EDUC 254
Last Revised 07/09/2002 11:28:26 AM
Multiple
Subjects Assignment Revised (1 and 2 combined)
Due
final day of class, July 18th.
- How is the measurement of aptitude and
personality different than the measurement of achievement or
attitude? Provide examples in your
response.
- A high school is preparing to offer a
Scholastic Achievement Test I (the SAT for a college aptitude)
test preparation class. What are
your thoughts on this proposal?
- Which theory of cognitive abilities
best fits your own experiences as a learner and teacher? (Note: if
assignment completed as a group, each individual must include a separate
response for this item.)
- Provide personal examples of an
assessment you felt was unfair. Given what you now know about the
potential weaknesses of assessments, why was it unfair? (Note: if assignment completed as a
group, each individual must include a separate response for this
item.)
- Explain the differences between a norm
and criterion-referenced test and provide an example in which each would
be appropriately used.
- Provide a range of definitions
(analogies are fine) for the terms reliability and validity. Explain
the relationship between them.
For instance, can you have one without the other?
- What is the common misinterpretation
regarding grade level norms? Provide two examples demonstrating how
unknowing educators might misuse grade level norms?
- How can stanines be misleading?
- One of your student's reading scores on
a standardized test dropped ten percentile points, from 60%tile to
50%tile, from the previous year. What are some possible explanations for
this effect?
- Using the ERIC Clearinghouse on
Assessment and Evaluation web site, use the Test Locator to find a
test you might consider using in your work. Provide a rationale.
- What is meant by assessment bias? How
can teachers reduce assessment bias?
- Think of a student from your student teaching that you think might
be an unidentified learning disabled student. Write a student study team referral
for that student including: the warning signs of learning disabilities you
noticed, their classroom behavior suggestive of learning disabilities, the
student's achievement problems, and indications of the student's cognitive aptitude.
- What are the primary indicators of a student who might be served
by Speech/Language?
- What are some of the ways you could provide test accommodations
for the learning disabled students in your classroom? What resources might
be available at your school to help you with this?
- What are the advantages and disadvantages of “authentic”
assessment strategies?
- Create a short scoring rubric (for any content area) sensitive to
the issues of reliability, validity, and practicality.
- Examine the semantic
mapping test items on the CRESST website. Create 2 semantic mapping items
for the content area(s) of your choice. What are the advantages of this
method of assessment?
- Review the Bangert-Drowns et al., Mehrens and Kaminiski article
with regard to how you plan to prepare your students for the SAT-9 or
other standardized tests?
"Challenge" Items (Choose to do none,
some or all).
- Sattler begins a critique of Gardner's
theory of intelligence. Provide your own critique of Gardner's theory
and explain why you believe educators have become so enchanted by it.
- Create set of data (minimum 50 data
points) that demonstrates the properties of a bimodal distribution.
Use Excel's Histogram function (or hand draw) to show your data.
- Demonstrate (with examples
using the formula) how the reliability of a test can affect the standard
error of measurement.
- Using the Mental Measurements Yearbook
(any volume, call no. Z5814.P8B932
in Mc Henry Reference Section) find a review of any test familiar to
you. Is the review favorable? Why or why not?
- What are some of the definitions of "giftedness"? What
are some means of identification of gifted students including alternatives
to norm-referenced tests? Why is it difficult to identify gifted students
from some groups?
- Provide a brief critique of
the report cards used in your student teaching assignment. How could they be altered to better
suit the purpose of communicating student achievement to parents?
-
Hand compute the mean, median, mode,
and standard deviation for the first set of scores. Use a
calculator or Excel for the second set.
20
|
40
|
25
|
50
|
35
|
60
|
50
|
65
|
61
|
67
|
73
|
70
|
73
|
70
|
74
|
73
|
77
|
75
|
78
|
80
|
99
|
90
|
100
|
100
|
8.
What are the primary similarities and differences in measures of central tendency and measures of variability between
these two sets of scores?