Assessment+Types

=Types of Assessment=

Multiple-Choice and Open-Ended Written Items
https://www.msu.edu/~defores1/gre/gre.htm

This type of test is highly efficient for testing a student's knowledge of specific facts or skills and includes multiple-choice, true-false, or fill-in-the-blank questions. There are a limited number of predetermined "right" answers (sometimes only one); the student selects or produces a limited response to a stimulus or prompt. Open-ended questions are distinguished from the others in this category by the student having to generate a response rather than choosing from among ones presented. It costs less (in time and funds) to develop and administer a multiple-choice or open-ended item test than other forms of assessment.

Essays and Problem- or Scenario-Based Items
@http://www.air.org/focus-area/educational-assessment/?id=13 These three types of written assessment require students to demonstrate their knowledge of a topic in writing, including a short answer or explanation or a long essay response. The stimulus can be printed material but it can also be an object, an event, or an experience. Written assessments include essays in response to a question, and problemor scenario-based responses. This type of question may challenge students to think about issues and problems related to the industry that they are studying and often challenges students to integrate their knowledge of several disciplines. Usually scoring is more complex and time-consuming than for multiple-choice or open-ended assessments.

Performance Task
This type of assessment may consist of one or a set of multiple physical tasks such as changing the oil in a car engine or drafting a floor plan for a building. Performance tasks can be designed to test a student's specific abilities in a skill area, or his or her decision making or problem-solving skills, or some combination of this type of skill. Performance tasks can be structured with one evaluator using a checklist of items and scoring criteria or by dividing observation among several different evaluators using a common scoring rubric.

Senior Project
Senior projects include at least three discrete activities to measure a student's achievement over the course of the senior year of high school (though the concept can be adapted for a different year or time period):

(1) a research paper (2) a project (the product is usually not written and is often an artifact of some kind: a videotape, a performance, or a physical model, for example) (3) an oral presentation.

Each component has its own criteria for evaluation. Evaluators are trained to properly assess a student's senior project. The time and cost required to evaluate senior projects is relatively higher than when a single written assessment or performance task is used.

Portfolio
A portfolio is a collection of student work covering multiple outcomes and activities. It is usually implemented with a focus on one of three purposes: (1) to improve curriculum and instruction (2) to help students get jobs and to improve employability skills (3) to challenge students to take an active role in setting and meeting goals and in shaping their own tasks. The portfolio might represent work samples collected over one or more years. In some instances, a portfolio might include results from a standardized test or another written assessment instrument.

Individual/Group Exercise
Directions: Read the following scenarios and answer the questions that follow:

(1) The assistant superintendent in Greenwood School District is asked to design a program improvement system for the district. The performance of each school not only will be reported to the community, but will also be used to award bonuses to teachers at the best schools. What types of assessments would you use? Why? (2) Within a particular state, biotechnology firms are interested in hiring large numbers of skilled workers over the next few years. A group of CEOs contacts the community college system to design a certification system for two job categories that require an associate's degree. What types of assessments would you recommend? Why? (3) Teachers at Lifton High School have been disappointed in the scores of their juniors and seniors on statewide standardized tests. They don't think the scores adequately reflect students' achievement or abilities. These same teachers are also aware that many students are disengaged from the high school curriculum by junior year, which may be contributing to declining scores and low attendance rates. These teachers would like to design assessment strategies that both engage the students and help demonstrate their achievement.