Chapter Summary

  • Chapter Summary
    • This chapter focused on testing and grading. The main points associated with specific objectives were as follows:
    • Learning Objective 1: Compare and contrast standardized tests and teacher-made tests.
      • Standardized tests are tests prepared and published by assessment specialists, whereas teacher-made tests are developed by teachers to address specific classroom situations.
      • Standardized tests are used for providing some indication of how individual students and classrooms compare with local, regional, or national averages. Teacher-made tests are used for gathering information and making judgments regarding the achievement of students.
    • Learning Objective 2: Compare and contrast the different types of teacher-made test items and the advantages and disadvantages associated with each.
      • Widely used teacher-made test formats include alternative-choice tests, multiple-choice tests, matching tests, completion tests, essay (brief and extended) tests, and combinations of these.
    • Learning Objective 3: Construct the different types of items that can be included in teacher-made tests.
      • Teachers can construct alternative-choice items, multiple-choice items, matching items, completion items, essay (brief and extended) items, and combinations of these.
      • Teacher-made test items can be improved through the use of item analysis.
    • Learning Objective 4: List the purposes for assigning grades.
      • Grades are used to evaluate instructional effectiveness and communicate achievement. The absolute grading system and relative grading system are the two principal grading systems commonly used in schools. An absolute standard compares student performance against an established set of criteria, whereas the relative standard compares students with one another.
      • Three systems are available to teachers for assigning grades: the point system, the weighted system, and the percentage system.
      • Teacher contracts can be used effectively in the grading process. With contract grading, the teacher outlines exactly what students must do to earn specific grades.
    • Learning Objective 5: Assign letter grades for participating students and provide a valid rationale for this assignment.
      • Teachers can use the point system, weighted system, percentage system, or contract system to assign grades.
    • Learning Objective 6: Describe the procedure for teacher recordkeeping and the reporting of student progress.
      • Recordkeeping can be a burden; however, the recordkeeping burden can be reduced through the use of computer technology.
      • The form of grade cards and the judgment on report cards varies from one school district to another and often from one grade level to another.