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Psychology Applied to Teaching,
Eleventh Edition
Jack Snowman, Southern Illinois University
Robert Biehler
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Thought Questions
Chapter 14: Assessment Of Classroom Learning
- In Chapter 14, 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), 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 did you prepare 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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