85% pass/fail a f b c+ 93% assessment, scoring, and evaluation s · pdf fileassessment,...
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Assessment, Scoring, and Evaluation
C+
Pass/Fail A
A-
85% F
S
Unsatisfactory
67% D
C
B 93%
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Definitions Assessment -- The process of measuring
something with the purpose of assigning a numerical value.
Scoring -- The procedure of assigning a numerical value to assessment task.
Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.
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Assessment Types Formative - for
performance enhancement
Formal - quizzes, tests, essays, lab reports, etc.
Traditional - tests, quizzes, homework , lab reports, teacher
Summative - for performance assessment
Informal - active questioning during and at end of class
Alternative - PBL’s, presentations, essays, book reviews, peers
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Alternative Assessment Alternative to what? Paper & pencil exams Alternatives:
lab work / research projects portfolios presentations research papers essays self-assessment / peer assessment lab practical classroom “clickers” or responder pads
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More Formal Alternatives Rube Goldberg projects bridge building / rocketry / mousetrap cars writing a computer program research project term paper create web page create movie role playing building models academic competitions
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Informal CATs (Classroom Assessment Techniques)
Quick-fire questions Minute paper
1) What did you learn today? 2) What questions do you have?
Directed paraphrasing (explain a concept to a particular audience)
The “muddiest” point (What is it about the topic that remains unclear to you?)
For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed) San Francisco: Jossey-Bass.
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Authentic Assessment
The National Science Education Standards draft (1994) states, "Authentic assessment exercises require students to apply scientific information and reasoning to situations like those they will encounter in the world outside the classroom as well as situations that approximate how scientists do their work."
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Assessment Concerns Validity -- Is the test assessing what’s intended?
Are test items based on stated objectives? Are test items properly constructed?
Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly)
Discriminability -- Are the performance on individual test items positively correlated with overall student performances? (e.g., only best students do well on most difficult questions)
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Evaluation Types
Criterion-referenced evaluation -- student performance is assessed against a set of predetermined standards
Norm-referenced evaluation -- student performance is assessed relative to the other students
The “curve” -- sometimes a combination of criterion- and norm-referenced processes
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Criterion-Referenced Eval’s
Based on a predetermined set of criteria. For instance,
90% and up = A 80% to 89.99% = B 70% to 79.99% = C 60% to 69.99% = D 59.99% and below = F
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Criterion-Referenced Eval’s Pros:
Sets minimum performance expectations.
Demonstrate what students can and cannot do in relation to important content-area standards (e.g, ILS).
Cons: Some times it’s hard to
know just where to set boundary conditions.
Lack of comparison data with other students and/or schools.
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Norm-referenced Evaluation
Based upon the assumption of a standard normal (Gaussian) distribution with n > 30.
Employs the z score: A = top 10% (z > +1.28) B = next 20% (+0.53 < z < +1.28) C = central 40% (-0.53 < z < +0.53) D = next 20% (-1.28 < z < -0.53) F = bottom 10% (z < -1.28)
z = X − Xσ
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Norm-referenced Evaluation Pros:
Ensures a “spread” between top and bottom of the class for clear grade setting.
Shows student performance relative to group.
Con: In a group with great performance, some will be ensured an “F.”
Cons: Top and bottom
performances can sometimes be very close.
Dispenses with absolute criteria for performance.
Being above average does not necessarily imply “A” performance.
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Norm and Criterion Compared Norm-Referenced:
Ensures a competitive classroom atmosphere
Assumes a standard normal distribution
Small-group statistics a problem
Assumes “this” class like all others
Criterion-Referenced: Allows for a cooperative
classroom atmosphere No assumptions about
form of distribution Small-group statistics
not a problem Difficult to know just
where to set criteria
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The “Curve”
The “curve” might represent a mixture of norm- and criterion-referenced grading.
The “curve” is a highly subjective process. The “curve” is normally applied only at the
end of a term.
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Assessing Scientific Process Skills
Scientific Process Skills (intellectual skills closely associated with inquiry learning)
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Basic Scientific Process Skills
Observing Communicating Classifying Measuring Inferring Predicting
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Integrated Scientific Process Skills
Identifying variables Constructing a table of data Constructing a graph Describing a relationship between variables Acquiring and processing data Analyzing investigations Constructing hypotheses Defining variables operationally Designing investigations Experimenting
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Enhanced Scientific Process Skills
Solving complex, real-world problems Establishing empirical laws Synthesizing theoretical explanations Analyzing and evaluating scientific arguments Constructing logical proofs Generating principles through the process of
induction Generating predictions through the process of
deduction
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Miscellaneous Comments Study guides can be created to set objectives. Prepare tests from objectives. Assess broad spectrum: content AND skills. Make a rubric for questions that do not have
forced-choice answers. Create an answer key for forced-choice
questions. Double-check your answer key. Grade ASAP, providing corrective feedback.
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Handling Appeals Encourage students to learn from their mistakes. Accept appeals in writing, due by a certain date. Refuse to discuss question if student will be
appealing the answer. Appeals include the following:
Question being appealed Teacher and student responses Explanation of why student’s response is as good as or better
than teacher’s expected response. Teacher responds in writing. No class-wide correction: each student must make own appeal.
Benefit: students feel they are treated fairly.
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Portfolios of Student Work
Have students prepare an ongoing, extensive portfolio of their work.
Maintain these portfolios in an open but supervised setting.
During parent-teacher conferences, have student in attendance and have parents go through portfolio with student under the watchful eyes of the teacher.
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Record Keeping
Keep copies of your grade book or computer program in widely separated locations.
Keep up to date. Respect confidentiality laws....