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Contents contributed and discussions participated by Christine Locke

Christine Locke

Position statements on Curriculum, Assessment, and Program Evaluation | National Associ... - 0 views

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    NAEYC site
Christine Locke

Healthier Testing Made Easy: Assessment. - 1 views

  • It's simply performances and product requirements that are faithful to real-world demands, opportunities, and constraints. The students are tested on their ability to "do" the subject in context, to transfer their learning effectively.
    • Christine Locke
       
      Love this idea and the following idea. I believe it is so important for students to understand how their learning will later be used in "real world" situations. Students often feel that what they're learning is not important. With this type of assessment they will feel their learning has a purpose.
  • The best assessment is thus "educative," not onerous. The tasks educate learners about the kinds of challenges adults actually face, and the use of feedback is built into the process. In the real world, that's how we learn and are assessed: on our ability to learn from results.
  • This just makes sense. The more you teach without finding out who understands the information and who doesn't, the greater the likelihood that only already-proficient students will succeed.
  • ...7 more annotations...
  • An overwhelming majority are convinced that their best learning takes place when they have a chance to submit an early version of their work, get detailed feedback and criticism, and then hand in a final revised version. ... Students improve and are engaged when they receive feedback (and opportunities to use it) on realistic tasks requiring transfer at the heart of learning goals and real-world demands."
  • meaning and transfer
  • This study concluded that "students who received assignments requiring more challenging intellectual work also achieved greater than average gains on the Iowa Tests of Basic Skills in reading and mathematics, and demonstrated higher performance in reading, mathematics, and writing on the Illinois Goals Assessment Program. Contrary to some expectations, we found high-quality assignments in some very disadvantaged Chicago classrooms and [found] that all students in these classes benefited from exposure to such instruction. We conclude, therefore, [that] assignments calling for more authentic intellectual work actually improve student scores on conventional tests.
  • Research by Fred M. Newmann
  • Tests don't just measure; they teach what we value.
  • Increasing formative assessment is the key to improvement on tests of all kinds, including traditional ones.
  • improving the quality of classroom feedback offers the greatest performance gains of any single instructional approach
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