Analyzing Two Assumptions Underlying the Scoring of Classroom Assessments [microform] / Robert J. Marzano
- Bib ID:
- 5675228
- Format:
- Book and Microform
- Author:
- Marzano, Robert J
- Online Version:
- https://eric.ed.gov/?id=ED447169
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2000
- 40 p.
- Summary:
-
There has been little discussion of two conventions common within classroom assessment: the convention of representing student's performance on an assessment using a single score; and the convention of using the average score to summarize a student's performance over a set of assessments. This paper attempts to demonstrate that the assumptions underlying these conventions are questionable at best. The paper also attempts to demonstrate that the use of these conventions renders classroom assessment a poor feedback device. Alternative conventions that make classroom assessments more accurate and useful feedback mechanisms are presented and discussed. Suggestions made in this paper can be summarized in brief statements: (1) classroom assessments should be given throughout the cycle of learning; (2) separate scores should be assigned to each trait addressed in a given classroom assessment; (3) a common scale should be used for all traits on all assessments; (4) summary scores for the various traits should be combined in a way that acknowledges their dependence; and (5) the summary scores for a given trait should be estimated by predicting the final score in the set of scores based on some mathematical model of learning. (Contains 5 tables, 4 exhibits, and 37 references.) (SLD)
- Notes:
-
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- Contract Number: RJ96006101.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Mid-Continent Research for Education and Learning, Aurora, CO
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2000
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.