On this page are ideas and materials about assessing and evaluating learning in students.testingsmall.JPG

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Concept Map about K12 Assessment

Click on the link above to go to a concept map illustrating major ideas, terms, and theories about assessment of classroom learning. The concept map is in PDF format, so it will be difficult to revise directly, but it may be useful nonetheless.

- Seifert Seifert Feb 2, 2012 on behalf of James Murphy and Laura Warden, Marist College

Slideshow about Concepts and Theories of Assessment

Click on the link above to go to a set of slides explaining major ideas and theories about assessment of learning in classrooms. The slides are in Powerpoint format; to edit them you will need to save the file under a new name. To print them, you probably will need to change the color scheme of the slides, which display nicely on a computer screen but may be a bit dark for a standard black-and-white printer.

- Seifert Seifert Feb 2, 2012 on behalf of James Murphy and Laura Warden, Marist College

Student Self-Evaluation: Pros and Cons

A common practice by some teachers is having students evaluate themselves. As other teachers sometimes point out, however, there are pitfalls in practice. This article discusses these issues and provides advice and guidance for teachers in using self-evaluations by students.

- Seifert Seifert Jan 29, 2012 on behalf of Rosa Hernandez and Nicole Yorgensen, Marist College

Classroom Test Items--Good and Bad

Here are several examples of items from tests in which many of the items have problems that need fixing. They make good discussion-starters because most students have already had lots of experience taking tests and have developed thoughtful opinions as a result. For detailed discussion, try this workshop module of advice about how to write good test items.

- Seifert Seifert Nov 10, 2010

Bloom's Taxonomy

This well-known classification of types of learning outcomes provides a useful way of framing assessments of classroom learning. Here are a few links to help you show the value of Bloom's Taxonomy to students:

Introductory Explanation of Bloom's Taxonomy

Another, Slightly More Thorough Explanation of Bloom's Taxonomy

Examples of Bloom's Cognitive Domain Based on "Goldilocks and the Three Bears"

Discussion Activity Using Bloom's Taxonomy to Analyze "The Garden Song"

Public Domain Pictures and Graphics of Bloom's Taxonomy

Sample Test Questions Using Each Level of Bloom's Cognitive Domain

Explaining and Using Bloom's //Revised// Taxonomy of Learning

- Seifert Seifert Dec 21, 2010

Howard Gardner's Taxonomy

A brief (one-page) diagram summarizing the key differences among Howard Gardner's proposed multiple intelligences (currently there are no long eight, but now nine of them).

For a more thorough discussion of multiple intelligences, as well as tips for teaching with MIs in mind, try this website created by the Public Broadcasting System (PBS) of the USA.

For the original published explanation of the original eight intelligences, see Gardner's classic book: Gardner, Howard. (1993). Multiple intelligences. New York: Basic Books.

For stimulating critiques of his theories and the research supporting the theories, try this book: Schaler, Jeffrey. (2006). Howard Gardner Under Fire. New York: Open Court Publications.

- Seifert Seifert Feb 9, 2012 on behalf of James Murphy and Laura Warden, Marist College.

Authentic (Performance) Assessment

An online text that includes chapters on several aspects of assessment of learning.

- Mueller Mueller Sep 15, 2009

Simple, Practical Classroom Observation Techniques

If ed psych students think that observing their children in class is impractical, they need to think again. Here are several simple ways to gather useful information about what children are doing in class and about how well they therefore are learning.

- Seifert Seifert Aug 12, 2011

Debating Issues about High-Stakes, Standardized Tests

A way to stage a classroom debate about the controversies central to high-stakes testing.

- Seifert Seifert Sep 15, 2009

Graphs May Display Patterns Better than Statistics: A Classroom Demonstration

If you teach basic statistics in your ed psych class, here are some data sets that show how easily summary statistics can be deceptive.

- Seifert Seifert Aug 12, 2011

Grade Inflation

Ever get the feeling that grades are generally higher than they used to be? If so, you are not just imagining it. This link goes to an article that documents the very real extent of grade inflation in high education over the past 50+ years, and discusses some of the implications of the trend

- Seifert Seifert Mar 22, 2010

Reliability: The Foundation of Any Good Test

This is a 12-minute video explaining the basic concept of reliability--what it means, statistically, for a test to be "reliable," and what different forms of reliability consist of. Especially useful for students learning about standardized educational tests, even though it was made with more general psychological testing in mind.

- Seifert Seifert Feb 14, 2012

Validity: How To Tell a Good Test from a Bad One?

This is a 14-minute video explaining the concept of validity--its different types, and how they are measured or estimated for purposes of systematic, standardized testing. Especially useful for students learning about standardized educational tests, even though the video emphasizes personality tests as examples.

- Seifert Seifert Feb 14, 2012

FAQs about Psychological Tests

A link that gives help in locating both published and unpublished psychological tests of all kinds, and that also comments on the responsibilities of test-givers. The tests are sometimes about educational assessment as such, but not always. Part of the website for the American Psychological Association.

- Seifert Seifert Jun 25, 2010

Resources for Teaching Basic Statistical Concepts

This website offers materials helpful in teaching basic ideas about statistics and quantitative research methods. It is oriented somewhat more to basic intro psychology than to educational psychology (i.e. examples are not necessarily embedded in the life of the schools), but much is useful anyway.

- Seifert Seifert Aug 27, 2010

Overview of Experimental and Non-Experimental Research Methods

This website, created by a psychology professor Mark Mitchell at Clarion University, summarizes key features of both experiemental and non-experimental methods of research. The page includes brief structured quizzes to help students learn the key ideas. It is based in psychology, not in teacher education, so be aware of its having a psych emphasis. Nonetheless it can be helpful in organizing instruction for teacher education students on this topic.

- Seifert Seifert Oct 18, 2011

An African-American Intelligence Test?

Standardized IQ tests have often been criticized for being biased in favor of white, middle-class, English-speaking Americans. Here is an "IQ test" that illustrates why this criticism is made. It contains questions that assume knowledge of African-American culture; non-African-Americans may have trouble with it!

- Seifert Seifert Nov 10, 2010

Assessing Students' "Imagination"

Is there a systematic way to assess how "imaginative" children are? Here is an assignment to help students think about this question.

- Seifert Seifert Nov 17, 2010

Students', Teachers', and Parents' Points of View about Grades

Students, teachers, and parents have different concerns about grades--so much so that they may interpret the "same" grade differently. This activity draws out those differences with a case study and discussion activity.

- Seifert Seifert Jan 21, 2011

How to Read Journal Articles

Some good advice, from a respected professor's blog, for university students about how to read and interpret scholarly journal articles. Students are advised to think about the purpose of the article, its main points, its new claims, its style, its standards for evaluating evidence, and more. Very relevant when teaching basic principles of educational research.

- Seifert Seifert Aug 12, 2011

NFL - New Friends Learning
This is a short formative assessment designed by Dr. Szabo. It can be used at the end of a class session to collect data on what content students consider as New, what did they learned today that they would be comfortable teaching/telling about to a Friend, and what concept they consider that they would need to go back and Learn more about.