Get Your Students Hired
The difference between norm-referenced and criterion-referenced assessments are used for comparisons. Objective assessments are used to determine correct or incorrect. Subjective assessments are used for opinions. All assessments should be sound and free from bias or distortion. Must be both reliable and valid.
I found the importance objective and subjective assessments. I often give essay questions and agree that essay type questions help the instructor gain insight to student's level of understanding beyond the simply recalling facts.
I learned about the types of assessments I primarily use in my courses, while also learning about types of assessments that I do not use as often.
What I learned most from this section was the difference between norm and criterion referrenced assessments.
By using both types of assessments I feel you can better evaluate how much the student retains.
This unit discussed subjective assessments and how they should be created. Based on what I read I will put thought into how I want to assess my students and what way or ways I should go about doing it. Sometimes an essay may be the best way or sometimes short answer may be the best.
Our course doesn’t give us too much information about Bloom's Taxonomy, but it mentions it multiple times, so I reviewed several papers/articles. Below is information on the revised taxonomy. The information that I gathered is by Patricia Armstrong, former Assistant Director, Center for Teaching. The paper has a lot of important information on both Bloom's Taxonomy and the Revised Taxonomy.
The Revised Taxonomy (2001)
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:
Remember
Recognizing
Recalling
Understand
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Apply
Executing
Implementing
Analyze
Differentiating
Organizing
Attributing
Evaluate
Checking
Critiquing
Create
Generating
Planning
Producing
In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:
Factual Knowledge
Knowledge of terminology
Knowledge of specific details and elements
Conceptual Knowledge
Knowledge of classifications and categories
Knowledge of principles and generalizations
Knowledge of theories, models, and structures
Procedural Knowledge
Knowledge of subject-specific skills and algorithms
Knowledge of subject-specific techniques and methods
Knowledge of criteria for determining when to use appropriate procedures
Metacognitive Knowledge
Strategic Knowledge
Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
Self-knowledge
Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.
I learned the difference between norm referenced and criterion referenced tests and questions. I was already familiar with the difference between subjective and objective assessments and the appropriate use of both.
Assessing what students have learned can be approached with diverse methods in order to not only adequately evaluate learning but to elevate the process of assessment. More information is gained in regard to student learning as methods move beyond the simplest of objective, true/false questions.
The objective assessment is more of a testing right or wrong,true or false,or multiple choice whereas subjective assessment is more essay orientated. Feedback is important in both types of assessments.
Essay questions can be an excellent measure of understanding to require students to go beyond rote factual knowledge. Problem-solving questions can require students to demonstrate the steps to solve a problem. Both types of subjective assessment involve higher thinking skills.
A good assessment is both reliable and valid. Validity of an assessment is generally gauged through examination of evidence in the following categories:
I learned the differenced between norm and objective asseesments and different types of both assessments.
I do appreciate a reliable and valid tool of assessment in my classes. Constant student feedback can help develop and update assessments from semester to semester.
Very interesting section on assessmemts and the difference between subjective and objective assessments.
This is important: Instead of simply marking questions right or wrong with no feedback, it is imperative that feedback be a consistent part of any assessment including objective assessment.
I learned the different types of evaluation for my students and how to use them for different criterias of evaluation
Criterion-referenced assessments can be used to gauge how a student came to a specific conclusion. This along with essay can help instors know if the student knows the process of coming up with a correct answer and measures thier understanding of the subject.