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Psychology Applied to Teaching
, Tenth Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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| | SPAN CLASS="textbookinteriorsubhead">Thought Questions
Chapter 13: Assessment of Classroom Learning
- In Chapter 13, assessment is defined by both measurement
and evaluation. As a student, do you feel it is fair or appropriate to be
evaluated without using some type of objective measure (i.e., a class assignment
or a test)? Have you ever been in an evaluation situation where no objective
measures were used? If yes, how did you feel? Keeping this idea of objective
measure in mind, what are the implications for you as a teacher when you
develop a plan for assessing your students fairly?
- Teachers use various types of assessments to serve different
purposes. When is it more appropriate to use a written test? When is it
more appropriate to use a performance test? In your own field of study within
education (e.g., English), provide and discuss some examples of when you
would use a written test and when you would use a performance test. Which
type of test do you think you will use more? Why?
- Discuss an instance when you were assessed using a performance
measure. Describe the circumstances. How did you feel about being assessed
in this way? Was it more or less comfortable (for you) than a written test?
How were you prepared for taking the performance measure? Do you think the
test was an appropriate use of a performance measure? Why or why not?
- What are the major differences between criterion-referenced
and norm-referenced grading? In your opinion, which approach to grading
is more appropriate? Why? Depending upon the approach you picked above,
how will you determine the norm or criterion to which your students will
be compared?
- What are some ways that you could use technology for assessment
in your future classroom? Will you use an electronic grade book in your
classroom? Why or why not? What ethical considerations do you need to keep
in mind when using technology for assessment?
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