Measuring Complex Achievement

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Measuring Complex Achievement

• Linn and Gronlund Chapters 9, 10, 11

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Extras from Chapter 9

• When writing an Interpretive Exercise, be sure to
  select info that is new to the student
  (suggestion 3 in the book) See p.221
• http//www.mvk.usace.army.mil/offices/ed/edh/docs/
  bullet.txt

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Extras from Chapter 10

• If you can measure something with objective
  questions, do so.
• If you want kids to write well, then you need to
  assess them on it.
• Essay questions arent reliable, they take
  forever to grade, and are limited in scope.
• The book says about optional questions

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Chapter 10 cont

• Look at the rubrics in the book (p.242 ff)
• Now for their suggestions (my take.)
• Restrict the questions
• Make an outline of the answer
• Do all the questions one at a time
• Dont look at the students name

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More from 10

• Advantages of essays
• Can measure complex outcomes
• Integrates higher order thinking (Bloom)
• Easy to write
• Disadvantages
• Reliability
• Time
• Little Content

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Extras from Chapter 11

• Student Teaching is a Performance Based
  Assessment
• Scoring Rubrics and Rating Scales p.262
• Interview Forms for TEP admittance
• Likert Scale (lykert scale)
• Checklists
• Student participating in the process

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Chapter 11 cont

• Errors
• Personal Bias
• Generosity Error too easy
• Central Tendency Error everyones in the middle
• Severity Error too hard
• Halo Effect