Chapter 6 Assignment Analysis

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Chapter 6 Ghadeer Alsobahi CIMT611 Fall 2014 1. The roles of pretest, formative assessment and summative assessment a) Pretest assessment: this kind of assessment takes place at the beginning of the instructional segment to identify the current knowledge of the student. Basically it determine if the student possess all the prerequisites and skills required to begin the planned instruction. The pretest assessment is important because determine the readiness of the student for the instructional material and it puts every student in the right place in the instructional process, and determine the extra activities or assistance he might need (Miller, Linn & Gronlund, 2013). b) Formative Assessment: this kind of assessment is given during the instruction…show more content…
This assessment is used to verify the achievement of students. It is designed based on the instructional goals. Its main reason is to grade the student and determine if he meets the instructional goals or not, and to indicate if the student gained an acceptable level of the knowledge or skills to progress to the next grade or level. This kind of assessment used to give feedback to students and encouraging them to undertake more advanced challenges. Sometimes it could be used as a pretest for the next instruction or unit (Miller, Linn & Gronlund,…show more content…
2- Outlining the course content. 3- Preparing the two way chart. Examples of items assessing different cognitive levels (Fives & Barnes, 2013): The degree to which the test assesses the appropriate content material it intends to measure refers to evidence of: a) Test content. b) Response process. c) Criterion relationships. d) Test consequences. 3. The use of a Two-Way Chart 4. The roles and strengths of the various kinds of Objective Tests 5. Considerations for preparing relevant test items. 6. Role of assessment to improve teaching quality References: Bunch, M., B. (n.d), Formative, interim, and summative assessments: it takes all three. Retrieved from: Fives, H. & DiDonato-Barnes, N. (2013). Classroom test construction: the power of a table of specifications. Retrieved from: Miller, D., Linn, R., L., & Gronlund, N. E. (2013). Measurement and assessment in teaching. (11th ed.). Upper Saddle River, NJ:

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