Student Achievement Assessment Essay

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The check list provides a means to assess student achievement on performance. It evaluates whether a specific criteria has been met. There are only two choices in judging each criterion whether it is present or not. Moskal (2000) stated checklist is appropriate choice for evaluating when the information is limited to the determination of whether specific criteria have been met. The checklist is used for diagnostic and is able to chart student’s progress. Many marking criteria can be subjective, however the marking criteria is not seen in this way as decisions are seen as definite (Dart and Boulton-Lewis 1998). There are a number of different types of checklists such as behaviour checklist, product checklist, and procedural checklist.…show more content…
Airasian (1997 pg 219) suggest ‘summarizing performance would be for the teacher to set up standards for rating students’ performance. This would combine a checklist with a rating scale of standards. Allow the criteria measured on as a formative basis and the rating scale could more accurately reflect the standards holistically. In relation to feedback it is able to provide an indication of the strengths of each criteria item. Airasian (1997) states checklist are diagnostic, reusable and capable of charting students progress. By comparing what the change is within the checklist it is able to be used as a reflection tool and clearly identifies what needs to be improved within the performance when the same performance type is measured. This is both from the teacher and the student perspectives. Due to the itemised way items are measured it provides a detailed basis for judgement (Lantz 2004). This makes it easier to assess either as self or peer review evaluation. The decision making associated with this marking guide either applicable or not, is easy to learn quickly compared to rating scale or rubric where there is more subjectivity. Additionally since there is only two decisions either can or cannot demonstrate it and does not allow for the middle ground as it neglects quality in assessment criteria being measured (Airasian. 1997). This situation may cause issue as rater/ raters to be indecisive may identify differences due to this middle ground.
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