1. Standardized Achievement Testing - Assessment for Educational Programming http://specialed.About.Com/od/assessment/a/standardizedachievement.Htm

Заняття 28. Тема: Standardised Achievement

Test. Стандартизований Тест досягнень.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Discussion Questions:

1. Do tests that assess should not be interpreted or used in isolation from day-to-day teacher assessments?

2. Why should pupils not be expected to achieve well on tests that do not assess the things they were taught?

3. Why should knowledge of individuals' problems, anxieties, illnesses, and the like also temper interpretation of external tests when ap­propriate?

4. Is there tendency to view standardized norm-referenced tests and state-mandated tests as more important and more sophisticates than teachers' own assessments?

Література.

Основна:

1.Peter W. Airasian. Classroom Assessment / Peter W. Airasian. – Mcgraw-Hill College, 1991. – 450pp.- PP.357-406.

Додаткова:

1. Standardized Achievement Testing - Assessment for Educational Programming http://specialed.About.Com/od/assessment/a/standardizedachievement.Htm

Заняття 29.

Тема: Using Assessment Information. Використання оцінювальної інформації.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Discussion Questions:

1. Are assessment and decision making integral, ongoing aspects of classroom life?

2. Do teachers constantly assess and make decisions about their pupils' learning, the progress of their instruction, and the cli­mate of the classroom?

3. Do they assess such varied pupil characteristics as academic potential, achievement, motivation, self-concept, pa­rental support, work habits, interests, attitudes, self-control, and values?

4. Do teachers also spend a great deal of time assessing the adequacy of their instruc­tional materials and the success of their instructional presentations, including such aspects as pace, clarity of examples, and smoothness of transitions from one activity to the next?

5. Are there three main purposes for classroom assessment: sizing up pupils, planning and carrying out instruction, and making deci­sions about pupils required by the school bureaucracy?

Література.

Основна: Peter W. Airasian. Classroom Assessment / Peter W. Airasian. – Mcgraw-Hill College, 1991. – 450pp.-PP.409-423.

Додаткова:

1.Using assessment data for improving teaching practice//

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference

Заняття 30. Тема: Using Assessment Information. Використання оцінювальної інформації.

План.

1. Перегляд тексту з метою складання схеми і виділення головної ідеї.

2. Знаходження ключових речень, письмове формулювання питань і відповідей.

3. Висновки з теми.

Discussion Questions:

1.Does the latter dimension include the information-collecting mandated tests are used primarily to make graduation, promotion, or remediation decisions about pupils or to assess the adequacy of a school's curriculum?

2.Is their main impact to push the classroom curriculum in the direction of the topics and skills that they assess?

3.Must a meaning be assigned to a behavior, performance, or score before it can be used to make a decision?

4.What principles were suggested to guide and improve interpretation of assessment evi­dence ?

5.Is classroom assessment a chain of many links that imposes many responsibilities on teachers because it is such an integral part of what goes on in classrooms?

6. Is it not expected that teachers will al­ways assess correctly, interpret information appropriately, and de­cide infallibly?

7.Is it expected that teachers will recognize their responsibilities in these areas and strive to carry them out as best they can?

Література.

Основна: Peter W. Airasian. Classroom Assessment / Peter W. Airasian. – Mcgraw-Hill College, 1991. – 450pp.-PP.409-423.

Додаткова:

1.Using assessment data for improving teaching practice//

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conference