Assessment Paper
Traditional Assessment Paper
AET/535
Shaun Stillwell
October 14, 2012
Instructor: Shaitaisha Winston
Assessment Paper
Developing an assessment for performance measurement requires determining which skills, concepts, and knowledge should be assessed. The developer must know what type of decisions, learning objectives, and information used from the assessment by asking the following questions to define purpose.
Defining the Purpose
Determine what type of learning skills are students going to learn. This can include cognitive skills, writing, communicative and solving real-life problems. Ask what social and effective skills can aid in student development. This step includes working independently and learning to appreciate individual differences. The metacognitive skills students will develop using the assessment include working on the writing process and self-monitor progress. The assessment can include problems for students to solve. This step is inclusive of researching and predicting consequences. The assessment includes principles and concepts which help students understand cause and effect relationships. Establish clear focus for instruction and design. According to Wiggins and McTighe, “What should students know, understand, and be able to do? What content is worthy of understanding?” (Wiggins, McTighe, 2005). This process will give the assessment measurable objectives.
Choosing the Activity
When developing the assessment select a performance activity. There are several factors to consider such as resources available, time constraints, and the amount of data required for evaluation. Some recommendations are to include an real-life situation, and provide a valuable learning experience. A performance assessment require more investment of time and instructors will be able to assess student understanding and knowledge. The measurable goals and objectives must be clear and the elements of an activity should correspond. Students will complete the
AET/535
Shaun Stillwell
October 14, 2012
Instructor: Shaitaisha Winston
Assessment Paper
Developing an assessment for performance measurement requires determining which skills, concepts, and knowledge should be assessed. The developer must know what type of decisions, learning objectives, and information used from the assessment by asking the following questions to define purpose.
Defining the Purpose
Determine what type of learning skills are students going to learn. This can include cognitive skills, writing, communicative and solving real-life problems. Ask what social and effective skills can aid in student development. This step includes working independently and learning to appreciate individual differences. The metacognitive skills students will develop using the assessment include working on the writing process and self-monitor progress. The assessment can include problems for students to solve. This step is inclusive of researching and predicting consequences. The assessment includes principles and concepts which help students understand cause and effect relationships. Establish clear focus for instruction and design. According to Wiggins and McTighe, “What should students know, understand, and be able to do? What content is worthy of understanding?” (Wiggins, McTighe, 2005). This process will give the assessment measurable objectives.
Choosing the Activity
When developing the assessment select a performance activity. There are several factors to consider such as resources available, time constraints, and the amount of data required for evaluation. Some recommendations are to include an real-life situation, and provide a valuable learning experience. A performance assessment require more investment of time and instructors will be able to assess student understanding and knowledge. The measurable goals and objectives must be clear and the elements of an activity should correspond. Students will complete the