Posted: March 29th, 2023

Learner Outcome: After reading about the educational psychological principles ea

Place your order now for a similar assignment and have exceptional work written by our team of experts, At affordable rates

For This or a Similar Paper Click To Order Now

Learner Outcome: After reading about the educational psychological principles each week, students will respond/react to the information in the reading assignment, demonstrating written communication skills, critical reflective practices, and implementation of the formative assessment strategy of feedforward.
Week 5 – assessment (principles 18-20)
Principle 18: Formative and summative assessments are both important and useful but require different approaches and interpretations.
Principle 19: Students’ skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness Principle 20: Making sense of assessment data depends on clear, appropriate, and fair interpretation.
SPED 5303 Discussion Questions Directions Rubric 2.21.23.docx
An example of format:
Principle 19 Students’ skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.
What?
“Whenever teachers give an assessment, it is best to consider its strengths and limitations with respect to what they hope it will tell them about their students’ learning” (American Psychological Association, 2015, p 30).
So What?
The field of psychology has developed various methods and techniques for measuring different aspects of human behavior, including cognitive abilities, personality traits, and academic achievement. These methods have been extensively researched and tested to ensure their reliability and validity.
Assessment processes that are grounded in psychological science also aim to ensure that the assessment is fair and unbiased. This is achieved by using standardized assessment tools and procedures, as well as by considering factors such as cultural differences and the potential impact of social and economic factors on students’ performance.
Additionally, assessments that are grounded in psychological science are essential for helping educators identify areas where students may need additional support and for guiding instructional decision-making. Such assessments can provide a detailed and accurate picture of a student’s strengths and weaknesses, which can be used to develop individualized learning plans that are tailored to the student’s specific needs.
Now What?
“We know that the typical multiple-choice and short-answer tests aren’t the only way, or necessarily the best way, to gauge a student’s knowledge and abilities. Many states are incorporating performance-based assessments into their standardized tests or adding assessment vehicles such as student portfolios and presentations as additional measures of student understanding” (Person, 2015).
Performance-based assessments involve tasks that require students to demonstrate their knowledge and skills in real-world situations or scenarios. These types of assessments can provide a more comprehensive picture of a student’s abilities and can help teachers and administrators better understand a student’s strengths and weaknesses. Examples of performance-based assessments include science experiments, writing essays, and solving complex math problems.
Student portfolios are another form of assessment that has gained popularity in recent years. Portfolios are collections of student work that demonstrate growth and progress over time. They can include a range of artifacts, such as essays, artwork, and multimedia projects. Portfolios allow students to reflect on their learning and provide teachers with a comprehensive view of a student’s progress.
Presentations are also being used as an additional measure of student understanding. This type of assessment involves students creating and delivering a presentation on a topic related to their coursework. Presentations can be an effective way for students to demonstrate their knowledge and skills, as well as their ability to communicate effectively.
References
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for PreK-12 teaching and learning. https://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.pdf
Person. (2015, March 25). How should we measure student learning? 5 keys to comprehensive assessment. Edutopia. Retrieved March 28, 2023, from https://www.edutopia.org/comprehensive-assessment-introduction
references :
How to Assess Student Progress? Principles 18–20 (p. 28-31)
American Psychological Association. (n.d.). Appropriate use of high stakes testing in our nation’s schools. http://apa.org/pubs/info/brochures/testing.aspx
Brookhart, S. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1745-3992.2010.00195.x
Council of Chief State School Officers (CCSSO). (2008). Formative assessment: Examples of practice. https://www.ccsso.org/sites/default/files/2017-12/Formative_Assessment_Examples_2008.pdf
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140–145.
Moss, P. A. (2003). Reconceptualizing validity for classroom assessment. Educational Measurement: Issues and Practice, 22(4) 13–25.
William, D. (2014). What do teachers need to know about the new Standards for educational and psychological testing? Educational Measurement: Issues and Practice, 33, 20–30. doi:10.1111/emip.12051 https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12051
Wylie, C., & Lyon, C. (2012, June). Formative assessment—Supporting students’ learning. R & D Connections (No. 19). https://www.ets.org/Media/Research/pdf/RD_Connections_19.pdf

For This or a Similar Paper Click To Order Now