Dispositional Assessment

We will use this page to post and discuss our Dispositional assessment ideas.

Tasks for this Module:

Here are the tasks for our Dispositional Assessment module this week:

Due by 3/5:

  1. Read Ch. 9 in Stiggins and read the additional resources, as necessary. Please feel free to post any other resources you encountered that helped you construct your dispositional measure. We will not be making a quiz this week. 🙂
  2. Create (MAKE) a dispositional measure in your topic area.
  3. Be sure to write ideas about what your purpose is, as well as what you would expect to see (TAKE), and what decisions you would make based on this survey.
  4. Make two selected response items reflecting salient information from Ch. 9 and post them on this page.

Due by 3/6:

  1. Print one copy of your survey (dispositional assessment)  survey and your thoughts and bring to class with you. We will partner up and critique (BREAK) each others’ surveys in class.
  2. We will discuss instructional implications regarding dispositions, as well as revisit your assessment beliefs you posted earlier in the term.

5 Responses to Dispositional Assessment

  1. Oona Badgley says:

    Short Answer (4 pts)

    When assessing dispositions, what are two important ground rules to remember? List them and give an example, one for each, of a situation that would require them to be put to use.

    Selected Response (1 pt)

    All of the following are examples of options for assessing dispositions EXCEPT;

    a). Questionnaires
    b). Open ended written response
    c). A meeting with the students’ parents (correct answer)
    d). Personal Communication

  2. Roxanne Winston says:

    The important difference between assessing student achievement versus student affect is:
    a) the reason for assessing
    b) different assessment methods
    c) the variance in accountability
    d) adhering to achievement standards

    Teachers can help students close the gap between where they are now and where they want to be by:
    a) teaching them to reflect on changes in their work
    b) providing examples of good and poor quality of work
    c) teaching them to monitor their own progress
    d) revealing achievement targets in student friendly language

  3. Erika Peterson says:

    1. What can you do as a teacher when and if a student reveals feelings that require intervention?
    A. Contact the principle
    B. Contact a counselor
    C. Contact a school psychologist
    D. All of the above

    2. Which is NOT an accurate description of a confident student?
    A. They often blame their teachers when they do not succeed
    B. They often have an upward spiral of success and a ‘can-do’ attitude
    C. They have high aspirations for their education
    D. Their anxiety levels tend to be higher than students who lack confidence

  4. Alex Anley says:

    Effective assessments of student dispositions must do all of the following EXCEPT:

    a. arise from a clear reason for assessing
    b. arise from a clear vision of the disposition to be assessed
    c. rely on proper assessment methods
    d. hold students accountable for their dispositions

    T/F:
    The stronger the favorable or unfavorable attitudes, the greater the likelihood that they will influence behaviors.

  5. Elizabeth Day says:

    Dispositions can be measured in terms of
    a. focus
    b. direction
    c. intensity
    d. all of the above

    When assessing dispositions, teachers should
    a. have a clear reason for conducting the assessment.
    b. ensure students know the “socially desirable responses”.
    c. exclude students with consistent behavior issues.
    d. make quick conclusions. First impressions are often correct.

    True/False: Value are typically more enduring than attitudes.

    Fill in the blank: _______________ that provide early evidence of success can encourage students, foster hope, and increase their motivation. This leads to more successes, creating a virtuous ___________.

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