assessment information from multiple sources that describes a student’s level of achievement used...
TRANSCRIPT
Assessment Information from multiple sources that
describes a student’s level of achievement Used to make educational decisions about
students Gives feedback to students about
progress, strengths, & weaknesses Judge the effectiveness of the curriculum
and the teacher’s instruction
Goals of assessment Enhance learning
Monitor & report student achievement
Assessment as part of the learning process
Preassessment: Tells teacher about students’ knowledge, skills, fitness, interests, attitudes Which students already have
skills/knowledge prior to the daily lesson Which students may need additional,
individual help
Part of the learning process
Assessment during instruction may be given through feedback to students so they are aware of their progress throughout the activity
At conclusion of instruction, assessment helps teachers check the effectiveness of the teaching process
Part of the learning process
When students are held accountable for evaluating their performance (or a peer’s), they stay on task more and spend less time in avoidance behaviors
Formative assessment should be on-going Informs students Used to evaluate and improve instruction May be used as a reflective tool for teachers
Types of assessment Norm-referenced:
Students are compared with others of same age, gender, grade level, even school
Based on the normal bell curve which assumes the class is normally distributed around the class average
Should not compare students with norms of other students who are not similar
Used for summative assessment
Types of assessment
Criterion referenced: How well a student performs in comparison
with a predetermined standard of performance
Can be used for either summative or formative evaluation
When used for summative assessment, the criteria will not change as students become ore proficient
Types of assessment
Traditional Consumes time and
seems unrelated to outcomes
Does not describe what students can do with their knowledge and skills
Authentic Students apply skills
and knowledge to solve real world problems
Emphasizes higher order thinking skills
Students are engaged in their own learning and assessment
Steps in the assessment process
#1 Determine the purpose Unit/lesson objectives should align with
content standards Objectives should have terminal
behavior,conditions, criteria Assessments should reflect appropriate
expectations
Steps in the assessment process
#2 Selecting the correct technique If the objectives have been written
correctly, the verb should indicate the kind of assessment technique to be used
Skill assessment for verb in psychomotor Written assessment may be for cognitive Written surveys/journals may be used for
affective domain
Steps in the assessment process
#3 Effective assessment Validity: does it assess the content
correctly? Reliability: would the student get the same
test score on the same test? Objectivity: would the student get the same
score regardless of who administered or graded the test?
Learn about these in PEP 289! Stay tuned!
Creating authentic assessments
Students are required to utilize or apply knowledge or skills to address a real problem or situation Determine the content standard Determine whether the task requires
student to integrate knowledge in a meaningful manner
Be sure the task is at a higher level of thinking on the cognitive taxonomy
Creating authentic assessment
Determine whether the task is feasible in the amount of time
Can students construct learning with other students
Will students be able to ‘perform’ their learning in some form to an audience?
Do students have a chance to master & revise the task?
Developing the rubric criteria What do you want to assess? What type of rubric will you use? What elements of knowledge, skill,
qualities should students attain? How many levels do you want to put in
your rubric? 3 is minimum, 5 is more detailed
Developing the rubric
Write the criteria for judging performance Focus on the presence of observable behaviors or
elements of learning Begin with the first level, then move to the last,
then move to the middle criteria Middle criteria will be the most difficult
Check for appropriateness of elements for all students
Check that the rubric elements reflect current ideas of excellence
Types of rubrics Numerical
Points assigned for parts of a response, e.g. open-ended test questions
Checklist Yes/no on presence of feature
Analytic rating Numerical or qualitative scale
Holistic Score based on rater’s judgment of student
performance
Homework Be ready to discuss the different types
of rubrics You will be required to construct an
authentic assessment project for your unit plan and create a grading rubric