assi

gni
ngcour
segr
adesorcer
ti
fyi
ngpupi
lmast
eryoft
hei
ntendedl
ear
ningout
comes.
Ther
esul
tofsummat
iveev
aluat
ionwi
l
lgi
veagener
alpi
ctur
eoft
hel
evelof
at
tai
nment
.Thi
s wi
l
lhel
ptor
einf
orce t
he t
eacher
s and st
udent
s and wi
l
lmake
i
nst
ruct
ionmor
eef
fect
iveandhel
pst
oor
gani
zet
het
otalsy
stem ofeducat
ionmor
e
ef
fect
ivel
y.I
naddi
ti
ont
othesef
unct
ionsi
tmayai
m atpl
acement
,pr
edi
cti
onet
c.oft
he
l
ear
ner
s.
Thoughf
ormat
iveandsummat
iveev
aluat
iondi
ff
ersi
nthei
rnat
ureandf
unct
ion
bot
hmaybeconsi
der
edascompl
ement
aryt
oeachot
her
.
Summat
iveAssessmentSt
rat
egi
es
• Uni
tTest
/Annual
exams
• Per
for
manceTask
• Pr
oject
/Pr
oduct
/Ex
hibi
t
• Demonst
rat
ion
• Por
tfol
i
oRev
iew
•
For mativ
eev aluati
on Summat iveev aluati
on
Processor iented Productor i
ent ed
Internali
nnat ure CanbeI nternal orext ernalinnatur
e
Aims at i mmedi ate f eedback, Aims at ov eral
l assessment , gr adi
ng,
diagnosisandr emediati
on classif
ication, placement ,select
ion,setti
ngup
ofnor mset c.
Met hodsusedar edai l
yassi
gnment s, Met hodsusedar etests,project
setc
obser vat
ionset c
Canbeconduct eddaily Weekl y,terml yet c
Cont entfocusi sdetail
edandnar row I tisgener al andbr oadscope
scope
Profilesandr ecordofachi evements Li mitst he use ofpr ofi
les and r ecord of
arer egul
arlyused achievement s
C.Obj ecti
vebasedandCompet encybasedEv al
uat i
on
Obj
ect
ivebasedev
aluat
ion
Her
etheev
aluat
ioni
sbasedonspeci
fi
cinst
ruct
ionalobj
ect
ives.Anobj
ect
ivei
s
t
hest
atementofar
esul
ttobeachi
eved.Eachgener
alobj
ect
ivecanbebr
okendown
i
ntomor
epr
eci
sest
atement
s,whi
cht
hendet
ermi
net
heact
ivi
ti
es,peopl
eandmeans
necessar
yfort
hesuccessoft
hepr
ogr
am.Obj
ect
ivesdi
ctat
ethel
i
net
obef
oll
owedand
ser
veasmar
ker
sbywhi
cht
her
esul
tsandt
hei
rimpactcanbeassessed.Onl
yif
obj
ect
ivesar
est
atedi
nast
ri
ctandunambi
guousmannercanav
aluej
udgementbe
madeaboutt
her
unni
ngofapr
ogr
amme.

I
nobj
ect
ivebasedev
aluat
iont
het
eacherev
aluat
est
her
eal
i
zat
ionofaspeci
fi
c
obj
ect
ive.Hesel
ect
sonespeci
fi
cobj
ect
ivehewant
stot
est
.Thenhesel
ect
sthe
appr
opr
iat
e cont
entt
otestt
hose obj
ect
ives and t
hen wr
it
e quest
ions f
rom t
hat
par
ti
cul
arcont
ent
.
Obj
ect
iveBasedEv
aluat
ion
• I
naobj
ect
ivebasedi
nst
ruct
ion,
thei
nst
ruct
ioni
sbasedonpr
e-det
ermi
nedobj
ect
ives.
Anobj
ect
ivei
sthest
atementofar
esul
ttobeachi
eved.I
nthi
sinst
ruct
iont
het
eacher
ev
aluat
est
her
eal
i
zat
ionofaspeci
fi
cobj
ect
ive
• I
nobj
ect
ivebasedi
nst
ruct
iont
eachi
ngandl
ear
ningshoul
dbeobj
ect
ivecent
ered.
• Underobj
ect
ivebasedi
nst
ruct
iont
hepr
ocessofi
nst
ruct
ionhel
pst
oachi
evecer
tai
n
i
mmedi
ategoal
swhi
chl
eadst
hel
ear
nernear
ert
otheul
ti
mat
egoal
.
• Obj
ect
ivespr
ovi
det
hef
oundat
ionf
ormeani
ngf
ulandef
fect
ivet
eachi
ng.Obj
ect
ives
gui
det
hesel
ect
ionofwhatt
oteachandhowt
oteach.
• At
eacherwhohascl
ear
lydef
inedt
heobj
ect
ivei
ssur
eabouthi
sdest
inat
ion.He
know how t
ogui
dehi
sst
udent
stor
eacht
hedest
inat
ion.Thusobj
ect
ivesmakes
t
eachi
nggoal
-or
ient
edandpur
posef
ul.Thi
siscal
l
edobj
ect
ivebasedappr
oacht
o
i
nst
ruct
ion.
• Obj
ect
ivebasedi
nst
ruct
ioni
sat
ri
angul
ari
nterr
elat
ionbet
weenobj
ect
ives,l
ear
ning
exper
iencesandev
aluat
ion.
St
agesofobj
ect
ivebasedi
nst
ruct
ion
• 1,
Ident
if
icat
ionofobj
ect
ivest
obeachi
eved.
• 2,
Ident
if
icat
ionofspeci
fi
cat
ionsbasedonobj
ect
ivesandt
het
opi
c.
• 3,
sel
ect
ionofl
ear
ningexper
ience.
• 4,
Det
ail
edI
nst
ruct
ion.
• 5,
Eval
uat
ionBasedont
heobj
ect
ives
• 8,
Redef
ini
ngt
heobj
ect
ivesi
fneeded.

Compet
encybasedev
aluat
ion
Compet
enci
es consi
stofa descr
ipt
ion oft
he essent
ialski
l
ls,knowl
edge,
at
ti
tudesandbehav
iour
srequi
redf
oref
fect
iveper
for
manceofar
ealwor
ldt
askor
act
ivi
ty.
Compet
encybasedev
aluat
ionf
ocusesonout
comesofl
ear
ning.CBEaddr
esses
whatt
hel
ear
ner
sar
eexpect
edt
odor
athert
hanonwhatt
heyar
eexpect
edt
olear
n
about
.

Theset
ypesofev
aluat
iont
ypi
cal
l
yconst
ruct
edt
ocheckt
hepr
ofi
ciencyofan
i
ndi
vi
duali
nper
for
mingaski
l
lindi
ff
erentsi
tuat
ions.Fore.
g.t
est
ingf
orcompet
encyi
n
basi
cski
l
lsofcommuni
cat
ionandcomput
ati
on.Compet
encyt
est
sar
eal
sousedasa
basi
sforpr
omot
ionatt
hel
owergr
adel
evel
s.Compet
ency
-basedassessmenti
snota
setofexami
nat
ions;i
tist
hebasi
sforcer
ti
fi
cat
ionofcompet
encyandi
tiscar
ri
edout
asapr
ocessi
nor
dert
ocol
l
ectev
idenceaboutt
heper
for
manceandknowl
edgeofa
per
sonwi
thr
espectt
oacompet
encyst
andar
d.
• I
ncompet
encybasedi
nst
ruct
iont
hei
nst
ruct
ionalobj
ect
ivesar
eseti
nter
msof
cer
tai
n
• compet
enci
eswhi
cht
hel
ear
nershoul
dreal
i
ze.
• I
ncompet
encybasedi
nst
ruct
ion,t
hei
nst
ruct
ioni
sbasedoncompet
enci
esoft
he
chi
l
d.Compet
encyi
san el
ementofpowert
o begener
ated t
hrough educat
ion.
Compet
encyi
stheabi
l
ityt
ocop-
uppr
obl
emsassoci
atedwi
tht
hepar
ti
cul
arar
ea.
• Compet
encyBasedEducat
ionandTr
aini
ngi
sanappr
oacht
oteachi
ngandl
ear
ning
mor
eof
tenusedi
nlear
ningconcr
eteski
l
lst
hanabst
ractl
ear
ning
• I
ncompet
encybasedi
nst
ruct
ionev
eryi
ndi
vi
dualski
l
l/l
ear
ningout
come,knownasa
compet
ency
• Lear
ner
swor
kononecompet
encyatat
ime,whi
chi
sli
kel
yasmal
lcomponentofa
l
argerl
ear
ninggoal
.Thest
udenti
sev
aluat
edont
hei
ndi
vi
dualcompet
ency
,andonl
y
oncet
heyhav
emast
eredi
tdot
heymov
eont
oot
her
s.Af
tert
hat
,hi
gherormor
e
compl
excompet
enci
esar
elear
nedt
oadegr
eeofmast
eryandi
sol
atedf
rom ot
her
t
opi
cs.
St
agesofcompet
encybasedi
nst
ruct
ion
• 1,
Ident
if
icat
ionofcompet
enci
est
obeachi
eved.
• 2,
Pri
ori
tyt
osel
ectt
heessent
ial
compet
enci
es.
• 3,
Ski
l
lsassoci
atedwi
tht
her
elat
edcompet
enci
es.
• 4,
Demonst
rat
etheski
l
lofcompet
ency
.
• 5,
Trai
ningorpr
act
ici
ngt
heski
l
l.
• 6,
Det
ail
ednot
esar
epr
ovi
ded.
• 7,
Eval
uat
ioni
ntheski
l
ls.
• 8,
Eval
uat
ionoft
hecompet
ency
.

D.Cr
it
eri
on-
ref
erencedandNor
m-r
efer
encedEv
aluat
ion
TheCr
it
eri
on-
ref
erencedev
aluat
ion
Cr
it
eri
on-
ref
erenced t
est
sandassessment
sar
e desi
gned t
o measur
e st
udent
per
for
manceagai
nstaf
ixedsetofpr
edet
ermi
nedcr
it
eri
aorl
ear
ningst
andar
ds—i
.e.
,
conci
se,wr
it
tendescr
ipt
ionsofwhatst
udent
sar
eexpect
edt
oknowandbeabl
etodo
ataspeci
fi
cst
ageoft
hei
reducat
ion.
At
esti
scr
it
eri
on-r
efer
encedwhenpr
ovi
sioni
smadef
ort
ransl
ati
ngt
het
est
scor
eint
oast
atementaboutt
hebehav
iort
obeexpect
edofaper
sonwi
tht
hatscor
e.
Thesamet
estcanbeusedi
nbot
hway
s.Ev
aluat
iondoneont
hebasi
sofsel
ect
ed
cr
it
eri
a,i
ndi
cat
ingspeci
fi
cchangesbr
oughtabouti
nthel
ear
neri
ssai
dtobecr
it
eri
on-
r
efer
enced ev
aluat
ion.Pr
edet
ermi
ned and wel
l
-def
ined speci
fi
c goal
s orspeci
fi
c
obj
ect
ivesactast
hef
rameofr
efer
enceorcr
it
eri
on.I
tai
msatqual
i
tat
iveassessment
andassoci
atedwi
tht
hepr
ocessofdev
elopmentf
orwhi
cheducat
ioni
spr
ovi
ded.Her
e
t
hei
ndi
vi
duali
scompar
edwi
thsomeest
abl
i
shedcr
it
eri
on,r
athert
hant
hei
ndi
vi
dual
s.
Themai
nfunct
ionofcr
it
eri
on-
ref
erencedev
aluat
ionwi
l
lbedi
agnosi
soft
hel
oophol
es
i
nthedev
elopment
alpr
ocess;l
eadi
ngt
oremedi
ati
onandper
fect
ionoft
heant
ici
pat
ed
dev
elopment
.Iti
scl
osel
yrel
atedt
ofor
mat
iveev
aluat
ionwhi
chat
tempt
satmast
eryof
t
hecompet
enci
est
othemaxi
mum possi
ble.I
tdoesn'
tmeant
hatsummat
iveev
aluat
ion
cannotbe cr
it
eri
on r
efer
enced.Whenev
ert
he ev
aluat
ion i
s based on wel
l
-def
ined
obj
ect
ivesandi
sdonebysear
chi
ngf
orcr
it
eri
aiti
scr
it
eri
onr
efer
enced.
Cr
it
eri
on-
ref
erenced,i
.e.
,wi
thr
efer
ence t
othe cr
it
eri
a setby t
he
t
eacher
• Assessmentbasedonpr
e-det
ermi
nedcr
it
eri
a.
• Compar
esani
ndi
vi
dual
'
sper
for
mancet
otheaccept
abl
est
andar
dofper
for
mance
f
ort
hoset
asks.
• Requi
rescompl
etel
yspeci
fi
edobj
ect
ives.
Asks:
Cant
hisper
sondot
hatwhi
chhasbeenspeci
fi
edi
ntheobj
ect
ives?
• Resul
tsi
nyes-
nodeci
sionsaboutcompet
ence.
I
tser
vest
oident
if
yonwhatext
entt
hei
ndi
vi
dual
’
sper
for
mancehasmeti
na
gi
vencr
it
eri
on. (
ex.Al
evelof75%scor
einal
lthet
esti
temscoul
dbeconsi
der
eda
sat
isf
act
oryper
for
mance) I
tpoi
nts outwhata l
ear
nercan do,nothow he
compar
eswi
thot
her
s
I
tident
if
iesweakandst
rongpoi
ntsi
nani
ndi
vi
dual
’
sper
for
manceI
ttendst
ofocus
onsubski
l
ls,
shor
ter
,mast
eryl
ear
ningI
tcoul
dbebot
hdi
agnost
icandpr
ognost
ic
i
nnat
ure.
• Basedonapr
edet
ermi
nedsetofcr
it
eri
a.
• Fori
nst
ance,
• 90%andup=A
• 80%t
o89.
99%=B
• 70%t
o79.
99%=C
• 60%t
o69.
99%=D
• 59.
99%andbel
ow=F
Mer
it
s
• Set
smi
nimum per
for
manceexpect
ati
ons.
 • Demonst
rat
ewhatst
udent
scanandcannotdoi
nrel
ati
ont
oimpor
tantcont
ent
-
areast
andar
ds(
e.g,
ILS)
.

Li
mit
ati
ons
• Somet
imesi
t’
shar
dtoknowj
ustwher
etosetboundar
ycondi
ti
ons.
• Lackofcompar
isondat
awi
thot
herst
udent
sand/
orschool
s

Nor
m-r
efer
encedev
aluat
ion
Anor
m-r
efer
encedt
est(
NRT)i
sat
ypeoft
est
,assessment
,orev
aluat
ionwhi
ch
y
iel
dsanest
imat
eoft
heposi
ti
onoft
het
est
edi
ndi
vi
duali
napr
edef
inedpopul
ati
on,
wi
thr
espectt
othet
rai
tbei
ngmeasur
ed.Thi
sest
imat
eisder
ivedf
rom t
heanal
ysi
sof
t
estscor
esandpossi
blyot
herr
elev
antdat
afr
om asampl
edr
awnf
rom t
hepopul
ati
on.
Thet
erm nor
mat
iveassessmentr
efer
stot
hepr
ocessofcompar
ingonet
est
-t
akert
o
hi
sorherpeer
s.
Nor
m-r
efer
encedr
efer
stost
andar
dizedt
est
sthatar
edesi
gnedt
ocompar
eand
r
ankt
estt
aker
sinr
elat
iont
ooneanot
her
.Nor
m-r
efer
encedt
est
srepor
twhet
hert
est
t
aker
s per
for
med bet
terorwor
se t
han a hy
pot
het
icalav
erage st
udent
,whi
ch i
s
det
ermi
nedbycompar
ingscor
esagai
nstt
heper
for
mancer
esul
tsofast
ati
sti
cal
l
y
sel
ect
edgr
oupoft
estt
aker
s,t
ypi
cal
l
yoft
hesameageorgr
adel
evel
,whohav
eal
ready
t
akent
heexam.
Whent
heat
tai
nmentofani
ndi
vi
dualhast
obecompar
edwi
tht
hatofagr
oupor
compar
isonbet
weendi
ff
erentsubgr
oupsi
nagi
vengr
oupi
srequi
red,wel
ookf
or
expect
ed st
andar
ds ornor
ms and t
he ev
aluat
ion i
s sai
dto be nor
m-r
efer
enced
ev
aluat
ion.E.
g.psy
chol
ogi
calv
ari
abl
es l
i
ke i
ntel
l
igence,apt
it
ude,at
ti
tude et
c.ar
e
measur
edbycompar
ingt
hescor
eswi
thpr
edet
ermi
nedgr
oupnor
ms.
Gr
onl
undst
atest
hatnor
m-r
efer
encedt
est
sar
edesi
gnedt
orankt
hest
udent
sin
t
heor
derofachi
evement
,so t
hatdeci
sionsbased onr
elat
iveachi
evement
s(e.
g.,
sel
ect
ion,gr
oupi
ng,gr
adi
ng) can be made wi
th gr
eat
er conf
idence.Her
ethe
achi
evementofanexami
neei
scompar
edt
othatofal
argegr
oupofexami
neesatt
he
samegr
adel
evel
.Thi
srepr
esent
ati
vegr
oupi
sknownasnor
m gr
oup.Nor
m-r
efer
enced
i
nter
pret
ati
onsmi
ghtbebasedonal
ocal
,st
ate,
ornat
ionalgr
oup,
dependi
ngont
heuse
t
obemadeoft
her
esul
ts.Nor
mscanbegi
veni
nthef
orm ofgr
ades,scor
eset
c.Nor
m
r
efer
encedev
aluat
ioni
smor
econnect
edwi
thsummat
iveev
aluat
ion,whi
chl
ooksf
or
t
hef
inal
product
sofdev
elopmentr
athert
hant
hepr
ocess.
Manycol
l
ege ent
rance exams and nat
ional
l
yused schoolt
est
s use nor
m-
r
efer
enced t
est
s.The SAT,Gr
aduat
e Recor
d Exami
nat
ion (
GRE)
,and Wechsl
er
I
ntel
l
igenceScal
eforChi
l
dren(
WISC)compar
eindi
vi
dualst
udentper
for
mancet
othe
per
for
manceofanor
mat
ivesampl
e.Test
-t
aker
scannotf
ailanor
m-r
efer
encedt
est
,as
eacht
est
-t
akerr
ecei
vesascor
ethatcompar
est
hei
ndi
vi
dualt
oot
her
sthathav
etaken
t
het
est
,usual
l
ygi
venbyaper
cent
il
e.
I
tcompar
esast
udent
’sper
for
mancewi
tht
heper
for
manceofot
herst
udent
sint
he
cl
ass
I
tusest
henor
mal
cur
vei
ndi
str
ibut
inggr
adesofst
udent
sbypl
aci
ngt
hem ei
therabov
e
orbel
owt
hemean.
Thet
eacher
’smai
nconcer
nist
hev
ari
abi
l
ityoft
hescor
e.
Themor
evar
iabl
ethescor
eist
hebet
terbecausei
tcandet
ermi
nehowi
ndi
vi
dual
di
ff
ersf
rom t
heot
her
.
Usesper
cent
il
esandst
andar
dscor
es.
I
ttendst
obeofav
eragedi
ff
icul
ty.
• Nor
m-r
efer
encedassessmenti
sthepr
ocessofev
aluat
ing(
andgr
adi
ng)t
he
l
ear
ningofst
udent
sbyj
udgi
ng(
andr
anki
ng)t
hem agai
nstt
heper
for
manceoft
hei
r
peer
s.
• Nor
m-r
efer
encedassessmenti
scont
rast
edwi
thcr
it
eri
a-r
efer
encedassessment
.
Thef
ormert
endst
ober
elat
ivet
oper
for
manceofot
her
swhi
l
ethel
att
eri
sbasedon
per
for
manceagai
nstpr
e-setcr
it
eri
a.
• Accor
dingt
othet
heNat
ional
Cent
erf
orResear
chonEv
aluat
ion,
Standar
ds,
and
St
udentTest
ing(
1996)def
inesnor
m-r
efer
encedassessmentas:
• Anassessmentwher
est
udentper
for
manceorper
for
mancesar
ecompar
edt
oa
l
argergr
oup.Usual
l
ythel
argergr
oupor'
nor
m gr
oup'
isanat
ional
sampl
e
r
epr
esent
ingawi
deanddi
ver
secr
oss-
sect
ionofst
udent
s.St
udent
s,school
s,
di
str
ict
s,orev
enst
atesar
ethencompar
edorr
ank-
order
edi
nrel
ati
ont
othenor
m
gr
oup.Thepur
poseofanor
m-r
efer
encedassessmenti
susual
l
ytosor
tst
udent
s
 andnott
omeasur
eachi
evementt
owar
dsomecr
it
eri
onofper
for
mance.
• Basedupont
heassumpt
ionofast
andar
dnor
mal
(Gaussi
an)di
str
ibut
ionwi
thn>
30.

• Empl
oy hezscor
st e:
• A=t z>+1.
op10%( 28)
• B=next20%( 53<z<+1.
+0. 28)
• C=cent
ral
40%(
- 53<z<+0.
0. 53)
• D=next20%(
- 28<z<-
1. 0.53)
• F=bot
t z<-
om 10%( 1.28)
Mer
it
s
• Ensur
esa“
spr
ead”bet
weent
opandbot
tom oft
hecl
assf
orcl
eargr
adeset
ti
ng.
• Showsst
udentper
for
mancer
elat
ivet
ogr
oup.
Li
mit
ati
ons
• I
nagr
oupwi
thgr
eatper
for
mance,
somewi
l
lbeensur
edan“
F.”
• Topandbot
tom per
for
mancescansomet
imesbev
erycl
ose.
• Di
spenseswi
thabsol
utecr
it
eri
aforper
for
mance.
• Bei
ngabov
eav
eragedoesnotnecessar
il
yimpl
y“A”per
for
mance.

Cr
it
eri
onVsNor
m-r
efer
encedTest
ing
Cr
it
eri
on-
ref
erenc
ed and nor
m-r
efer
enc
ed ev
aluat
ion r
efer
s onl
ytot
he met
hod of
i
nter
pret
ingr
esul
ts.Theyc
anands
houl
dmut
ual
l
ycompl
eme
nt.Whi
choft
hes
eismor
e
i
mpor
tanti
sde
cide
dbyt
heant
ici
pat
edpur
pose.
Bot
hte
rmsc
ri
te
ri
on-
ref
ere
nce
dandnor
m-r
efe
renc
edwe
reor
i
gin
all
ycoi
nedb
yRob
ertGl
ase
r.
Un
li
keac
ri
te
ri
on-
r
efe
ren
cet
est
,an
orm-
r
efe
ren
cedt
esti
ndi
cat
eswh
eth
ert
het
est
-
tak
erd
id
 b
ett
ero
rwo
rset
hano
the
rpe
opl
ewh
oto
okt
het
est
.Fo
rex
amp
le,
ift
hec
rit
eri
oni
s"St
udent
s
s
houl
d be abl
etoc
orr
ect
lyadd t
wo s
ingl
e-
digi
tnumber
s,
"then r
eas
onabl
etes
t
ques
tionsmi
ghtl
ookl
ike"
2+3=?
"or"
9+5=?
"Acr
it
eri
on-
ref
erencedt
estwoul
d
r
epor
tthest
udent
'
sper
for
mancest
ri
ctl
yaccor
dingt
owhet
herornott
hei
ndi
vi
dual
s
tudentc
orr
ect
lyans
wer
ed t
hes
eques
tions
.A nor
m-r
efer
enc
ed t
estwoul
drepor
t
pr
imar
il
ywhet
hert
hiss
tude
ntc
orr
ect
l
yans
wer
edmor
eque
sti
onsc
ompar
edt
oot
her
st
udent
sint
hegr
oup.
Nor
m -r
efer
encedEv
aluat
ioni
saki
ndofev
aluat
ionpr
ocedur
e,i
nwhi
cht
het
estr
esul
t
i
stobei
nter
pret
edi
nter
msofani
ndi
vi
dual
’
srel
ati
veposi
ti
oni
nagr
oup(
pur
pose
oft
het
est
)ie,wecancl
assi
fyt
heper
sonswhopasst
het
esti
ntodi
ff
erentgr
oup
accor
dingt
otheper
for
manceoft
het
est
.
Te
stst
hats
etgoa
lsf
ors
tude
ntsba
sedont
hea
ver
ages
tude
nt'
spe
rfor
manc
ear
enor
m-
r
efe
renc
edt
est
s.Te
stst
hats
ets
tan
dar
dsf
ors
tud
ent
sba
sedonas
ets
tan
dar
d(e
.g.
,80
wor
dss
pel
l
edc
orr
ect
l
y)a
rec
ri
te
ri
on-
ref
ere
nce
dte
sts
.

• Nor
m -r
efer
enced;
i.e.
,wi
thr
efer
encet
othepeergr
oup
Cr
it
er i
on-Ref erencedTest Nor
m -Ref
erencedTest
• Allowsf oracooper ativ
e • Ensur esacompet iti
veclassr oom
classr oom at mospher e atmospher e
• Noassumpt ionsaboutf orm of • Assumesast andar dnormal
distribution dist
ribution
• Smal l
-groupst atisti
csnota • Smal l
-groupst atisticsapr obl em
probl em • Assumes“ this”cl asslikeall
• Difficulttoknowj ustwher etoset others
criteria • Providei nformat iononhowt he
• Prov ideinf ormationonhowt he performanceofani ndivi
dual
individual preformedonsome compar eswi tht hatofot her s.
standar dofobj ective. • Indi
v i
dual ’
sst andi ngi scompar ed
• Allowuser stointerpretwhatan withthatofaknowgr oup.
individual candowi t
hout • Percentiler anki sobt ainedt o
consi deringt heper formanceof determinet her elativestandi ngin
other s. anor m gr oup.
• Desi gnedt omeasur etheresul
ts • Emphasi zet hedi scr i
mination
ofinst ruction. amongi ndiv i
dual s.
• Ani ndi vi
dual sper f
or manceona • To r ank each st udent
speci fi
cbehav ioralor
with r espect t o t he
instructional objective
• Emphasi zesdescr ipti
onof achievementofot hers
 performance.
• Todet ermi newhet hereach
studenthasachi ev edspeci f
ic
skil
lsorconcept s.
• Tof i
ndouthowmuchst udents
knowbef oreinstructionbegi ns
andaf terithasfinished.
• Foc usonde li
mi t
eddomai nsof • Cov
erl
argerdomai
nsofl
ear
ning
l
e arni
ngt askusingrel at
iv ely tas
ks usi
ng a f
ew i
tems f
or
l
ar genumberofi temsf oreach eacht
ask.
task.
• Emphas izedes cr
ipt
ionofl earni
ng • Emphas
ize di
scr
imi
nat
ion among
task st hat the pupi lcan and pupi
lsi
ntermsofrel
ati
velevelof
cannotper f
orm. l
earni
ng.
• Us edpr i
mar il
yformast er ytest
ing. • Usedforev
eryt
ypeoftest
ing.

E.Pr
ocessEv
aluat
ionandPr
oductEv
aluat
ion
Pr
ocessev
aluat
ion
Pr
ocessev
aluat
ionsf
ormat
ivel
yassesst
hepl
anni
ng,
desi
gn,
dev
elopment
,
and i
mpl
ement
ati
on ofi
nst
ruct
ionall
ear
ning and associ
ated ef
for
ts,i
ncl
udi
ng
at
tempt
stoadapti
nst
ruct
ionbasedoni
ndi
vi
dualdi
ff
erences.Pr
ocessassessment
f
ocusesont
hest
epsorpr
ocedur
esunder
lyi
ngapar
ti
cul
arabi
l
ityort
ask,i
.e.
,the
cogni
ti
vest
epsi
nper
for
mingamat
hemat
ical
oper
ati
onort
hepr
ocedur
einv
olv
edi
n
anal
yzi
ngabl
oodsampl
e.Becausei
tpr
ovi
desmor
edet
ail
edi
nfor
mat
ion,pr
ocess
assessmenti
smostusef
ulwhenast
udenti
slear
ninganewski
l
landf
orpr
ovi
ding
f
ormat
ivef
eedbackt
oassi
sti
nimpr
ovi
ngper
for
mance.
Pr
ocessev
aluat
ionmoni
tor
stheent
ir
einst
ruct
ionalpr
ocess.I
tpr
ovi
des
an ongoi
ng check on t
he i
mpor
tantact
ivi
ti
es i
nvol
ved and pr
oves f
eedback
r
egar
ding(
a)t
heext
entt
owhi
cht
hepl
annedact
ivi
ti
esar
ecar
ri
edoutand(
b)
whet
heradj
ust
ment
sorr
evi
sionsoft
hepl
anar
enecessar
yand(
c)t
heext
entt
o
whi
chpar
ti
ci
pant
sacceptandcar
ryoutt
hei
rrol
es.
Pr
ocessev
aluat
ionmet
hodsi
ncl
udemoni
tor
ingt
hepr
ocedur
albar
ri
ers
and unant
ici
pat
ed def
ect
s, obt
aini
ng addi
ti
onal i
nfor
mat
ion f
or cor
rect
ive
pr
ogr
ammat
icchangesandr
egul
arl
yint
eract
ingwi
thandobser
vingt
heact
ivi
ti
esof
l
ear
ning out
comes.Ther
e shoul
d be awar
eness aboutl
ear
ning out
comes among
l
ear
ner
s,t
eacher
sandpar
ent
sal
i
ke.Cl
ari
tyr
egar
dingt
heneedf
orassessment
,needt
o
ensur
elear
ningout
comes,maki
ngi
tlear
nercent
red,t
odev
elopt
heabi
l
ityt
oident
if
y
soci
al pr
obl
ems,t
o encour
age cr
eat
ive,cr
it
ical and l
ogi
cal t
hinki
ng ar
e t
he
char
act
eri
sti
csofl
ear
ningf
ocusedonl
ear
ningout
comes.

1.
3Qual
i
tat
iveandQuant
it
ati
veaspect
sofev
aluat
ion
Ev
aluat
ion met
hodsand t
hedat
atheypr
oducear
egr
ouped i
ntot
wo basi
c
cat
egor
ies– quant
it
ati
veandqual
i
tat
ive.I
ngener
al,quant
it
ati
vemet
hodspr
oduce
number
swhi
l
equal
i
tat
ivemet
hodscapt
uremor
edescr
ipt
ivedat
a.
Howar
eQuant
it
ati
veandQual
i
tat
ivedat
adi
ff
erent
?
Att
hemostbasi
clev
el,
dat
aar
econsi
der
edquant
it
ati
vei
ftheyar
enumber
sand
qual
i
tat
ivei
ftheyar
ewor
ds.Qual
i
tat
ivedat
amayal
soi
ncl
udephot
os,v
ideos,audi
o
r
ecor
dingsandot
hernon-
textdat
a.Thosewhof
avorquant
it
ati
vedat
acl
aimt
hatt
hei
r
dat
aar
ehar
d,r
igor
ous,cr
edi
bleandsci
ent
if
ic.Thosei
nthequal
i
tat
ivecampcount
er
t
hatt
hei
rdat
aar
esensi
ti
ve,det
ail
ed,nuancedandcont
ext
ual
.Qual
i
tat
ivedat
abest
expl
ai hewhyandhowof y
nt our pr
ogr
am,whi
l
e quant
it
ati
ve dat
a best expl
ain
hewhat
t ,whoandwhen.
I
ngener
al,ev
aluat
orsagr
eet
hatqual
i
tat
iveandquant
it
ati
vedat
aandmet
hods
hav
edi
ff
erentst
rengt
hs,weaknesses,andr
equi
rement
sthataf
fectdeci
sionsabout
whi
chmet
hodol
ogi
esar
eappr
opr
iat
eforwhi
chpur
poses.
Qual
i
tat
ivemet
hods
Qual
i
tat
ivedat
acol
l
ect
ionmet
hodsr
esul
tindescr
ipt
ionsofpr
obl
ems,
behav
ior
s
orev
ent
s,canpr
ovi
denar
rat
ivedescr
ipt
ionsofpeopl
e’
sthought
sandopi
nionsabout
t
hei
rexper
iences,at
ti
tudes,andbel
i
efs.Thesemeasur
espr
ovi
det
he“
stor
ies”t
hat
i
l
lust
rat
ethenat
ureoft
hepr
obl
em addr
essed.
Whatar
eQual
i
tat
iveDat
a?
• Usual
l
ygat
her
edbyobser
vat
ions,
int
erv
iewsorf
ocusgr
oups
• Mayal
sobegat
her
edf
rom wr
it
tendocument
sandt
hroughcasest
udi
es
• Lessemphasi
soncount
ingnumber
sofpeopl
ewhot
hinkorbehav
eincer
tai
n
way
s
 • emphasi
sonexpl
aini
ngwhypeopl
ethi
nkandbehav
eincer
tai
nway
s
• I
nvol
vessmal
l
ernumber
sofr
espondent
s
• Ut
il
izesopen-
endedquest
ionnai
resorpr
otocol
s
• Bestusedt
oanswerhowandwhyquest
ions
• Notwel
lsui
tedt
owhat
,whenandwhoquest
ions
Howdoy
oucol
l
ectQual
i
tat
iveDat
a?
1.Obser
vat
ions
• Looki
ngatwhati
shappeni
ngr
athert
handi
rect
lyquest
ioni
ngpar
ti
cipant
s
• Usedt
obet
terunder
standbehav
ior
s,t
hei
rsoci
alcont
extandmeani
ngsat
tached
t
othem
• Usef
ulf
orcer
tai
npopul
ati
ons-chi
l
dren,
inf
ant
s
• Cani
dent
if
yunant
ici
pat
edout
comes
2.I
nter
views(
in-
dept
h,open-
ended,
indi
vi
dual
)
• Usual
l
y pr
ovi
de r
ich dat
a,det
ail
s,i
nsi
ght
sfr
om pr
ogr
am par
ti
cipant
s and
st
akehol
der
saboutt
hei
rexper
iences,
behav
ior
sandopi
nions
• Par
ti
cul
arl
yusef
ulf
orcompl
exorsensi
ti
vesubj
ect
s
• Useopen-
endedquest
ions
3.Wr
it
tenDocument
s
• Wr
it
ten mat
eri
als and document
sfr
om school
s-Cumul
ati
ve and Anecdot
al
r
ecor
ds
• Of
fi
cial
publ
i
cat
ionsandr
epor
ts
• Per
sonal
diar
ies
• Let
ter
s,ar
ti
sti
cwor
ks,
phot
ogr
aphset
c.
4.FocusGr
oups
• 8-
12peopl
esel
ect
edbynon-
random met
hod,shar
esomechar
act
eri
sti
csor
exper
iencer
elev
antt
otheev
aluat
ion,
ideal
l
ydonotknoweachot
her
,respondt
o
quest
ionsf
rom gr
oupf
aci
l
itat
or
• Usegr
oupdy
nami
cst
ogener
atedat
aandi
nsi
ght
s
• Usef
ulf
orgener
ati
ng i
deas and st
rat
egi
es,def
ini
ng pr
obl
ems i
n pr
oject
i
mpl
ement
ati
on,
assi
stwi
thi
nter
pret
ingquant
it
ati
vef
indi
ngs
• Open-
endedquest
ionsort
opi
csdesi
gnedt
ost
imul
atedi
scussi
on;t
opi
csusual
l
y
 br
oadert
hani
nter
viewquest
ions
Thedat
aforqual
i
tat
iveev
aluat
iont
ypi
cal
l
ycomef
rom f
iel
dwor
k.Theev
aluat
or
spendst
imei
ntheset
ti
ngunderst
udy
—apr
ogr
am,or
gani
zat
ion,orcommuni
tywher
e
changeef
for
tscanbeobser
ved,peopl
eint
erv
iewed,anddocument
sanal
yzed.The
ev
aluat
ormakes f
ir
st-
hand obser
vat
ions ofact
ivi
ti
es and i
nter
act
ions,somet
imes
engagi
ng per
sonal
l
yint
hose act
ivi
ti
es as a "
par
ti
cipantobser
ver
."The qual
i
tyof
qual
i
tat
ivedat
adependst
oagr
eatext
entont
hemet
hodol
ogi
calski
l
l,sensi
ti
vi
ty,and
i
ntegr
it
yoft
heev
aluat
or.Thev
olumi
nousr
aw dat
aint
hesef
iel
dnot
esar
eor
gani
zed
i
ntor
eadabl
enar
rat
ivedescr
ipt
ionswi
thmaj
ort
hemes,
cat
egor
ies,
andi
l
lust
rat
ivecase
exampl
esext
ract
edt
hroughcont
entanal
ysi
s.Qual
i
tat
ivemet
hodsar
eof
tenusedi
n
ev
aluat
ionsbecauset
heyt
ellt
hepr
ogr
am'
sst
orybycapt
uri
ngandcommuni
cat
ingt
he
par
ti
cipant
s'st
ori
es.Ev
aluat
ioncasest
udi
eshav
eal
ltheel
ement
sofagoodst
ory
.
Adv
ant
ages:Gener
all
y quant
it
ati
ve met
hods ar
e easy t
o admi
nist
er,can i
ncl
ude
r
elat
ivel
ylar
genumberofquest
ions,cany
iel
dlar
gesampl
es,ar
eeasi
ert
osummar
ize,
andar
emor
ewi
del
yaccept
edasaf
orm ofev
idencer
egar
dingpr
ogr
am ef
fect
iveness.
Di
sadv
ant
ages:Dat
a may notbe as r
ich oras det
ail
ed as qual
i
tat
ive met
hods.
Sur
vey
/wr
it
tenquest
ionnai
resmaybedi
ff
icul
tforsomepar
ti
cipant
s,maynotpr
ovi
deal
l
t
hei
nfor
mat
ionneededf
ori
nter
pret
ati
onsofdat
afi
ndi
ngs,andt
hel
argeamount
sof
dat
amayr
equi
remor
esophi
sti
cat
edanal
ysi
sappr
oaches.
Quant
it
ati
vemet
hods
Quant
it
ati
vedat
acol
l
ect
ionmet
hodsconsi
stofcount
sorf
requenci
es,r
atesor
per
cent
ages,orot
herst
ati
sti
cst
hatdocumentt
heact
ualexi
stenceorabsenceof
pr
obl
ems,behav
ior
s,or occur
rences. Thi
s dat
a can y
iel
d r
epr
esent
ati
ve and
gener
ali
zabl
einf
ormat
ion.Thesemet
hodsar
eusual
l
yobj
ect
iveandr
equi
ret
heuseof
st
andar
dizedmeasur
essot
hatv
ary
ingper
spect
ivesandexper
iencescanf
iti
ntoa
l
i
mit
ed numberofpr
edet
ermi
ned r
esponsecat
egor
ies.Thesemet
hodsar
eusual
l
y
easi
ert
osummar
izeandcompar
ethanqual
i
tat
ivemet
hods.
Whatar
eQuant
it
ati
veDat
a?
• Pi
ecesofi
nfor
mat
iont
hatcanbecount
edmat
hemat
ical
l
y
• Usual
l
y gat
her
ed by sur
vey
sfr
om l
arge number
s ofr
espondent
s sel
ect
ed
r
andoml
y
 • Secondar
ydat
asuchascensusdat
a,gov
ernmentst
ati
sti
cs,et
c.of
teni
ncl
uded
i
nquant
it
ati
veev
aluat
ions
• Anal
yzedusi
ngst
ati
sti
cal
met
hods
• Bestusedt
oanswerwhat
,whenandwhoquest
ions
• Notwel
lsui
tedt
ohowandwhyquest
ions
Howdoy
oucol
l
ectQuant
it
ati
veDat
a?
1.Sur
vey
s
• Mostcommonmet
hod
• Sel
f-
admi
nist
eredorbysomeoneel
se
• Face-
to-
face,
tel
ephone,
mai
l
,web-
based
2.Quest
ionnai
rest
hataskcl
ose-
endedquest
ionssuchaspr
e-andpost
-t
est
s
3.Per
for
mancet
est
s
4.Cl
i
nical
test
s
5.Secondar
yDat
a
• Of
tenusedi
nconj
unct
ionwi
thsur
veydat
a
• I
ncl
udescensusdat
a,knowl
edge/
att
it
ude/
behav
iorst
udi
es,per
for
mancedat
a,
agencypr
ogr
essr
epor
ts,
etc.
Adv
ant
ages:Qual
i
tat
ivedat
amet
hodscapt
uremor
edept
handpr
ovi
dei
nsi
ght
sast
o
t
he“
why
”and“
how”ofat
ti
tudesandbehav
ior
s,cl
ari
fyquant
it
ati
vedat
aandsomet
imes
put
siti
ntot
hecont
extofpeopl
e’
sli
vesandexper
iences.Thi
smakesquant
it
ati
vedat
a
easi
ert
o under
stand,pr
ovi
des mor
e det
ail
s and nuances,and expl
ains whatt
he
pr
ogr
am meanst
othepeopl
einv
olv
ed.
Li
mit
ati
ons:Qual
i
tat
ivedat
acol
l
ect
ionmet
hodsar
eti
meconsumi
ngt
ocapt
ureand
anal
yze.Thi
sdat
aismor
esubj
ect
iveandmaybedi
ff
icul
ttosummar
izeandcompar
e
sy
stemat
ical
l
y.I
tisgener
all
yvi
ewedasl
essr
eli
abl
ebecausequal
i
tat
ivedat
aismor
e
subj
ect
ivet
hanquant
it
ati
vemet
hods,
andmayy
iel
dsmal
l
ersampl
esi
zes.
1.
4.Technol
ogyenabl
edt
est
ing-Concept
ual
Over
view
Technol
ogyof
fer
sinnov
ati
veway
stohel
pthei
rst
udent
staket
est
s.Technol
ogy
-
basedt
est
inghasmanyadv
ant
agest
hatcanbenef
itbot
hteacher
sandst
udent
s.
Technol
ogyhel
pst
oincor
por
atet
hepr
inci
plesofuni
ver
saldesi
gnf
orl
ear
ning(
UDL)
andv
isualdesi
gnsoast
omaket
het
est
ingmat
eri
alsappr
opr
iat
eandt
her
eby make
t
hem andaccessi
blet
oanduseabl
ebyst
udent
shav
ingawi
der
angeofabi
l
ityl
evel
s.
Technol
ogyal
l
owsdel
i
ver
ingar
angeoft
est
ingaccommodat
ionst
hatar
etai
l
oredt
othe
uni
quest
rengt
hsandchal
l
engesofst
udent
sandt
odecr
easet
het
imespentgi
vi
ng,
gr
adi
ng,
andanal
yzi
ngst
udentper
for
manceont
est
s.
Forst
udent
s,t
aki
ng t
est
svi
atechnol
ogy can be a mor
e mot
ivat
ing and
successf
ulexper
ience ast
heycan sel
ectv
ari
oust
estadmi
nist
rat
ion opt
ionsand
r
ecei
vepr
omptf
eedbackont
hei
rper
for
mance.I
npar
ti
cul
ar,t
echnol
ogy
-basedt
est
ing
cani
ncr
easet
hepar
ti
ci
pat
ionofst
udent
swi
thdi
sabi
l
iti
esi
nst
andar
dizedandt
eacher
-
madet
est
ingpr
ogr
ams.
Desi
gn/St
epsf
ordev
elopi
ngI
ncl
usi
vet
echnol
ogyenabl
edTest
ing
St
ep1. Assembl eagr oupofexper t
stoguidet henewsy st
em ofassessment
St
ep2. Decide how each accommodat ion ( f or eg.paper –penci ltest,audio
presentat
ion,etc)wi
llbeincorporatedi ntot hecomputer-
basedtest
.
St
ep3. Considereachassessmentf eat
urei nlightoft heconstr
uctsbei
ngtested.
St
ep4. Considerthefeasibi
l
ityofincorporatingt hisassessmentfeatur
eint
ocomput er
-basedtests.
St
ep5. Considertrai
ningimpli
cationsforstaf fandst udents.

I
mpl
ement
ati
on
Technol
ogy
-enhanced i
tems (
TEI
)ar
e comput
er-
del
i
ver
ed i
tems t
hati
ncl
ude
speci
ali
zedi
nter
act
ionsf
orcol
l
ect
ingr
esponsedat
a.Thesei
ncl
udei
nter
act
ionsand
r
esponsesbey
ondt
radi
ti
onal
sel
ect
ed-
responseorconst
ruct
ed-
response.
I
nat
echnol
ogy
-basedt
est
ing,
car
emustbet
akent
o
• Enhancest
udentmot
ivat
ionandf
eedback
• Pr
esentt
estdi
rect
ionsandi
temst
ost
udent
s
• Faci
l
itat
est
udent
s'r
esponsest
otesti
tems
• Test
ingcondi
ti
onsshoul
dbepar
all
elt
oinst
ruct
ional
condi
ti
ons
• Thet
echnol
ogyt
obeusedbyst
udent
sdur
ingt
est
ingshoul
dbei
ntr
oducedt
o
t
hem andusedr
egul
arl
yindai
l
ycl
assr
oom i
nst
ruct
ion
• Uset
echnol
ogyt
omot
ivat
est
udent
sbypr
ovi
dingt
hem wi
thr
einf
orcement
andencour
agementr
elat
edt
othei
rresponsesandt
hei
rtest
ingbehav
ior
s
• Uset
echnol
ogybasedt
est
ingt
ohel
pyourst
udent
sident
if
ycor
rectand
i
ncor
rectanswer
s,t
het
ypesofer
ror
smade,andt
het
opi
csandconcept
s
 t
hatt
heyneedt
orev
iew.
• Use t
echnol
ogy t
o embed er
rormi
nimi
sat
ion t
echni
ques i
ntot
est
sto
mot
ivat
eyourst
udent
sbyl
i
mit
ingt
hei
rtestt
aki
nger
ror
s.(i
e.pr
esent
ing
onl
yonet
esti
tem ont
hescr
eenatat
ime;maki
ngsur
ethatst
udent
s
r
espondt
oat
esti
tem bef
oret
heyar
eal
l
owedt
omov
etot
henexti
tem;
pai
ri
ng ent
ered r
esponsest
oit
emswi
thv
isual
s,ani
mat
ion,v
ideosand
pi
ctor
ial
s,andsoundssuchasanaut
omat
edv
isualani
mat
ionandor
al
r
ecor
dingst
ati
ngt
heansweropt
ionsel
ect
ed)
ScopeofTechnol
ogyenabl
edt
est
ing
Technol
ogy
-basedt
est
inghol
dsgr
eatpr
omi
sef
orf
aci
l
itat
ingt
het
est
ingpr
ocess
f
ort
eacher
s,st
udent
s,andf
ami
l
ies.I
thel
psi
nbr
idgi
ngt
hedi
git
aldi
vi
de,pr
event
ing
hi
gh-
tech cheat
ing,l
i
mit
ing di
str
act
ing f
eat
ures,and f
ost
eri
ng st
udentand t
eacher
pr
epar
ati
on.I
thel
pst
opr
ovi
dest
udent
swi
thnumer
ousoppor
tuni
ti
est
ouset
echnol
ogy
i
ndai
l
ycl
assr
oom i
nst
ruct
ional
act
ivi
ti
es.
Adv
ant
agesofTechnol
ogyenabl
edt
est
ing
• I
mpr
ovesaccessi
bil
i
ty
• Speedsdev
elopmentandt
est
ingofnewassessment
s
• Br
oaderi
nvol
vementi
npr
ovi
dingf
eedback
• Reducet
estt
aki
ngf
oraccount
abi
l
ityonl
y
• Makest
hel
i
nkbet
weenassessmentdat
aandi
nst
ruct
ional
resour
ces
• St
udent
scancheckf
ort
hemsel
veswhet
herornott
heyunder
stoodani
dea,
wi
thoutanyr
iskofhur
ti
ngt
hei
rcour
segr
ade
• Tut
oredpr
obl
em sol
vi
nggi
vesst
udent
sachancet
o wor
kthr
oughcompl
ex
pr
obl
emswi
tht
heoppor
tuni
tyt
ogetscaf
fol
dsandhi
ntst
ohel
pthem.
• The st
udent
srecei
vef
eedback on t
hei
rsol
uti
on success af
terdoi
ng each
pr
obl
em,andt
hesy
stem keepst
rackofhowmuchassi
stancest
udent
sneeded
f
oreachpr
obl
em aswel
laswhet
herornott
heysuccessf
ull
ysol
vedi
t.
1.
5Di
ff
erent
iat
edassessment
Thepr
ocessof“
ensur
ingt
hatwhatast
udentl
ear
ns?
,how heorshel
ear
nsi
t?,
andhow t
hest
udentdemonst
rat
eswhatheorshehasl
ear
ned?i
samat
chf
ort
hat
st
udent
’sr
eadi
nessl
evel
,i
nter
est
s,andpr
efer
redmodeofl
ear
ning”(
Toml
i
nson,2004)
.
St
udent
sar
eindi
vi
dual
swhol
ear
natdi
ff
erentr
atesandi
ndi
ff
erentway
s.Thenat
ureof
each st
udent shoul
d be consi
der
ed when pl
anni
ng di
ff
erent
iat
ed assessment
exper
iences.
Meani
ngofDi
ff
erent
iat
ion
Di
ff
erent
iat
ioni
sthephi
l
osophyandpr
ocessofdev
elopi
ngandpr
ovi
dingv
ari
ous
st
rat
egi
es,opt
ions,and oppor
tuni
ti
es f
orst
udent
stol
ear
n and expr
ess l
ear
ning.
Di
ff
erent
iat
ionconsi
der
sdi
ff
eri
ngst
udentneeds,
backgr
ounds,
pri
orl
ear
ning,
str
engt
hs,
weaknesses,
higheror
dert
hinki
ng,
creat
ivi
ty,
andexpect
ati
ons.
St
udent
sar
edi
ff
erent
iat
edi
nthei
rknowl
edgeandski
l
ls.Theydi
ff
eri
ntheway
s
andspeedsatwhi
cht
heypr
ocessnewl
ear
ningandconnecti
ttopr
iorknowl
edgeand
under
standi
ng.Theyal
sodi
ff
eri
ntheway
stheymostef
fect
ivel
ydemonst
rat
ethei
r
pr
ogr
ess.Di
ff
erent
iat
edassessmenti
sanongoi
ngpr
ocesst
hroughwhi
cht
eacher
s
gat
herdat
a bef
ore,dur
ing,and af
teri
nst
ruct
ion f
rom mul
ti
plesour
cest
oident
if
y
l
ear
ner
s’needsandst
rengt
hs.
• I
ti ustModi
snotj fi
cat
ion
Changesi
ncont
ent
,st
andar
ds,
ori
nst
ruct
ional
lev
el
• I
ti ustAccommodat
snotj ion
Changesi
nti
me,amountofwor
k,orpr
ocesst
hatdonotl
owerst
andar
ds(
read
al
oudt
est
s,ext
rat
ime,
reducednumberofi
tems)
Di
ff
erent
iat
edassessmenti
nvol
vest
eacher
smaki
ngadj
ust
ment
stoandmodi
fyi
ng
assessmentact
ivi
ti
esf
ori
ndi
vi
dual
student
soragr
oupofst
udent
stocat
erf
or:
• di
ff
erentl
ear
ningneeds
• ar
angeofl
ear
ningst
ylesandpr
efer
ences
• t
he di
ff
erences bet
ween i
ndi
vi
dualst
udent
s,such as t
hei
rcur
rentl
evelof
under
standi
ngandabi
l
ityi
nrel
ati
ont
oapar
ti
cul
art
opi
corski
l
l
• pr
iorl
ear
ningexper
iences
• mot
ivat
ionandengagementwi
thl
ear
ning
• i
nter
est
sandt
alent
s
Di
ff
erent
iat
edAssessment
:Twomaj
ort
heor
ieshi
ghl
i
ght
ingt
hewayst
udent
slear
nar
e:
Howar
dGar
dner
’sTheor
yofMul
ti
pleI
ntel
l
igences.Gar
dnergr
oupsst
udent
sint
o8
br
oadcat
egor
ies:
 • Logi
cal
/mat
hemat
ical
(usesnumber
sef
fect
ivel
y)
• Vi
sual
/spat
ial
(isar
ti
sti
cal
l
yorspat
ial
l
yper
cept
ive)
• Bodi
l
y/ki
nest
het
ic(
excel
satt
askst
hatr
equi
rephy
sical
mov
ement
)
• Musi
cal
(per
cei
vesand/
orexpr
essesmusi
cal
for
msandpat
ter
ns)
• Li
ngui
sti
c(useswor
dsef
fect
ivel
y)
• I
nter
per
sonal
(respondswel
ltoot
her
s)
• I
ntr
aper
sonal
(isr
efl
ect
iveandi
nner
-di
rect
ed)
• Nat
ural
i
st(
makesdi
sti
nct
ionsi
nthenat
ural
wor
ld)
Assessi
ng Mul
ti
pleI
ntel
l
igences assessmentshoul
dref
lectt
he di
ver
sit
yof
i
ntel
l
igencesandl
ear
ningst
ylesi
nthecl
assr
oom.Forex
ampl
e,st
udent
swhoar
egood
atspat
iall
ear
ningmi
ghtnotdi
spl
ayt
hef
ullr
angeoft
hei
rknowl
edgeonanessayt
est
.
I
nfact
,tr
adi
ti
onalt
est
ingmet
hodsar
einher
ent
lybi
asedi
nfav
orofst
udent
swi
thst
rong
l
i
ngui
sti
candmat
hemat
icalski
l
ls.Teacher
ssuppl
ementt
hei
rtr
adi
ti
onalassessment
met
hodswi
thassessmentst
rat
egi
est
hatev
aluat
est
udentpr
ogr
essi
nani
ncl
usi
ve,
meani
ngf
ulway
.
MIt
heor
ist
sof
fert
hef
oll
owi
ngt
ips:
• Emphasi
zeongoi
ng assessmentand pr
ogr
ess.Cont
inuet
o aski
fand how
st
udent
shav
eimpr
ovedt
hei
rski
l
ls.
• I
ntr
oduceassessmentt
oyourst
udent
sasar
egul
arpar
tofcl
assr
oom l
i
fe.Make
assessmentapar
toft
hel
ear
ningpr
ocess,
notast
ressf
ul,
int
imi
dat
ing"
event
."
• Tr
ytousei
nst
rument
s,t
ool
s,andpr
ocedur
est
hatembr
acesome,
ifnotal
l
,oft
he
mul
ti
plei
ntel
l
igences.
• Useawi
der
angeofassessmentt
ool
stomeasur
est
udent
s'ski
l
lsandabi
l
iti
es.
• Gi
vel
otsoff
eedback
Nei
lFl
emi
ng’
sVAK(
visual
/audi
tor
y/ki
nest
het
ic)model
Looki
ngatFl
emi
ng’
smodel
,wecanseet
hatourschool
scat
ermost
lyt
oaudi
tor
y
l
ear
ner
s.Of
tendon’
tusemet
hodst
hatcat
ert
oki
nest
het
icl
ear
ner
s.Sot
heGr
adesar
e
of
tenst
rat
if
iedwi
thaudi
tor
ylear
ner
sint
het
opper
cent
il
e,v
isuall
ear
ner
sint
hemi
d-
r
angeofachi
evement
,andki
nest
het
icl
ear
ner
sint
hel
owerr
ange.
Si
gni
fi
canceofdi
ff
erent
iat
edassessment
:
Di
ff
erent
iat
edassessmentcanl
eadt
oenhancedst
udentl
ear
ningast
heyuset
hei
r
cur
rent under
standi
ng t
o di
scov
er,const
ruct and i
ncor
por
ate new knowl
edge,
under
standi
ng and ski
l
ls.I
tinv
olv
est
eacher
sconsi
der
ing a r
ange ofassessment
oppor
tuni
ti
est
osui
ttheneeds,
int
erest
sandabi
l
iti
esofi
ndi
vi
dual
student
s.
• Col
l
ect
sdat
abef
ore,
dur
ingandaf
tert
eachi
ngandl
ear
ningexper
iences
• Choi
cei
skeyt
othepr
ocess.Choi
ceofl
ear
ningact
ivi
tyaswel
laschoi
cei
nthe
assessment(
howt
hest
udentwi
l
ldemonst
rat
eunder
standi
ng)
.
• Lessonsandassessment
sar
eadapt
edt
omeett
heneedsandst
rengt
hsofal
l
l
ear
ner
s.
• Oppor
tuni
ti
esf
orchi
l
drent
othi
nkf
ort
hemsel
vesar
ecl
ear
lyev
ident
.
• Pr
ovi
dingal
ter
nat
ivemet
hodsandchoi
cesf
orst
udent
stodemonst
rat
ethei
r
knowl
edge,
under
standi
ngandski
l
ls
• Consi
der
ingwhatr
esour
cesandst
imul
usmat
eri
alswi
l
lassi
stst
udent
s
• Thel
ear
ningt
asksal
way
sconsi
dert
hest
udent
s’st
rengt
hs/
weaknesses.
• Vi
sual
lear
ner
swi
l
lhav
evi
sual
cues,
audi
tor
ylear
ner
swi
l
lhav
eaudi
tor
ycues,
etc.
• Gr
oupi
ngsofst
udent
swi
l
lvar
y,somewi
l
lwor
kbet
teri
ndependent
ly,andot
her
s
wi
l
lwor
kinv
ari
ousgr
oupset
ti
ngs.
• Mul
ti
plei
ntel
l
igencei
stakeni
ntoconsi
der
ati
onasar
ethest
udent
s’l
ear
ningand
t
hinki
ngst
yles.Lessonsar
eaut
hent
ict
oensur
ethatal
lst
udent
scanmake
connect
ions.
• Pr
ojectandpr
obl
em basedl
ear
ningar
eal
sokeyi
ndi
ff
erent
iat
edi
nst
ruct
ionand
assessment
.
• pr
ovi
dingoppor
tuni
ti
est
ochal
l
engest
udent
swi
thi
nthei
rlev
elofunder
standi
ng
andbey
ond
• pr
ovi
dingi
ndi
vi
dual
i
zedf
eedbackt
ost
udent
stohel
pident
if
yst
rengt
hsandar
eas
f
ori
mpr
ovement
• accommodat
ingar
angeofst
udentneedst
hroughf
lexi
bleassessmentpl
anni
ng
andadj
ust
ment
s
Whenpl
anni
ngdi
ff
erent
iat
edassessmentoppor
tuni
ti
esf
orst
udent
s,t
eacher
sshoul
d
consi
dert
he:
• Nat
ureoft
het
esti
nst
rument
,incl
udi
ngt
eacher
-madet
est
s,i
nter
estsur
vey
s,
anecdot
alev
idence,per
for
mance-
based act
ivi
ti
es,checkl
i
sts of t
rai
ts and
 char
act
eri
sti
cs,
cogni
ti
ve/
int
ell
ect
ual
andst
andar
dizedachi
evementt
est
s.
• Nat
ureoft
hef
eedback,i
ncl
udi
ngt
eacherobser
vat
ionofper
for
mance,par
ent
and/
or peer obser
vat
ion and f
eedback,i
nter
views and conf
erences,and
cumul
ati
veschool
hist
ory
.
• I
nvol
vementofst
udent
sint
het
eachi
ng,l
ear
ningandassessmentpr
ocess,such
aspr
ovi
dingoppor
tuni
ti
esf
orsel
f-
assessmentandsel
f-
ref
lect
ionandt
heuseof
por
tfol
i
os,
lear
ningj
our
nal
sandot
herI
CTt
ool
s.

Modul
e2=Tool
sandTechni
quesofEv
aluat
ion

2.
1 Achi
evementTest

Theat
temptt
omeasur
etheknowl
edge,
abi
l
iti
esandski
l
lsofst
udent
sinschool
s
.I
tmeasur
est
heext
entt
owhi
chast
udent hasl
ear
ned whathewasi
ntendedt
o;
nor
mal
l
ybasedont
hesy
ll
abus.Agoodachi
evementt
estcont
ains amat
eri
alt
hathas
al
readybeent
aught
.Thei
temsf
or an achi
evementt
est ar
epr
epar
ed gi
vi
ngdue
wei
gtaget
ovar
ioust
eachi
ngpoi
ntsaswel
lasspeci
fi
cinst
ruct
ional
obj
ect
ives.

Achi
evement t
est
sar
econduct
ed byt
het
eachert
otestt
heschol
ast
ic
achi
evementofl
ear
neratt
heendofuni
torcour
se.Theyhav
ethei
rown l
i
mit
ati
ons.
Theycannotbeusedt
ocompar
etheper
for
manceofst
udent
sofoneschoolwi
tht
hat
oft
heot
her
.Fort
hispur
posest
andar
dizedachi
evement
stest
sar
eused.Thei
temsof
t
hiski
ndoft
estar
ebasedont
hecont
entandobj
ect
ivescommont
oanumberof