Education Parent Newsletter Article Coursework Example

Name
Professor
Course
Date
Student Assessment
Student assessment refers to different mechanisms that are used by teachers to aid, and facilitate preparedness, the learning procedures and educational requirements of the learners (Betebenner, 45). Therefore, educators use different tools to ensure that the learners, irrespective of their age and grade are assessed in an efficient way. Below is an explanation of the common assessment aspects.
Norm- And Criterion-Referenced Assessments
In most instances, norm referencing assessment is contrasted with criterion assessment. As scholars establish, the difference between the two assessment mechanisms is defined in the context that involves curriculum planning more especially in the higher education.
Norm referencing involves standardized test enhanced to facilitate the comparison and ranking of test takers in relation to one another. Their reports indicate the test takers’ position when compared to the hypothetical average student. The process of determining the norm process through calculations is called norming, and it involves some groups of test takers.
lefttop
When displaying the results of the norm-referenced scores, percentages or percentile rankings get used. Furthermore, their tests incorporate the use of multiple-choice format although in some instances some short answer questions are availed for the same. A good example where this form of testing is used is in the IQ tests. Such tests are meant to identify the gradient of learning disabilities in young children and establish the need for special education services.

Other examples of the application of norm testing include when determining a child’s preparedness for school for the first time and evaluating math skills where tests are used for the measurement of academic progress.
On the other hand, the criterion-referenced tests differ with the norm test assessments in a number of perspectives. With his assessment, results are presented depending on the correct answers, as demonstrated by the students. Furthermore, the total score of the student reflects more or less correct answers scored by the student in the test. As expressed in the figure below, criterion-based evaluates one’s comprehension and skills.

Dimensions of Descriptive Statistics.
The role of descriptive studies is to provide a description of data characteristics in a study. They use different mechanisms that include graphics analysis to provide such summaries and enhance the data representation identified. The common difference between descriptive and inferential statistics is that descriptive statistics basically describes contents of the data, unlike the latter which tries to establish conclusions. Moreover, according to previous studies, descriptive statistics is the ideal one for the representation of quantitative data since it simplifies huge amount of data into reasonable platforms.
Reliability and validity
The two named aspects are important when making a selection of an effective survey instrument. Reliability explains the ability of the instrument to have the same results displayed in a number of attempts. On the other hand, validity simply refers to the ability to which the instrument accurately determines what it was determined to measure.
Therefore, in a teaching perspective, Test reliability and test validity refer to components of the test which demonstrate the quality and usefulness of the test. Some scholars argue that of all aspects of the test, these two remain to be the most fundamental ones. Their attributes, in most occasions, evaluate how suitable it is to test for one’s use.
Scoring terminology
There exist different scoring terminologies that remain relevant and unique to students with special needs. The first terminology is referred to as Basil. This terminology is also referred to as the starting point and represents mastery of a given task below which the student can correctly perform a test. The second terminology is the Ceiling. It is determined by the determination of the Basal. At this point, as per recent studies, a considerable number of errors are predetermined by the student. The student is afraid of continuing administering the rest of the questions for fear of performing dismally.
Besides the above-named terminologies, Raw scores represent simply indicates the number of answers correctly given on a test. It is the first score obtained by the teacher. The tests are not weighted, transformed or subjected to any statically manipulation. Unlike raw scores, Standard scores are transformed in a way that they fit curves, having constant mean and standard deviation.
Limitation of Assessments
Assessment of students is a matter that has been discussed by the concerned stakeholders for long. As a result, a heated argument over the effectiveness of assessments has been witnesses. Some stakeholders argue that assessments have negative implications towards motivation, especially to children who perform poorly, and below the grade level. Also, at times, a careless implementation of the same leads to negative consequences especially on circumstances that the needs of special education students are overlooked (Gibbs & Simpson, 30).
Additionally, some experts argue that the assessment tests are time-consuming and complex to establish. This will force the teachers to find the time and enact curriculums and assessment s with another load of work. Therefore, more staff are required in this scenario.
Also, these assessments cost a lot of money, time and effort. The named important resources are used when creating the curriculum, where a lot of money is incurred to have more staff and other professionals hired to facilitate the same.

References
Betebenner, Damian. “Norm‐and criterion‐referenced student growth.” Educational Measurement: Issues and Practice 28.4 (2009): 42-51.
Gibbs, Graham, and Claire Simpson. “Conditions under which assessment supports students’ learning.” Learning and teaching in higher education 1 (2005): 3-31.