Welcome-NUCC ESL Welcome-NUCC ESL Endorsement CourseEndorsement CourseAssessment and EvaluationAssessment and Evaluation

Second NightSecond Night

Take RollTake Roll

Review Assessment Review Assessment Terms--Teach Terms--Teach

Marzano’s note taking Marzano’s note taking strategy--students strategy--students

take notestake notes

Assessment TermsAssessment Terms STANDARDIZED tests and STANDARDIZED tests and

STANDARDS are major influences STANDARDS are major influences on curriculum todayon curriculum today

Standardized tests are Standardized tests are administered the same way each administered the same way each time they are given. time they are given.

AssessmentAssessment Anything teachers or Anything teachers or

administrators do that attempts administrators do that attempts to find out what a student knows to find out what a student knows or can do. Traditional examples or can do. Traditional examples of assessment include tests and of assessment include tests and quizzes.quizzes.

Authentic AssessmentAuthentic Assessment A kind of assessment that uses A kind of assessment that uses

typical classroom activities or typical classroom activities or real-life settings to test student real-life settings to test student knowledge or skillsknowledge or skills

Formative EvaluationFormative Evaluation is judgment about quality or worth made during is judgment about quality or worth made during

the design or development of instructional the design or development of instructional materials, instructional procedures, curricula, or materials, instructional procedures, curricula, or educational programs. This type of evaluation educational programs. This type of evaluation directs judgments toward modifying, forming, or directs judgments toward modifying, forming, or otherwise improving the product, idea, or otherwise improving the product, idea, or lesson, before it is widely used in schools. A lesson, before it is widely used in schools. A teachers engages in formative evaluation when teachers engages in formative evaluation when revising lessons or learning materials by using revising lessons or learning materials by using information obtained from previous use. It is information obtained from previous use. It is formative evaluation when we are assessing formative evaluation when we are assessing students’ learning while the student is still in students’ learning while the student is still in the process of learning the material.the process of learning the material.

Summative EvaluationSummative Evaluation is judgment about the quality or worth of is judgment about the quality or worth of

already-completed instructional already-completed instructional materials, instructional procedures, materials, instructional procedures, curricula, or educational programs. This curricula, or educational programs. This evaluation tends to summarize the evaluation tends to summarize the strengths and weaknesses of the strengths and weaknesses of the program. When we judge the quality or program. When we judge the quality or worth of a student’s achievement of a worth of a student’s achievement of a learning target after the instructional learning target after the instructional process in completed. Letter grades on a process in completed. Letter grades on a report card is an example.report card is an example.

Qualitative/Qualitative/QuantitativeQuantitative

Qualitative: The assessment that goes on Qualitative: The assessment that goes on without stopping instruction. The feel-without stopping instruction. The feel-good assessment. Somewhat subjective.good assessment. Somewhat subjective.

Quantitative: A measurable amount, Quantitative: A measurable amount, precise and accurate usually with the use precise and accurate usually with the use of statistics. The student has completed of statistics. The student has completed an assignment with all the components an assignment with all the components necessary and in an amount that can be necessary and in an amount that can be measured. Tests and measurements that measured. Tests and measurements that can provide scores and data. can provide scores and data.

Norm Referenced Norm Referenced TestsTests

describe the performance of the students in terms describe the performance of the students in terms of their position in a reference group that has of their position in a reference group that has already taken the test. Example: A student’s already taken the test. Example: A student’s performance may be described as being “better performance may be described as being “better than 80 percent of the class.” This report than 80 percent of the class.” This report expresses the student’s standing in a reference expresses the student’s standing in a reference group, but it does not state what the student group, but it does not state what the student knows or is able to perform. The reference group knows or is able to perform. The reference group is called the norm group. Percentile ranks, grade-is called the norm group. Percentile ranks, grade-equivalent scores, and standards scores are equivalent scores, and standards scores are examples of norm-referenced scores. (Summary: examples of norm-referenced scores. (Summary: any form of testing that evaluates student any form of testing that evaluates student performance in relation to other students. For performance in relation to other students. For example, percentile ratings and test curves are example, percentile ratings and test curves are norm-referenced.) norm-referenced.)

Criterion Referenced Criterion Referenced TestsTests

Describes the student’s performance in terms of Describes the student’s performance in terms of the kinds of tasks a person with a given score the kinds of tasks a person with a given score can do. This test actually tests the student’s can do. This test actually tests the student’s knowledge of a subject area based upon the knowledge of a subject area based upon the test questions and their ability to answer them. test questions and their ability to answer them. (Summary: any form of testing that attempts to (Summary: any form of testing that attempts to measure student ability or performance in measure student ability or performance in relation to specific pre-existing standards or relation to specific pre-existing standards or criteria.criteria. For example, tests that assess student For example, tests that assess student mastery of a skill such as multiplying 2-digit mastery of a skill such as multiplying 2-digit numbers are criterion-referenced---CRT’s)numbers are criterion-referenced---CRT’s)

Alternative Alternative AssessmentAssessment

Any assessment method that Any assessment method that shows progress, provides shows progress, provides feedback for teachers, and is not feedback for teachers, and is not a standardized test. Methods of a standardized test. Methods of alternative assessment may alternative assessment may include teacher observation, include teacher observation, performance assessment, and performance assessment, and student self-assessmentstudent self-assessment

There are many ways to assess There are many ways to assess students to meet individual needsstudents to meet individual needs

On the next slide are the assessment On the next slide are the assessment tools you are accountable for in your tools you are accountable for in your assessment binder--one example of assessment binder--one example of each is sufficienteach is sufficient

Hand out all the various ways to do Hand out all the various ways to do assessments--We are giving these to assessments--We are giving these to you tonight to help you begin you tonight to help you begin developing your assessment binderdeveloping your assessment binder

Each assessment tool will be discussed Each assessment tool will be discussed and used in class at a later dateand used in class at a later date

Assessment ToolsAssessment Tools Dialogue materialsDialogue materials DictationDictation InterviewsInterviews Observations-Observations-

naturalistic/plannednaturalistic/planned Semantic mapsSemantic maps Role playing and Role playing and

story retellingsstory retellings Teacher ratings and Teacher ratings and

checklistschecklists

Objectives checklist Objectives checklist and rubricsand rubrics

Student self-rating Student self-rating and Portfoliosand Portfolios

Information-Norm Information-Norm Referenced/Criterion Referenced/Criterion ReferencedReferenced

Multiple Choice Multiple Choice TestsTests

Short Answer TestsShort Answer Tests Essay TestsEssay Tests

Review CognosReview Cognos View the power in CognosView the power in Cognos Cognos will soon be available to Cognos will soon be available to

individual teachers with individual individual teachers with individual student datastudent data

Discuss how can this information be Discuss how can this information be helpful to teachershelpful to teachers

How could this information be How could this information be used?used?

Discuss Chapter Two Discuss Chapter Two of “Results”of “Results”

Key points: Key points:

Recap of Chapter TwoRecap of Chapter Two“Results”“Results”

Effective educators change childrenEffective educators change children Teachers help students acquire skills and Teachers help students acquire skills and

knowledge that they didn’t have before knowledge that they didn’t have before receiving instructionreceiving instruction

The first task for teachers who hope to use The first task for teachers who hope to use classroom assessment to generate classroom assessment to generate evidence of their instructional evidence of their instructional effectiveness, is to select the learning effectiveness, is to select the learning outcomes they plan to collect evidence outcomes they plan to collect evidence about.about.

Because most people consider Because most people consider cognitive growth to be the most cognitive growth to be the most significant change that education significant change that education can impact, the author of “The can impact, the author of “The Truth about Testing”, W. James Truth about Testing”, W. James Popham, believes that most of Popham, believes that most of the evidence teachers collect the evidence teachers collect should deal with student gains in should deal with student gains in cognitive skills--the more the cognitive skills--the more the demanding the better.demanding the better.

Classroom teachers should Classroom teachers should identify and measure a small identify and measure a small number of cognitive outcomesnumber of cognitive outcomes

Suppose a 4th grade teacher Suppose a 4th grade teacher collected evidence showing that collected evidence showing that before instruction students could before instruction students could spell correctly only 20 percent of spell correctly only 20 percent of a set of 500 tough-to-spell words, a set of 500 tough-to-spell words, but after instruction they could but after instruction they could spell 95 percent of those words. spell 95 percent of those words. (IMPRESSIVE)(IMPRESSIVE)

Teachers often overlook afffective Teachers often overlook afffective outcomes as a source for evidence. outcomes as a source for evidence. If a teacher’s class indicates little If a teacher’s class indicates little interest in leisure before interest in leisure before instruction, but registers lots of instruction, but registers lots of enthusiasm for leisure reading after enthusiasm for leisure reading after instruction, that’s data.instruction, that’s data.

Litmus test for a good school is not Litmus test for a good school is not its innovations but rather the solid, its innovations but rather the solid, purposeful, enduring RESULTS it purposeful, enduring RESULTS it tries to obtain for its’ students.tries to obtain for its’ students.

One of the greatest dangers to a One of the greatest dangers to a successful improvement effort is successful improvement effort is losing focus, which results from losing focus, which results from trying to take on more than we have trying to take on more than we have the time and resources to the time and resources to realistically achieve.realistically achieve.

““If you make the goals clear, If you make the goals clear, inviting, and do-able, attainable, inviting, and do-able, attainable, then the goals themselves will drive then the goals themselves will drive you, they really drive you.” (Farmer you, they really drive you.” (Farmer from Bullard and Taylor)from Bullard and Taylor)

““Teachers and principals that buy Teachers and principals that buy into it… the do-ability of it and into it… the do-ability of it and the clearness of it, they the clearness of it, they eventually get to the point where eventually get to the point where they say, ‘Hey, what’s happening they say, ‘Hey, what’s happening here? I’m in a whole new ball here? I’m in a whole new ball game.’ And you see now that game.’ And you see now that people are finding it very people are finding it very rewarding.” (Farmer from Bullard rewarding.” (Farmer from Bullard and Taylor)and Taylor)

Goals are the missing piece of Goals are the missing piece of information needed for school information needed for school reform or to make changes in reform or to make changes in curriculum, educational practices, curriculum, educational practices, or classroom teaching and student or classroom teaching and student learning.learning.

Sometimes too many goals can be Sometimes too many goals can be created. Better to work on a few created. Better to work on a few and not make it overwhelming for and not make it overwhelming for teachers or the students for teachers or the students for success. success.

Measurable goals are needed to Measurable goals are needed to succeed and an environment succeed and an environment must be created to help the goals must be created to help the goals workwork

Educators recognize how crucial Educators recognize how crucial goals are to reaching goals are to reaching improvement.improvement.

Alternative Alternative AssessmentsAssessments

Internet--Internet--Online resources for Assessment Also use: www.webcrawler.com and type in (teacher

resources for assessment) http://www.eagle.ca/~matink/teacher.htmlhttp://www.eagle.ca/~matink/teacher.html http://school.discovery.com/schrockguide/assess.htmlhttp://school.discovery.com/schrockguide/assess.html http://www.ncsu.edu/midlink/ho.htmlhttp://www.ncsu.edu/midlink/ho.html http://teacherpathfinder.org/School/Assess/http://teacherpathfinder.org/School/Assess/

assessmt.htmlassessmt.html http://teacher.scholastic.com/index.htmhttp://teacher.scholastic.com/index.htm http://www.glencoe.com/sec/writerschoice/http://www.glencoe.com/sec/writerschoice/

teacher_resources/index_waer.htmlteacher_resources/index_waer.html http://teacher.scholastic.com/professional/http://teacher.scholastic.com/professional/

assessment/indexbk.htmassessment/indexbk.htm http://www.emtech.net/index.shtmlhttp://www.emtech.net/index.shtml http://t4.jordan.k12.ut.us/teacher_resources/

index.html

Using “Inspiration” to Using “Inspiration” to Develop OrganizationDevelop Organization

Determine a topic to explore--Perhaps Determine a topic to explore--Perhaps assessment--components etc. (Work assessment--components etc. (Work either in teams or as an individual)either in teams or as an individual)

Semantic Word Map Semantic Word Map Create your outlineCreate your outline As a group, create a rubric to grade As a group, create a rubric to grade

the outline. the outline. How does this form of assessment How does this form of assessment

apply to students? What is its value? apply to students? What is its value?

Action Research Class Action Research Class next week -- next week --

February 25/26--February 25/26--

NO ASSESSMENT NO ASSESSMENT CLASSCLASS

Assignments due for Assignments due for March 3/4 Assessment March 3/4 Assessment

ClassClass Read chapter 3 of “Results” and be Read chapter 3 of “Results” and be

ready to discussready to discuss Bring the profiles of your students that Bring the profiles of your students that

you will use in your assessment project you will use in your assessment project (assessment field experience) and be (assessment field experience) and be ready to discuss them with your newly ready to discuss them with your newly assigned learning teams. assigned learning teams.

Bring CRT test results for the same Bring CRT test results for the same students mentioned abovestudents mentioned above