Problem 6 - Assessment

Question 1

Formative assessments

Answer 1

It evaluates the progress through the process

Question 2

Characteristics of FAs

Answer 2

• low levels: not fully developed, feedback is after
• high levels: focuses more on student/teacher relationship, fully integrates feedback throughout the process

Question 3

Cycles of FAs

Answer 3

• Student motivation → ongoing student engagement, work and achievement → ongoing assessment → ongoing feedback → instructional corrective by teacher/students → student motivation.

Question 4

Goals of FAs

Answer 4

• performance goals: outcome oriented, extrinsic motivation
• mastery goals: improving + new skills oriented, intrinsic motivation

Question 5

Practices supporting FAs

Answer 5

→ Clear learning tasks → increases intrinsic motivations.
→ Feedback about progress:
⇒ Quick-and-quit feedback and not normative (promotes extrinsic motivation + performance goals)
- Quick-and-quit feedback: spontaneous moment and focuses on a single aspect of the task.
- Normative: students are compared to other students - should be avoided as it relates to extrinsic motivation.
⇒ Low achieving students: immediate lightly specific feedback.
⇒ High achieving students: delayed feedback.
→ Attribute success to the effort of students.
→ Encourage self-assessment.
→ Help set attainable goals for improvement ⇒ SMART goals.

Question 6

Summative assessments

Answer 6

• Looks at current achievement, after exam/unit + evaluates and summarizes outcomes.
• It does not promote learning.
• It promotes performance goals.
• No feedback is given during the process.

Question 7

High stakes testing

Answer 7

Standardized tests where the results are very important for the students + institution.

Question 8

Unintended outcomes of high stakes testing

Answer 8

→ Accountability:
⇒ Responsibility (students, teachers. Institution)
⇒ Social, emotional development, stress, background → not taken into account.
⇒ Too reliant on test scores = performance goals.
→ Instruction:
⇒ Limits in-depth teaching → preoccupied with passing.
→ Motivation:
⇒ Enforces extrinsic motivation + demotivates learning.
⇒ More stressful environment.
⇒ Higher dropout rates, negative teacher attitude.
→ Students at risk:
⇒ Learning/behavioral difficulties: underperform (even with extra time)

⇒ Poverty: underperform (less qualified teachers)

⇒ Minority groups: underperform (stereotype threat)

⇒ Limited english proficiency: underperform

Question 9

MCQ questions

Answer 9

• surface
• low level perception (quantitative)
• high performance with surface learning

Question 10

Assignment essays

Answer 10

• deep learning
• high level perception (qualitative)
• high performance with deep learning

Question 11

Educational implications of MCQs vs essays

Answer 11

• assessment methods should match the goals of the assessment
• essays are more effective:
  1. Self-autonomy
  2. High cognitive processing skills
  3. High effort
  4. High flexibility