by dchristopher | Nov 24, 2015 | Assessment Design, Summative Assessments
This is a re-post of Dennis Christopher’s popular “Item Ordering on Tests to Reduce Stress” originally posted July 2, 2015 Your child went to class, completed homework, and studied. He or she arrived at the exam confident about the material. But if he or she has test...
by admin | Sep 18, 2015 | Assessment Design, Summative Assessments
This is a re-post of Eric Rohy’s popular “Reimagining the Classroom Experience” originally posted April 01, 2015 Most educators agree that the current lecture-style approach to teaching is flawed. Almost all classrooms remain stuck in the same centuries-old paradigm...
by admin | Jul 23, 2015 | Summative Assessments
In Part 2, I described a model for a new, third-generation large-scale assessment program’s structure and requirements. This model, called the Third Evolution of Large-Scale Assessment (TELSA) model, includes three core areas for a third-generation program: design,...
by admin | Jul 21, 2015 | Summative Assessments
In Part 1, I reviewed a brief history of large-scale assessment since No Child Left Behind (NCLB) became law in 2001 and the struggle to provide both accountability and positive individual student impact through standardized testing. In Part 2, I will look at the...
by admin | Jul 16, 2015 | Summative Assessments
At their core, the ultimate purpose of assessments is to help students grow, learn, and achieve. Palomba and Banta’s 1999 work, “Assessment Essentials,” called assessments “the systematic collection, review and use of information about educational programs undertaken...
by dchristopher | Jul 2, 2015 | Assessment Design, Summative Assessments
Your child went to class, completed homework, and studied. He or she arrived at the exam confident about the material. But if he or she has test anxiety, a type of performance anxiety, taking the test is the most difficult part of the equation. “Test Anxiety | Anxiety...
