teachers
follow a curriculum, students learn what is on the curriculum through their
teachers.</div>
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However,
it doesn’t always follow that a child will be taught what is on the curriculum.
Many</div>
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<span class="Bodytext5"><span style="mso-fareast-font-family: "Arial Unicode MS";">hat
parts of the c</span></span></div>
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things
can have an impact on what parts of the curriculum are taught (or not taught),
including:</div>
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<li><span style="font-family: "times new roman" , "serif"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">      
</span></span></span>Inexperienced teachers,

</div>
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<a href="https://www.blogger.com/null" name="bookmark16">What
makes a good test</a>?</div>
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An
employment test is considered "good" if the following can be said
about it:</div>
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The test
measures what it claims to measure consistently or reliably. This means that if
a person were to take the test again, the person would get a <span class="Bodytext2Italic"><span style="mso-fareast-font-family: "Arial Unicode MS";">similar</span></span>
test score.</div>
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The
test measures what it claims to measure. For example, a test of mental ability
does in fact measure mental ability, and not some other characteristic.</div>
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The test is job-relevant. In other words, the test measures
one or more characteristics that are important to the job.</div>
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By
using the test, more effective employment decisions can be made about
individuals. For example, an arithmetic test may help you to select qualified
workers for a job that requires knowledge of arithmetic operations.</div>
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The degree to which a test has these qualities is indicated
by two technical properties: <span class="Bodytext2Italic"><span style="mso-fareast-font-family: "Arial Unicode MS";">reliability</span></span>
and <span class="Bodytext2Italic"><span style="mso-fareast-font-family: "Arial Unicode MS";">validity.</span></span></div>
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Test reliability</h4>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Reliability </span></span>refers to how dependably or
consistently a test measures a characteristic. If a person takes the test
again, will he or she get a similar test score, or a much different score? A
test that yields similar scores for a person who repeats the test is said to
measure a characteristic reliably.</div>
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How do we account for an individual who does not get exactly
the same test score every time he or she takes the test? Some possible reasons
are the following:</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">physical state</span></span>. Test performance can be
influenced by a person's psychological or physical state at the time of
testing. For example, differing levels of anxiety, fatigue, or motivation may
affect the applicant's test results.</div>
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<b><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">  
</span></span></b><span dir="LTR"></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Environmental factors</span></span>.
Differences in the testing environment, such as room temperature, lighting,
noise, or even the test administrator, can influence an individual's test
performance.</div>
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<b><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">  
</span></span></b><span dir="LTR"></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Test form</span></span>.
Many tests have more than one version or form. Items differ on each form, but
each form is supposed to measure the same thing. Different forms of a test are
known as <span class="Bodytext2Italic"><span style="mso-fareast-font-family: "Arial Unicode MS";">parallel
forms or alternate forms.</span></span> </div>
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<b><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">  
</span></span></b><span dir="LTR"></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Multiple raters</span></span>.
In certain tests, scoring is determined by a rater's judgments of the test
taker's performance or responses. Differences in training, experience, and
frame of reference among raters can produce different test scores for the test
taker.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Principle of Assessment</span></span>: Use only <span class="Bodytext2Italic"><span style="mso-fareast-font-family: "Arial Unicode MS";">reliable</span></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";"> </span></span>assessment
instruments and procedures. In other words, use only assessment tools that
provide dependable and consistent information.</div>
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These factors are
sources of chance or random measurement error in the assessment process. If
there were no random errors of measurement, the individual would get the same
test score, the individual's "true" score, each time. The degree to
which test scores are unaffected by measurement errors<span style="mso-tab-count: 1;">             </span>is<span style="mso-tab-count: 1;"> </span>an<span style="mso-tab-count: 1;"> </span>indication of the <span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">reliability
of the test</span></span>.</div>
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Reliable
assessment tools produce dependable, repeatable, and consistent information
about people. In order to meaningfully interpret test scores and make useful
employment or career- related <sup>1</sup><span style="mso-tab-count: 1;"> </span>need
reliable tools. This brings us to the next principle of assessment.</div>
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<i><a href="https://www.blogger.com/null" name="bookmark17">Q.3 Write down learning <span style="mso-spacerun: yes;"> </span>outcomes for any unit of Social Studies for 8<sup>th</sup>
grade and develop</a></i><i> an
essay type test item with rubric, 5 multiple choice questions and 5 short
questions for the written learning outcomes.</i>

</h3>
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<span class="Bodytext5"><span style="font-weight: normal; mso-fareast-font-family: "Arial Unicode MS";">A</span></span><span class="Bodytext5"><span style="mso-fareast-font-family: "Arial Unicode MS";">nswer:</span></span></div>
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Social Studies is a main subject of our curriculum and is
being taught in our schools and colleges. It is a language basically and study
of Social Studies language, composition, grammar and the literature.8th class Social Studies paper consists of 20% of objective
and multiple choice questions are main part of it. It has provided the
excellent opportunity for the student of 8thth class to prepare their Social
Studies paper online. On this page, 9th class students can easily judge their
eligibility of passing examination in notable grades.

</div>
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9th class students can prepare their subject online here
which will be beneficial for them in passing Social Studies subject with
exceptional marks. This online Social Studies test contains large number of
multiple choice questions and by attempting these online papers; students can
judge their Social Studies preparation in a better way. </div>
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9th
class Students can analyze their self by attempting this online test system as
many time as they want until unless they find their self fully prepared. 9th
class students are advised to attempt this online test for Social Studies
subject.Humans are linguistic animals. Language is the most fundamental and
pervasive tool we have for interpreting our world and communicating with others
as we act in and attempt to transform that world. Whether they pursue an
emphasis in literature or writing, Social Studies majors gain a deeper
understanding of the resources of the written word. Both literature and writing
courses help students explore how writers use the creative resources of language-in
fiction, poetry, nonfiction prose, and drama-to explore the entire range of
human experience. Social Studies courses help students build skills of
analytical and interpretive argument; become careful and critical readers;
practice writing-in a variety of genres-as a process of intellectual inquiry
and creative expression; and ultimately to become more effective thinkers and
communicators who -equipped for a variety of careers in our
information-intensive society.</div>
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Specific
learning outcomes for Social Studies courses include the following:</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">1-Reading: </span></span>Students will become accomplished,
active readers who appreciate ambiguity and complexity, and who can articulate
their own interpretations with an awareness and curiosity for other
perspectives.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">2-Writing skills and process</span></span>:
Students will be able to write effectively for a variety of professional and
social settings. They will practice writing as a process of motivated inquiry,
engaging other writers’ ideas as they explore and develop their own. They will
demonstrate an ability to revise for content and edit for grammatical and
stylistic clarity. And they will develop an awareness of and confidence in
their own voice as a writer.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">1-Sense of Genre</span></span>:
Students will develop an appreciation of how the formal elements of language
and genre shape meaning. They will recognize how writers can transgress or
subvert generic expectations, as well as fulfill them. And they will develop a
facility at writing in appropriate genres for a variety of purposes and
audiences.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">2-Culture and History: </span></span>Students
will gain a knowledge of the major traditions of literatures written in Social
Studies, and an appreciation for the diversity of literary and social voices
within-and sometimes marginalized by-those traditions. They will develop an ability
to read texts in relation to their historical and cultural contexts, in order
to gain a richer understanding of both text and context, and to become more
aware of themselves as situated historically and cu</div>
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3-<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Critical Approaches: </span></span>Students
will develop the ability to read works of literary,</div>
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<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">community
of interpre critical and theoretical</span></span></div>
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rhetorical, and cultural criticism, and deploy ideas from
these texts in their own reading and writing. They will express their own ideas
as informed opinions that are in dialogue with a larger interpreters, and
understand how their own approach compares to the variety of approaches.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">4-Research Skills: </span></span>Students
will be able to identify topics and formulate questions for productive inquiry;
they will identify appropriate methods and sources for research and evaluate
critically the sources they find; and they will use their chosen sources
effectively in their own writing, citing all sources appropriately.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">5-Oral communication skills:
</span></span>Students will demonstrate the skills needed to participate in a
conversation that builds knowledge collaboratively: listening carefully and
respectfully to others’ viewpoints; articulating their own ideas and questions
clearly; and situating their own ideas in relation to other voices and ideas.
Students will be able to prepare, organize, and deliver an engaging oral
presentation.</div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">6-Valuing literature,
language, and imagination: </span></span>Students will develop a passion for
literature and language. They will appreciate literature’s ability to elicit
feeling, cultivate the imagination, and call us to account as humans. They will
cultivate their capacity to judge the aesthetic and ethical value of literary
texts-and be able to articulate the standards behind their judgments. They will
appreciate the expressive use of language as a fundamental and sustaining human
activity, preparing for a life of learning as readers and writers.</div>
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<i>Q.4 Describe the measures of central tendency. Also
elaborate how these measures can be utilized in the interpretation of the test
results. Provide examples where necessary.</i></h3>
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Ans:A measure of central tendency is a summary statistic that
represents the center point or typical value of a dataset. These measures
indicate where most values in a distribution fall and are also referred to as
the central location of a distribution. You can think of it as the tendency of
data to cluster around a middle value. In <span style="text-decoration: none; text-underline: none;">statistics</span>, the
three most common measures of central tendency are the<i><span style="text-decoration: none; text-underline: none;"> mean,</span><span style="text-decoration: none; text-underline: none;"> median,</span></i> and <span style="text-decoration: none; text-underline: none;">mode</span>. Each of these measures calculates
the location of the central point using a different method.</div>
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Choosing the best measure of
central tendency depends on the type of data you have. In this post, explore
these measures of central tendency, show you how to calculate them, and how to
determine which one is best for your data.</div>
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<a href="https://www.blogger.com/null" name="bookmark20">Measures
of Central Tendency</a></div>
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Measures of Central Tendency provide a summary measure that
attempts to describe a whole set of data with a single value that represents
the middle or center of its distribution. There are three main measures of
central tendency: the mean, the median and the mode.</div>
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When data is normally distributed, the mean, median and mode
should be identical, and are all effective in showing the most typical value of
a data set.</div>
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It's important to look the<a href="http://betterevaluation.org/evaluation-option/measures_of_dispersion">
dispersion </a>of a data set when interpreting the measures of central
tendency.</div>
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<a href="https://www.blogger.com/null" name="bookmark21">Mean</a></div>
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The mean of a data set is also known as the average value.
It is calculated by dividing the sum of all values in a data set by the number
of values.</div>
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So in a data
set of 1, 2, 3, 4, 5, we would calculate the mean by adding the values
(1+2+3+4+5) and dividing by the total number of values (5). Our mean then is
15/5, which equals 3.</div>
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Disadvantages to the mean as a measure of central tendency
are that it is highly susceptible to outliers (observations which are markedly
distant from the bulk of observations in a data set), and that it is not
appropriate to use when the data is skewed, rather than being of a normal
distribution.</div>
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The median of a
data set is the value that is at the middle of a data set arranged from
smallest to largest.</div>
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In
the data set 1, 2, 3, 4, 5, the median is 3.</div>
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The
median is appropriate to use with ordinal variables, and with interval
variables</div>
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<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">The mode is the most common observation of a data set, or
the value in the data set that occurs most frequently.</span></span></div>
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<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">The mode has several disadvantages. It is possible for two
modes to appear in the one data set (e.g. in: 1, 2, 2, 3, 4, 5, 5, both 2 and 5
are the modes).</span></span></div>
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In data analysis and interpretation, it is important to
understand the normal curve. As illustrated below, the normal curve is
bell-shaped. The normal curve represents the normal frequency distributions for
such things as height, weight, and intelligence quotient. The normal curve
helps determine probabilities (chances) for various sample results when the
characteristics (behaviors) being measured should be normally distributed. A
normal distribution is required in order to accurately use certain advanced
statistical analyses.</div>
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<a href="https://www.blogger.com/null" name="bookmark23">Measures
of Dispersion</a></div>
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<span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">•
A frequency distribution </span></span>is defined as an arrangement of numbers
that shows the number of times a given score occurs. You can graphically
represent frequencies using histograms and frequency polygons.</div>
<ol style="text-align: left;">
<li><span style="font-family: "times new roman" , "serif"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">     
</span></span></span><span dir="LTR"></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">The range </span></span>is
the simplest measure of dispersion. It is defined as the highest score minus
the lowest score + 1. The range is used to describe the limits of a sample of data.</li>
<li>

</li>
<li><span style="font-family: "times new roman" , "serif"; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">       
</span></span></span><span dir="LTR"></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">The standard deviation </span></span>tells
you if the majority of the scores fall close to the mean value or are widely
dispersed. When the standard deviation is large, the mean score is not a good
descriptor of all respondents. If the standard deviation is small, most scores
are close to the value of the mean and the mean is a good representation of the
typical</li>
</ol>
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<span style="mso-bookmark: bookmark24;"><b><span style="mso-spacerun: yes;"> </span>BackToTop</b></span><span style="mso-bookmark: bookmark24;"></span><a href="https://www.blogger.com/null" name="bookmark24"></a></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Was the level of difficulty appropriate?</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Did most of the participants understand the question? Was
the item well-constructed?</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Was each distracter in the multiple-choice questions </span></span><span style="mso-spacerun: yes;"> </span>.<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Item difficulty measures the proportion of the course
participants who correctly answered each test item. Item analysis answers
questions such as the following:</span></span></div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly;">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">effective?</span></span></div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
<a href="https://www.blogger.com/null" name="bookmark2"><span class="Heading6"><span style="mso-fareast-font-family: "Arial Unicode MS";">Item
Analysis</span></span></a></div>
<div class="MsoNormal">
Identify questions that everyone got right or got wrong. You
want to analyze those items to ensure that they are valid and reliable.</div>
<div class="MsoNormal">
Pinpoint areas participants found difficult. Missed items
may be an indicator that participants did not understand the material. Finding
that certain items were missed by many participants could have implications for
instruction such as:</div>
<div class="MsoNormal" style="line-height: 20.65pt; margin-left: 0in; mso-line-height-rule: exactly; mso-list: l1 level1 lfo4; text-indent: 0in;">
<span style="font-family: "times new roman" , "serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1-<span style="font: 7.0pt "Times New Roman";">                 
</span></span></span><span dir="LTR"></span>Why were some items difficult?
</div>
<div class="MsoNormal" style="line-height: 20.65pt; margin-left: 0in; mso-line-height-rule: exactly; mso-list: l1 level1 lfo4; text-indent: 0in;">
<span style="font-family: "times new roman" , "serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2-<span style="font: 7.0pt "Times New Roman";">                 
</span></span></span><span dir="LTR"></span>Had the work been covered? </div>
<div class="MsoNormal" style="line-height: 20.65pt; margin-left: 0in; mso-line-height-rule: exactly; mso-list: l1 level1 lfo4; text-indent: 0in;">
<span style="font-family: "times new roman" , "serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3-<span style="font: 7.0pt "Times New Roman";">                 
</span></span></span><span dir="LTR"></span>Had the information been
taught adequately? </div>
<div class="MsoNormal" style="line-height: 20.65pt; margin-left: 0in; mso-line-height-rule: exactly; mso-list: l1 level1 lfo4; text-indent: 0in;">
<span style="font-family: "times new roman" , "serif"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">4-<span style="font: 7.0pt "Times New Roman";">                 
</span></span></span><span dir="LTR"></span>Answering these questions
is an important part of the formative evaluation process.</div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
<a href="https://www.blogger.com/null" name="bookmark26">Interpreting
the Data</a></div>
<div class="MsoNormal">
You can use such tools as charts (e.g., pie, bar, line),
tables, checklists, matrices, flowcharts, and historical time lines to display
the data.</div>
<div class="MsoNormal">
Interpreting the data involves making judgments based on
information compiled during the tabulation and analysis of the data. The
results of your analysis and the judgments you make will influence the
conclusions you draw and the recommendations you make.</div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
<a href="https://www.blogger.com/null" name="bookmark27">Interpretation
of data is:</a></div>
<div class="MsoNormal">
A challenging job because there are no "hard and
fast" rules that apply. Instead, your interpretation is based on
experience and your ability to make sense of the data. If you are good at
interpreting the data, your findings will probably have some merit. On the
other hand, if you misinterpret the data, you will be operating from faulty conclusions.
That is why it is important to collaborate with others in interpreting the
data. It is better to get several viewpoints to make sure that everyone is
"seeing the same thing."</div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly;">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">stions.</span></span></div>
<div class="MsoNormal">
Mostly a subjective process, even though it is grounded in careful
quantitative and qualitative analysis. You decide what findings represent a
pattern, an inefficiency, an emerging problem, a strength, a best practice, a
barrier, or a weakness. Your creative insight will make the difference between
a mediocre report and one that has potentially useful suggest</div>
<h3 class="MsoNormal" style="line-height: 12pt; text-align: left;">
<i>Q.5
Briefly describe the present trends and classroom techniques used by teachers
for the</i><i> formative assessment of the students learning. Also enlist
the components of good progress report</i>

</h3>
<div class="MsoNormal">
Ans:</div>
</div>
<span style="color: black; font-family: "arial unicode ms" , "sans-serif"; font-size: 12.0pt;"></span><span style="color: black; font-family: "arial unicode ms" , "sans-serif"; font-size: 12.0pt;"></span><br />
<div class="WordSection2">
<div class="MsoNormal">
Formative
assessment <span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">strategies
in the classroom provide both teachers and students with invaluable information
about what students understand, and what they don’t. These ungraded assessments
are valuable guides for students to help them enhance their performance. They
help teachers determine if further instruction is necessary.</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">When formative assessments are used consistently, and
effectively, neither teachers nor students are surprised by their final grades.
Some formative assessments can take just a few minutes, while others require
longer periods of time. The following are 5 great formative assessment
strategies for teachers.</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">A great deal of information can be learned from students’
homework, tests, and quizzes— especially if the students are required to
explain their thinking. When teachers take the time to analyze student work,
they gain knowledge about:</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">A student's current knowledge, attitudes, and skills about
subject matter Strengths, weaknesses, and learning Need for further.</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">The analysis of students’ classroom work allows teachers to
modify their instruction so that they will be more effective in the future.</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Questioning strategies may be used with individuals, small
groups, or the entire class. Effective formative assessment strategies involve
asking students to answer well-thought-out, higher-order questions such as
“why” and “how.”</span></span>
Higher-order questions <span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">require more in-depth thinking from the students, and help
the teacher discern the level and extent of the students’ understanding. You
can find plenty of question prompts on our</span></span>
Critical Thinking Cheatsheet.<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Another strategic</span></span></div>
</div>
<span style="color: black; font-family: "arial unicode ms" , "sans-serif"; font-size: 1.0pt;"><br clear="all" style="mso-break-type: section-break; page-break-before: always;" />
</span>

<br />
<div class="MsoNormal">
questioning strategy used in formative assessment is to give
the students a "wait time" to respond. Studies have found that most
students become more engaged in classroom dialogue when higher-order questions
are combined with a wait period.</div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
<b><span class="Heading6Spacing2pt"> THINK-PAIR-SHARE</span></b></div>
<div class="MsoNormal">
This is one of the many formative assessment strategies that
is simple for teachers to use. The instructor asks a question, and students
write down their answers. Students are then placed in</div>
<div class="MsoNormal" style="line-height: 20.4pt; mso-line-height-rule: exactly;">
Teachers
are able to move around the classroom and listen to various discussions,
gaining insight into an individual’s levels of understanding. <span class="Bodytext5NotBold"><span style="mso-fareast-font-family: "Arial Unicode MS";">After
a time, the students discuss their responses with the entire class.</span></span></div>
<div class="MsoNormal">
Research has indicated that when students are responsible
for their own learning, their performance is enhanced. This is another benefit
of formative assessment strategies, especially this one.</div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
 <span style="mso-bookmark: bookmark31;"><span class="Heading6Spacing2pt"><span style="font-weight: normal; mso-fareast-font-family: "Arial Unicode MS";">EXIT/ADMIT
TIC</span></span></span></div>
<div class="MsoNormal" style="line-height: 20.65pt; mso-line-height-rule: exactly;">
A
simple but effective formative assessment is the Exit Ticket. Exit Tickets are
small pieces of paper, or index cards, that students deposit as they leave the
classroom. <span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Students
are required to write down an accurate interpretation of the main idea behind
the lesson taught that day, and then provide more detail about the topic.</span></span></div>
<div class="MsoNormal">
Teachers review the responses, and gain insight as to which
students have fully learned the concept, and those that are still struggling.
The information obtained can be used to plan a whole-group or partial-group
lesson to re-teach the concept.</div>
<div class="MsoNormal" style="line-height: 20.65pt; mso-line-height-rule: exactly;">
Tickets are done at the very beginning of the class. Students may respond to
questions about homework, or on the lesson taught the day before.</div>
<div class="MsoNormal" style="line-height: 12.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
<span class="Heading6"><span style="mso-fareast-font-family: "Arial Unicode MS";"> </span></span><b><span style="mso-bookmark: bookmark29;"><span class="Heading6Spacing2pt">ONE-MINUTE
PAPERS</span></span></b></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">One-minute papers are usually done at the end of the day. </span></span><span class="Bodytext2Bold"><span style="mso-fareast-font-family: "Arial Unicode MS";">Students
in groups (or individually) are asked to answer a brief question in writing. </span></span><span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">The
papers are collected and analyzed by the instructor to gain awareness of the
students’ understanding. One-minute papers have been found to be more effective
when done on a frequent basis. Typical questions posed by teachers center
around:</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";"><b>Main point</b></span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">Most surprising concept Questions not answered Most
confusing area of topic</span></span></div>
<div class="MsoNormal">
<span class="Bodytext2"><span style="mso-fareast-font-family: "Arial Unicode MS";">What question from the topic might appear on the next test?</span></span></div>
<div class="MsoNormal">
Without formative assessments, the first indication that a
student doesn’t grasp the material is when they fail a quiz or a test.
Effective and engaging formative assessment strategies like this can take
failure out of the classroom.</div>
<div class="Heading40" style="background: transparent; line-height: 19.0pt; mso-line-height-rule: exactly; mso-pagination: lines-together; page-break-after: avoid;">
<b><span style="color: black;">Progress Reports</span></b></div>
<div align="left" class="Bodytext100" style="background: transparent; text-align: left; text-indent: 0in;">
<span style="color: black;">Jonah has a big project at
work that's really stressing him out. He has to coordinate several people who
are all in charge of part of the project, and he has to make sure that it's all
done on time. And now, his boss has asked him for a progress report. Jonah
doesn't know what to put in the report or how to format it.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; line-height: 18.25pt; mso-line-height-rule: exactly; text-align: left; text-indent: 0in;">
<span style="color: black;">A progress report is a written record of what has been done
and what is left to do on a project. That is, it is a report of the progress
that has been made on the project, which is why it is aptly named a progress
report.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; text-align: left; text-indent: 0in;">
<span style="color: black;">Progress reports serve
several functions. They can reassure the recipients that progress is being made
(or inform them of delays in a project), like Jonah updating his boss on the
project at work. Progress reports can also be used to establish and formalize
duties of team members, tie down a work schedule for a project, and discuss
possible problems in the project or its timeline.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; text-align: left; text-indent: 0in;">
<span style="color: black;">To help Jonah write his
progress report, let's look at the common formats of a progress report and the
content, or what he should include in the report.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; line-height: 18.25pt; mso-line-height-rule: exactly; text-align: left; text-indent: 0in;">
<span style="color: black;">Progress reports can come in many different forms, but
there are three primary formats that most people use for their progress
reports:</span></div>
<div align="left" class="Bodytext100" style="background: transparent; margin-left: .25in; mso-list: l2 level1 lfo2; tab-stops: 75.7pt; text-align: left; text-indent: -.25in;">
<span style="color: black;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">      
</span></span></span><span dir="LTR"></span><span class="Bodytext1012pt"><span style="font-size: 12.0pt;">Memo</span></span><span style="color: black;">: Often, a
short memo is all that is needed for a progress report that is shared within an
organization. For example, Jonah's progress report is going to his boss, and
he'll also give copies to all the project members. Since all of them work at
the same company, he might choose to write the progress report as a memo.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; margin-left: .25in; mso-list: l2 level1 lfo2; tab-stops: 75.7pt; text-align: left; text-indent: -.25in;">
<span style="color: black;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">      
</span></span></span><span dir="LTR"></span><span class="Bodytext1012pt"><span style="font-size: 12.0pt;">Letter or email</span></span><span style="color: black;">:
Sometimes, instead of a memo, people choose to write progress reports as
letters or, more commonly today, emails. Like memos, these types of progress
reports are generally short. However, unlike memos, letters and emails are
reports that can be shared either within or outside of an organization. So if,
for example, Jonah needed to share the progress report both with his boss and
with his company's client, he might choose a letter or email.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; margin-left: .25in; mso-list: l2 level1 lfo2; tab-stops: 75.7pt; text-align: left; text-indent: -.25in;">
<span style="color: black;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">      
</span></span></span><span dir="LTR"></span><span class="Bodytext1012pt"><span style="font-size: 12.0pt;">Formal report</span></span><span style="color: black;">:
Both memos and emails are pretty informal. But the third common format is a
formal report. This is a longer document, and it is often bound in a binder or
presentation folder. Formal reports are usually used for progress reports that
are shared outside of an organization. For example, if Jonah were writing a
progress report for the client, he might choose to share in a formal report.</span></div>
<div align="left" class="Bodytext100" style="background: transparent; text-align: left; text-indent: 0in;">
<span style="color: black;">Since Jonah's progress report
is going out to his boss and coworkers, he probably won't want to format it as
a formal report. He could present it as a memo or letter, but Jonah thinks that
email is a good format for it. It's convenient, and everyone can have an
electronic copy saved.</span></div>

</div>

2nd Assignment 8602 aiou autumn 2019

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2nd Assignment 8602 aiou autumn 2019

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