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Administering Assessments in the Classroom

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  • 0:00 Administering an Assessment
  • 0:32 Subject of the Assessment
  • 1:02 Addressing Questions
  • 2:23 Practical Matters…
  • 3:02 Supervising Students
  • 4:03 Lesson Summary
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Lesson Transcript
Instructor: Kevin Newton

Kevin has edited encyclopedias, taught middle and high school history, and has a master's degree in Islamic law.

While many students would probably prefer to go without them, assessments are an essential part of education. In this lesson, we look at how to properly administer assessments of all types in the classroom.

Administering an Assessment

So, your first few weeks of being a new teacher have gone really well. You've built a solid rapport with your students and their parents, classroom discussions are lively and on topic, and your team leader is satisfied with your ability to really engage students with the curriculum. However, your next big test is coming up, as is one for the students. Tomorrow is the first exam of the year. How should you administer it? In this lesson, we will look at some techniques for being able to make sure that your first time administering an assessment to a classroom of students goes by the book.

Subject of the Assessment

First things first, let's look at the assessment. Before you can give an assessment, you should be sure that your students are prepared for it. No, I'm not suggesting that you ask the students if they are ready for it, but you should think about what you are using your assessments for. If you are just using them to get grades in the computer, you are using the wrong approach. Instead, think of an assessment, whether it is a quiz, test, or a standardized exam from the state, as a measuring point for how well your students have absorbed what they've learned from you. In short, your students need to know what they are getting themselves into.

Addressing Questions

So you've made sure that your students are prepared and the assessment lines up with what you've taught. Great, now distribute the assessment and go over the directions for taking it. For a quiz or test that you alone are administering, that could be as simple as reading over the directions of each section to make sure that students catch any procedural questions they may have. For standardized exams, this could mean reading a script designed to ensure that the uniformed nature of the exam is maintained.

In either event, students should be allowed to seek clarification for the procedure of the assessment. Also, any time limits for the assessment should be mentioned at this time, as well as any warnings students will receive when they have only a few minutes left. Note that I didn't really say anything about last-minute review or clarification questions on the material at hand. Obviously state-sanctioned exams would not permit that sort of thing. However, the decision to clear up any last minute questions for local assessments is one that you and your team have to make together. By local assessments, I mean any quiz or test that isn't standardized by state officials, whether it's a pop quiz you wrote that morning or a test that is part of your curriculum.

Practical Matters Before the Assessment

Also during this time, you should work to limit the possibilities for distraction during the assessment. While students should have visited the restroom before coming to class, students may not have had time to sharpen pencils and prepare erasers, calculators, or any other materials they may need.

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