Page 231 - Resources and Support for the Online Educator

Chapter 4: Your Assumptions and Beliefs

Ability
∙ Students are able to read the test and write the answers.
∙ Students are able to understand the cultural references
embedded in the test.
∙ Students have English language proficiency.
∙ Students are able to focus and persist in the completion of the
test.
∙ Bell curves are a natural occurrence; some students will do
well, others will fail.
∙ Results without technology support are superior to results
with technology support.

Motivation

∙ Students will pass the test if they study.
∙ A low score on a test will motivate students to try harder.
∙ Tests and the accompanying grade motivate students; they
wouldn’t bother to learn if we didn’t test them.

Learning

∙ Tests are a good way for students to demonstrate their
learning.
∙ Learning is measured by how well students remember facts,
information, algorithms, and so on, and this measurement of
understanding is best captured by a test.
∙ Tests (and the accompanying grade or percentage) provide
students with feedback about their learning.
∙ Tests accurately reflect student’s understanding of the
material or concepts.

Assessment—Validity/Reliability

∙ Tests are the most valid and reliable means of measuring
student learning.
∙ Summative assessment supports student learning.
∙ Grades and percentages are reliable and objective; teacher
observation and comments are subjective.
∙ Tests are important to determine students’ marks on their
report cards.

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Dive into UDL: Immersive Practices to Develop Expert Learners 231