Assessment Plan

ASSESSMENT PLAN

 

Purpose: The purpose of this assessment plan is to ensure that the preschoolers have an understanding of the days of the week and to evaluate their knowledge by identifying all seven days of the week.

 

Learning Outcome: The students will be able to clearly demonstrate their knowledge of the days of the week with 100% accuracy.

 

Assessment Context: The students will be able to demonstrate their knowledge of the days of the week by identifying them on the bulletin board and reciting them verbally.

• Students will identify the days of the week from the bulletin board.
• Students will individually recite the days of the week to the teacher.

HOLISTIC RUBRIC

	3	2	1	0
Identify the Days of the Week	Could identify all of the days	Could identify half of the days	Could identify some of the days	No attempt
Recite the days of the Week	Could recite all of the days	Could recite half of the days	Could recite some of the days	No attempt

 

Testing Constraints:

The constraints that will be induced on this preschool lesson will be very valuable and typical. The students will learn beforehand what information is on the assessment during the course of lesson. The assessment will be within a 30 min time frame. Students will be allowed to ask for help from the teacher.



Reference 

Kubiszyn, T. & Borich, G. (2010). Educational Testing & Measurement: Classroom application and Practice (9th ed.). John Wiley & Sons, Inc. Hoboken, NJ

According to the authors, Kubiszyn & Borich (2010), “Testing and assessment are only a part of an assessment process that includes testing/assessments and the use of other measurement techniques (e.g., performance and portfolio assessments, rating scales, checklists, and observations) along with relevant background and contextual information in a critical, integrated way to make educational decision.”

                        Assessment is an continuing process that includes collecting, integrating and interpreting information about pupils, the classroom and their instruction. Testing is one form of assessment that, suitably applied, systematically measures skills such as literacy and numeracy. While it does not offer a complete picture, testing is an important tool, for both its efficiency and ability to measure prescribed bodies of knowledge. (DeBruin-Parecki, Epstein, Robin & Schweinhart, 2004)

Alternative or “authentic” forms of assessment can be traditionally sensitive and pose an alternative to testing, but they require a larger investment in establishing criteria for judging development and evaluator training. Child assessment has value that goes well beyond measuring progress in children – to evaluating programs, identifying staff development needs and planning future instruction. The younger the child, the more challenging it is to obtain valid assessments. Early development is swift, periodic and highly influenced by experience. Performance on an assessment is affected by children’s emotional states and the conditions of the assessment. (DeBruin-Parecki, Epstein, Robin & Schweinhart, 2004)

The reason for my assessment plan is to ensure the students comprehend the material that is taught. There are many way that a student could be assessed. Informal methods offer another approach to assessment. They involve or evaluate children on tasks that are personally meaningful, take place in real life contexts, and are grounded in naturally occurring instructional activities. They offer various ways of evaluating students’ learning, as well as their motivation, achievement, and attitudes. This type of assessment should be consistent with the goals, curriculum, and instructional practices of the classroom or program with which it is associated. (DeBruin-Parecki, Epstein, Robin & Schweinhart, 2004) 

You will want criteria for assessing each student. You can accomplish this by developing carefully articulated scoring systems, called rubrics. (Kubiszyn & Borich, 2010). Rubrics are the creative way to grade assignments, especially essay or response test questions. This gives the test more reasoning and breaks down responses so an audience could understand more clearly. Holistic scoring is used when the rater is more interested in estimating the overall quality of the performance and assigning a numerical value to that quality than assigning points for the addition or omission of a specific aspect of performance.

My rubric consists of points 0 to 3. The expectations were not set very high because the age appropriateness of the assignment would have been too difficult, so I limited the points to 3. The first section was to determine if the students could identify the seven days of the week. The second section was to determine if the students could recite the days of the week.

             In conclusion, child assessment is a vibrant and growing constituent of high-quality

 early childhood programs. Not only is it an essential tool in understanding and supporting young

children’s development, it is essential to document and evaluate program effectiveness. For

assessment to be commonly used though, it must utilize methods that are realistic, viable and sensible

with regards to demands on budgets, educators and children. Equally important, it must meet the

challenging demands of validity (accuracy and effectiveness) for young children. It is the balance

between efficiency and validity that requests the constant attention of policymakers — and an

approach grounded in a sound understanding of appropriate methodology. (DeBruin-Parecki, Epstein,

Robin & Schweinhart, 2004)

References

Kubiszyn, T. & Borich, G. (2010). Educational Testing & Measurement: Classroom application and Practice (9th ed.). John Wiley & Sons, Inc. Hoboken, NJ

DeBruin-Parecki, A., Epstein, A. S., Robin, K. B., & Schweinhart, L. J. (2004). Preschool assessment: A guide to developing a balanced approach. National Institute for Early Education Research, (7), Retrieved from http://nieer.org/resources/policybriefs/7.pdf

Hypothetical Psychology Test

Hypothetical Psychology Test

EDU 645

Jessica Hall

Barry Morinaka

12/24/12

  

The Hypothetical psychology test consisted of 5 questions. Four of the questions were multiple choice and the other was an essay or short answer question. There are some things that could have been changed when assembling this test. According to Kubiszyn & Borich, “There are several packaging guidelines worth remembering, including grouping together items of similar format, arranging test items from easy to hard, placing illustrations near the descriptive material, checking for randomness in the answer key, providing space for the test taker’s name, checking the test directions for clarity and proofreading the test before distribution.”

Overview of Hypothetical Psychology Test

1. Who came up with the psychosexual stages?

*Sigmund Freud
Skinner
Gardner
Lada Gaga

2. Which psychologist tested classical conditioning with dogs?

B. F. Skinner
*Ivan Pavlov
Igor Pavlov
Sigmund Freud

3. Explain the difference between operant conditioning and classical conditioning, and provide an example of each

4. The act of removing a stimulus to reinforce a certain behavior                                               

*...is called negative reinforcement   
positive reinforcement
punishment
all of the above

5. Psychology is                                                                                                                           

*the study of the psyche

First and foremost, this test should have been proofread before being distributed to the test takers. The test had a few errors that should have been corrected. According to Kubiszyn & Borich, pg. 224, there is a test assembly checklist that should be followed before reproducing the test. Another error was the test questions not being grouped together. According to Kubiszyn & Borich, pg. 223, if you have all similar questions grouped together, the students will not have to switch gears to adjust to new formats. This will allow them to include more items in a given time than if item formats were mixed throughout the test. By grouping items of a given format together, only one set of directions per format section is necessary, which is another time saver.

According to Kubiszyn & Borich, you should decide how you want students to record answers. In lower elementary grades, it is best to have them record the answers directly on the test. In upper elementary and secondary grades, a separate answer sheet can be used which will enable scoring accuracy and cut down scoring time. Also, it will allow students in upper grades to become familiar with the process they will be using when taking standardized tests.

 

According to Kubiszyn & Borich, “quantitative item analysis is a technique that will enable us to assess the quality or utility of an item. It does so by identifying distractors or response options that are not doing what they should be doing.” Quantitative item analysis is preferably appropriate for examining the effectiveness of multiple choice questions. With this test, it is difficult to determine the quantitative item analysis because there is no evidence of which student chose what answer. We can only determine which question each student got right by the number of points that were awarded for each question.

From viewing the test, we see that 9 out of 10 students got item number one correct. This means that 9 students chose A as the correct answer. Let’s assume the student that chose the wrong answer, chose letter B and no one chose letters C & D. We can assume the quantitative item analysis for this item is as follows:

P= total number of students selecting correct answer

      Total number of students attempting the item

P= 9/10 = 0.90

From this analysis, we can determine that 90% of the class got this questions right and the other items should be modified to be better distractors.

Qualitative item analysis involves screening and editing test items for precision, style, cultural content and conciseness. Since these tests are given to all students using the same instructions and procedures, the person administering the test follows a distinct, well-rehearsed format. Thus, test developers make an immense effort to know the distinctiveness of their audience and compose instructions and questions that students will comprehend. At this stage of test development, questions are also examined for cultural content. This means that test developers eliminate or revise test questions or tasks containing knowledge or pictures that are more familiar to one segment of the population (for example, one cultural group) than another. Questions also are carefully screened for ethnic, racial, and gender stereotypes. ("What teachers need," )

When preparing test, you have to keep in mind that there are some guidelines that should be followed to ensure that the test are packaged correctly so that the reproduction, administration, scoring and analyzing flows smoothly.

  

References

Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.

What teachers need to know about. (n.d.). Retrieved from http://ows.edb.utexas.edu/sites/default/files/users/borichgd/book/chapter11.pdf

Thought process and rationale behind the test items and essay item

When creating my test questions and essay items, I considered the fact that my students were preschool aged. The test questions and essay items would definately have to be verbal because preschoolers are not able to read. I would have to ensure that when asking the questions, I was clear as possible, making it easy for the students to understand.

The first test question was for the students to place the number of bear counters to the appropriate number card. The students are expected to place the correct number of bear with the correct number on the card.

The second test question was a sheet in which the students will simply draw a line or point to the two shapes that match.

The third test question was, using bear counters, determine which set has more or less. The students will simply look at two numbers, place the appropriate number of bears and then determine which set has the most and which one has the least.

The essay question would be verbal basically asking the students basically what each shapes looks like. They could determine that by counting the lines, corners, etc.

PreSchool Learning Outcomes

Pre-Mathematical Concepts: Children have knowledge of quantitative concepts, spatial relationships and sequencing. Children show interest and the ability to apply measuring, categorizing and sequencing in real-life situations.

z Children will count with one-to-one correspondence

Test Question- Place the number of bear counters to the appropriate number card.

Ex. If the student has the number 7, the student should be able to put seven bear counters next to the number 7.

z Children will demonstrate the ability to recognize, describe, compare, and name common shapes  and their attributes

Test Question- Match the Shapes

http://www.kidslearningstation.com/shapes/match-shapes.asp

 

Essay Question- Name the qualities of a square? Rectangle? Circle? Triangle?

z Children will associate concepts, quantities and written numerals in meaningful ways (e.g., identifying which group of objects has "more" and "less.")

Test Question- Using bear counters, determine which set has more or less.

http://www.prekinders.com/2008/07/more-less-same-bears-lesson/