About This Chapter
Interpreting & Communicating Educational Assessment Results - Chapter Summary
This self-paced chapter ensures that you understand how to interpret and communicate educational assessment results. Brush up on your knowledge of ways to use standard deviation and bell curves for assessment, communicate assessment expectations to students, report learning progress to students and parents and more. After completing the lessons, you will be ready to do the following:
- Explain why it's important to understand the basic statistics of score distribution when summarizing assessment results
- Summarize assessment results by comparing test scores to the scores of a larger population
- Differentiate between norm- and criterion-referenced scoring and list their advantages and disadvantages
- Discuss the basics of using mean, median and mode for assessment
- Share strategies for assessing data on student learning in cognitive and affective domains
- Describe how technology can be used to organize educational assessment data
- List plans and strategies for student academic and behavioral intervention
- Outline strategies for sharing assessment data with students and stakeholders
Each lesson in this chapter features a quiz you can take anytime to check your comprehension of its contents. If you'd like a broader review of this chapter, don't hesitate to take the practice exam. Our Dashboard enables you to submit any questions you have about topics covered in the lessons to our subject-matter experts. These resources are accessible 24/7 via any computer, smartphone or tablet to ensure you're able to study whenever and wherever you desire.
1. Summarizing Assessment Results: Understanding Basic Statistics of Score Distribution
Summarizing test results is a critical component of the assessment process. In order for results to be used effectively, they must be summarized in a way that allows educators to compare the achievement of one student to others. This lesson will describe the first step in summarizing results: understanding the basic statistics of score distribution.
2. Summarizing Assessment Results: Comparing Test Scores to a Larger Population
Assessment results can yield valuable information about the individual test-taker and the larger population of test-takers. This lesson will describe how to compare test scores to a larger population by explaining standard score, stanines, z-score, percentile rank and cumulative percentage.
3. Using Standard Deviation and Bell Curves for Assessment
When a teacher gives an exam in class, how does she decide if the test scores were good or bad? This lesson focuses on classroom assessment, specifically how to analyze the variability of scores within a given group of students. We'll discuss both standard deviation and bell curves.
4. Norm- vs. Criterion-Referenced Scoring: Advantages & Disadvantages
Assessment results allow educators to make important decisions about students' knowledge, abilities and future educational potential. There are multiple ways to summarize and interpret assessment results. This lesson will discuss ways to summarize norm-referenced assessments and criterion-referenced assessments.
5. Using Mean, Median, and Mode for Assessment
How does a teacher decide what is a good exam score and what is a bad one? This lesson focuses on classroom assessment, but instead of different types of assessment (such as essay versus true/false questions), we'll discuss statistical methods for summarizing scores on any form of testing. Specifically, this lesson covers the statistical tools known as the mean, median and mode.
6. Assessing Data on Student Learning in Cognitive & Affective Domains
Within each of Dr. Bloom's learning domains, levels of performance have been established. In this lesson, we will learn more about the cognitive and affective domains of learning and discuss assessments that can be used for each.
7. Using Technology to Organize Educational Assessment Data
Analyzing student work can be a cumbersome task for teachers to do on a regular basis when faced with pencil and paper assessments. Technology, however, can improve the efficiency and effectiveness of collecting and analyzing student data.
8. Communicating Assessment Expectations to Students
Student assessment preparation should include an explanation of the expected responses, how the scoring will be done, and information on the types of questions that will be asked. Students are better able to prepare when they know what to expect.
9. Student Intervention Plan and Strategies
This lesson will highlight various academic and behavioral intervention plans that you can use for students who are in need of academic or behavior support in the classroom. A short quiz will follow to test your knowledge.
10. Sharing Assessment Data with Students & Stakeholders
In this lesson, we will discuss some of the misunderstandings stakeholders have about testing and score reports to identify ways that teachers can prepare to communicate outcomes of student assessments with students, parents, and colleagues.
11. How to Report Learning Progress to Students & Parents
This lesson describes how to communicate learning progress. It specifically focuses on the tools of summative documentation, formative communication, and standardized documentation.
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Other chapters within the MTTC Cognitive Impairment (056): Practice & Study Guide course
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- Factors Impacting Development & Learning
- Characteristics of Cognitive Impairments
- Effects of Cognitive Impairments on Learning & Life
- Identifying Learning Disabilities
- Students with Individual Disabilities, Disorders & Impairments
- Types of Assessment for Students with Cognitive Impairments
- Conducting Assessments for Students with Cognitive Impairments
- Identifying & Planning for Students with Individualized Education Plans
- Instructional Planning in Special Education
- Strategies for Learning Environment Management in Special Education
- Individualizing Instruction for Students with Cognitive Impairments
- Teaching Communication Skills In Special Education
- Self-Advocacy for Students with Impairments
- Curriculum & Teaching Strategies for Students with Disabilities
- Teaching Life Skills to Students with Special Needs
- Behavioral Interventions for Students with Special Needs
- Supporting Life Transitions for SPED Students
- Developing Partnerships to Support Students as an Educator
- Communicating with Students & Families in SPED
- Educational & Legal Reform for Students with Special Needs
- Professional Issues for Teachers in Michigan
- MTTC Cognitive Impairment Flashcards