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WelcomeTo
ClassJanuary 20 - 22, 2020
Hope This Session Will Be A Rewarding One For You
1
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Teaching Goals
To help teachers understand the link between
teaching, learning & assessment
To empower teachers to formulate assessment
experiences that are relevant & meaningful to
both learners & teachers
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Intended Learning Outcomes
At the end of the presentation, teachers should
be able to:
Describe the link between teaching, learning &
assessment in their own words;
Describe at least three classroom assessment
techniques they can use;
Demonstrate, through collaboration, the steps in
making a classroom test;
Formulate a classroom test through collaborative
work;
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What’s the connection?
testing
measurement
evaluation
assessment
teaching
learning
instruction
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Instruction
and
Assessment
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Teaching and learning are
reciprocal processes that depend
on and affect one another.
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Thus, the assessment component deals
with how well students are learning, and
how well the teacher is teaching
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What’s the purpose of assessment?
Assessment of Learning
External
Measures achievement
relative to learning
objectives
Used to assign grades
Does not need to
involve the student
Assessment for Learning
Internal
Used to diagnose student
problems for remediation
Determines effectiveness
of instruction
Brings the student into
the process
(Davies, 2000)
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Assessment for Learning
Assessment for learning involves teachers using
evidence about students' knowledge, understanding
and skills to inform their teaching.
Sometimes referred to as ‘formative assessment', it
usually occurs throughout the teaching and learning
process to clarify student learning and understanding.
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Assessment for learning:
reflects a view of learning in which assessment helps
students learn better, rather than just achieve a better mark;
involves formal and informal assessment activities as part
of learning and to inform the planning of future learning;
includes clear goals for the learning activity;
provides effective feedback that motivates the learner and
can lead to improvement;
reflects a belief that all students can improve;
encourages self-assessment and peer assessment as part
of the regular classroom routines;
involves teachers, students and parents reflecting on
evidence;
is inclusive of all learners.
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Assessment of Learning
Assessment of learning assists teachers in using
evidence of student learning to assess achievement
against outcomes and standards.
Sometimes referred to as ‘summative assessment', it
usually occurs at defined key points during a unit of
work or at the end of a unit, term or semester, and
may be used to rank or grade students.
The effectiveness of assessment of learning for
grading or ranking depends on the validity and
reliability of activities.
Its effectiveness as an opportunity for learning
depends on the nature and quality of the feedback.
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Assessment of learning:
is used to plan future learning goals and pathways
for students
provides evidence of achievement to the wider
community, including parents, educators, the
students themselves and outside groups
provides a transparent interpretation across all
audiences.
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Assessment as Learning
Assessment as learning occurs when students are
their own assessors.
Students monitor their own learning, ask questions
and use a range of strategies to decide what they
know and can do, and how to use assessment for
new learning.
data is gathered either by or for students to help
them understand how they learn;
used so students develop learning skills and
control their own learning
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Assessment as learning:
encourages students to take responsibility for their
own learning
requires students to ask questions about their
learning
involves teachers and students creating learning
goals to encourage growth and development
provides ways for students to use formal and
informal feedback and self-assessment to help
them understand the next steps in learning
encourages peer assessment, self-assessment
and reflection.
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Improve
Student Learning
(Gronlund & Waugh, 2009)
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To be fully integrated with
instruction,
plans for assessment should be
made during the planning for
instruction.
(Gronlund & Waugh, 2009)
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Assessment in the Instructional Process
Beginning of Instruction (placement assessment)
During Instruction (formative and diagnostic
assessment)
End of Instruction (Summative assessment)
(Gronlund & Waugh, 2009)
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Beginning of Instruction
(placement assessment)
Readiness Concern
Do the students
have the prerequisite
skills for this course?
Placement Concern
Have the students
already achieved the
intended outcomes
of the planned
instruction?
(Gronlund & Waugh, 2009)
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During Instruction(learning progress)
Formative Assessment
Monitors student progress
Results are used to improve learning rather than assign grades.
Diagnostic Assessment
Focuses on the source of the error encountered by students.
May be difficult to construct.
(Gronlund & Waugh, 2009)
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End of Instruction (Summative Assessment)
Used to determine terminal performance
Have students mastered the learning outcomes?
What grade should be assigned to each student?
How effective was the instruction?
(Gronlund & Waugh, 2009)
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As we plan, teachers need to answer two main questions:
What are the
intended learning
outcomes of
instruction?
How will I know if
students have
achieved the
learning outcomes?
(Gronlund & Waugh, 2009)
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The Instructional Plan
Instructional Objectives
Instructional Activities
must be linked to objectives
Assessment Activities
must be linked to objectives & activities
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Our intended learning outcomes or instructional objectives provide
the blueprint for planning instructional activities and
preparing assessment instruments.
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Instructional Objectives
What type of learning do you expect your
students to experience?
Consider the three domains of learning:
Cognitive: Mental Content
Psychomotor: Physical Skills
Affective: Emotional Values
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The Cognitive Domain
• Evaluation
• Synthesis
• Analysis
• Application
• Understanding
• Knowledge
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Instructional Objectives
Clearly stated objectives have four components:
A – Audience (who is fulfilling the objective)
B – Behaviour (what are they doing, a measureable
verb)
C – Condition (how are they doing it, what do they
need)
D – Degree (how much or to what extent are they
doing it)
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Collaboration Time!
Work in your groups to:
choose a topic in your area;
divide it into bite size pieces;
formulate at least two instructional objectives
for a lesson
choose instructional activities to match each
objective.
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Developing a good test is like target shooting.
You must:
Choose a target
Select an appropriate arrow
then
Take careful aim
Hitting the target requires planning
(Zimmerman, Sudweeks, Shelley, & Wood, 1990)
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Developing a good test requires planning
You must:
Determine the purpose of
the test
then
Carefully write
appropriate test items to
achieve that purpose
(Zimmerman, etal., 1990)
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Too often we miss the mark
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Common Problems with classroom tests
Test content does not reflect the material discussed
in class.
Inadequate sample of content.
Questions are often ambiguous and unclear.
Inadequate sample of student achievement.
Too little feedback is given.
(Jacobs, 2004)
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So how do we solve these problems?
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Components of Assessment
Achievement targets
Assessment activity
Evaluative criteria/scoring tools
Grading & Reporting
(Beimfohr & Jacobson, 2003)
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Choosing the Right Assessment Option
Decision must be based on
Achievement Targets
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Achievement Targets
Master content knowledge
Use knowledge to reason and solve problems
Develop skills
Create products
(Beimfohr & Jacobson, 2003)
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Planning for Pencil- and-Paper Assessment
Once we’ve decided on our achievement targets
or learning outcomes we can proceed to
formulate a
Table of Test Specifications
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Table of Test Specifications
This is a blue-print of the test.
It shows the number of items per content
area and skill domain to be assessed.
Should be developed before teaching unit
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Table of Test Specifications
This is the easiest way to ensure that there is
a representative sample of content and
cognitive objectives on the test.
We include content and skills in the same
proportion as they are to stressed during
instruction.
The table ensures that there is match
between what is taught and what is tested
Objectives Teaching Testing
(Jacobs, 2004)
(CXC, n.d.)
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Table of Test Specifications
First determine the total number of items for
the test.
Second, allocate the number of items per
content area. The more important the content,
the greater the number of items.
Then , sort items across the various levels of
the domain.
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Table of Test Specifications
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Table of Test Specifications
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Table of Test Specifications
Table of Specifications for a Chemistry Unit Test on Oxygen
Content (%) Knowledge Comprehension Application Total (%)
Physical Properties 8 6 6 20
Chemical Properties 12 9 9 30
Preparation 4 3 3 10
Uses 16 12 12 40
Total 40 30 30 100
(Jacobs, 2004)
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Assessment Activity Options
Selected response
Essay
Personal communication
Performance assessment
Portfolio assessment
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Selected Response
Multiple choice
True/false
Matching
Fill-in-the-blank
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Essay
Restricted response essay
short answer / completion
Extended response essay
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Factors to consider when deciding on the format of the test
What is to be measured
The size of the class
Time available to prepare and score test
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Directions
Directions should be clear, concise, and to the
point.
Keep the directions and associated items on the
same page, even if the directions need to be
repeated on subsequent page(s).
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Directions
Directions should include:
How to record answers
Time available
How answers are scored and the points
associated with specific subtests or items.
What to do when the test is completed.
Explain what is permissible
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Arranging Items on theTest Instrument
Include an - Ice breaker item which virtually all
examinees will answer correctly to build
confidence.
Group similar content together on the testing
instrument.
Use items designed to measure important
content as testing time is almost always limited.
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Arranging Items on theTest Instrument
Use items of appropriate known difficulty levels
when possible.
Don’t break items across a page.
Keep charts and figures pertaining to an item on
the same or preceding page.
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Arranging Items on theTest Instrument
If using a computer printer, use a consistent font
or font size strategy.
If students are required to supply an answer,
provide enough room for the answer.
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The Role of Formative Assessment
This takes place during the semester and allows
for assessment for learning.
This means giving several opportunities and
types of assessment.
This takes place during the semester and allows
for assessment for learning.
This means giving several opportunities and
types of assessment.
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Feedback
Formative assessment should be done in such a
way as to allow for meaningful feedback to be
given to students.
Descriptive feedback is preferred over evaluative
feedback.
Feedback should inform students how they’re
progressing towards achieving learning
outcomes.
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Feedback
Once you have collected the students‘ responses,
Sort and analyze the data.
Look for any patterns.
What is the most common response?
What did you not already know?
What suspicions were confirmed?
What do you plan to do about it?
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Feedback
When you have analyzed the data, share at least
some part of that analysis with your students.
How will this activity affect their experience as
learners in the classroom?
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Grading & Reporting
Instructional objectives should include both
minimal (lower-level)
and
developmental (higher-level) objectives.
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Grading Issues
Communication to whom?
About what?
Using what evidence?
Shared how?
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Questions for Establishing Appropriate Grading Practices
Is it appropriate to factor the following into the
report card grade?
Achievement
Intelligence
Effort
Attitude
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Establishing Appropriate Grading Practices
Consider arguments for and against.
Create a balance scale reflecting a clear analysis
of all factors.
Factor student achievement into report card
grades.
Include unencumbered index of academic
achievement.
Report all other factors as separate grades.
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Learning ability,
improvement and effort
should never be used as indicators
or evidence of achievement since
they present an unfair advantage to
some students and penalise others
unnecessarily.
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Sound Grading Practices
Students:
Are clear about the achievement targets that have been set
Know what standards they are expected to meet
Understand the grading procedures that will be used
Teachers:
Gather evidence over time
Translate evidence into a composite index
Begin instruction with a complete picture of the grading process
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Ways to Determine Grades
Assess at the end of the grading period
Average mid-term and final exams
Assess unit by unit
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Whatever method of grading
you choose,
ALWAYS
tell students up front how
grades will be determined.
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When all is said and done
assessment strategies should
help to answer the
fundamental but often elusive
questions
"What are your students learning?"
and its corollary,
"How effectively are you teaching?"
In Conclusion
(Enerson, Plank & Johnson, 2007)
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References
Beimfohr, E. & Jacobson, E (Directors). (2003a).
Program two: Assessment Options and Designing
Paper-and-Pencil Assessments [Video recording].
In B. Schadlow (Executive Producer), Designing
Assessment to Promote Learning. Los Angeles:
Laureate Education, Inc.
Caribbean Examinations Council. (n.d.). Classroom
assessment: Teacher developed tests.
Davies, A. (2011). Making classroom assessment work.
(3rd ed.). Connections Publishing.
Enerson, D. M., Plank, K. M., & Johnson, N. (2007).
An introduction to classroom assessment
techniques. Pennsylvania: Schreyer Institute for
Teaching Excellence, Penn State.
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References
Gronlund, N. E. & Waugh, C. K. (2009). Assessment of
student achievement. (9th ed). New Jersey:
Pearson Education Inc.
Jacobs, L. C. (2004). How to write better tests: A
handbook for improving test construction skills .
Indiana: Indiana University Bloomington Evaluation
Services & Testing
Zimmerman, B. B., Sudweeks, R. R., Shelley, M. F., &
Wood, B. (1990). How to prepare better tests:
Guidelines for university faculty. Brigham Young
University Testing Services & the Department for
Instructional Science.
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