Describe the differences between norm-referenced and criterion-referenced testing
Norm-referenced tests are examinations done to measure broad skills a student has acquired from textbooks and from a particular curriculum. Tests are done to large samples, and each student is ranked with respect to the achievement of others in order to differentiate high achievers from low achievers. On the other hand, Criterion-referenced testing is a test that is designated to measure specific skills or specific content acquired from a curriculum. Students are compared to a pre-set standard of performance, usually score is expressed in percentage.
Explain what is meant by standardized testing
This is an assessment conducted in a consistent manner, where questions set is homogeneous to every student, and grading is done uniformly. Standardized tests are usually held on a large-scale basis to evaluate class progress or in an application for higher education.
Discuss the distinction between formative and summative assessment
A formative assessment is a continuous evaluation conducted through the teaching process to understand how a student is learning materials throughout the coursework. It is basically a monitoring process that prescribes remedial works and recommends teaching modification where required. On the other hand, summative assessment is an evaluation done at the end of a course to determine how much a student has learned through the coursework,
Discuss the difference between curriculum-based assessment and curriculum-based measurements
Curriculum-based assessment is a test done to monitor students’ performance according to the instructions set in specific topics or courses. Conversely, Curriculum-based measurements periodic assessment, conducted multiple times through a course, to evaluate a student’s mastery of skills prescribed by a curriculum.
List and explain five ways to adapt grading procedures for students with special needs
Differentiating curriculum: Instructors should access their curriculum and differentiate subject materials with intent to make concepts understanding equitable as per learner’s needs.
Common Core standards: Students with special needs at grade level are graded using a standard system. However, accommodations such as hearing aids, Braille, or large prints are provided as per the student’s requirement.
Inclusive classrooms: Students below grade level are to be taught to each student’s level. The classroom outcomes for these students are not expected to be uniform to all.
Consistency with Individual Education Plan (IEP): An instructor should modify the assessment and grading system as enlisted in students’ IEPs. The teacher, similarly, should plan on timelines for grading, grading methods, and reporting periods.
Modified Grades: In conducting traditional tests, grading should be modified to incorporate IEP objectives. Additionally, the instructor should grade students’ effort and on processes used to achieve work.