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    Gad Lim - Designing Learning Oriented Assessment

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    Abdiel Bustamante
    The document discusses designing learning-oriented assessments at both the classroom and large-scale levels. It notes that classroom assessment can include many items, non-traditional evidence like nods, and be formative or summative. Large-scale assessment aims to also be learning-oriented through providing feedback, interpretation, and records to learners. The document explores how to make large-scale assessment even more learning-focused through considering learner characteristics, context validity, and ensuring the assessment, scoring, and results have educational value for learners.

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    Gad Lim - Designing Learning Oriented Assessment

    Uploaded by

    Abdiel Bustamante
    37 views41 pages
    The document discusses designing learning-oriented assessments at both the classroom and large-scale levels. It notes that classroom assessment can include many items, non-traditional evidence like nods, and be formative or summative. Large-scale assessment aims to also be learning-oriented through providing feedback, interpretation, and records to learners. The document explores how to make large-scale assessment even more learning-focused through considering learner characteristics, context validity, and ensuring the assessment, scoring, and results have educational value for learners.

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    The document discusses designing learning-oriented assessments at both the classroom and large-scale levels. It notes that classroom assessment can include many items, non-traditional evidence like nods, and be formative or summative. Large-scale assessment aims to also be learning-oriented through providing feedback, interpretation, and records to learners. The document explores how to make large-scale assessment even more learning-focused through considering learner characteristics, context validity, and ensuring the assessment, scoring, and results have educational value for learners.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    37 views41 pages

    Gad Lim - Designing Learning Oriented Assessment

    Uploaded by

    Abdiel Bustamante
    The document discusses designing learning-oriented assessments at both the classroom and large-scale levels. It notes that classroom assessment can include many items, non-traditional evidence like nods, and be formative or summative. Large-scale assessment aims to also be learning-oriented through providing feedback, interpretation, and records to learners. The document explores how to make large-scale assessment even more learning-focused through considering learner characteristics, context validity, and ensuring the assessment, scoring, and results have educational value for learners.

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    © All Rights Reserved
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    of 41

    DESIGNING

    LEARNING ORIENTED
    ASSESSMENTS

    Gad Lim
    classroom large scale
    assessment assessment
    Classroom Large Scale

    Assessment needs to include


    many items x

    A nod can count as assessment


    evidence x
    In the space provided, write a Complete the second sentence so
    single verb that could be used in that it has a similar meaning to the
    place of the one in italics. first sentence, using the word
    given. Do not change the word
    given. You must use between three
    1. Researchers have come up with
    and six words, including the word
    a number of models to describe the
    given.
    effect of certain cola drinks on
    dental enamel erosion.
    1. My brother now earns far less
    ____________________
    than he did when he was younger.

    2. Problems with the new data NEARLY


    management software showed up
    soon after it was launched. My brother __________________
    much now as he did when he was
    _____________________
    younger.
    Classroom Large Scale

    A score

    A few scores

    A checklist

    Detailed evaluative comments

    Peer feedback
    formative summative
    assessment assessment
    Question:
    Can a summative test serve
    a formative purpose?
    formative summative
    assessment assessment
    classroom large scale
    assessment assessment

    learning
    Is classroom assessment
    always learning oriented?
    Some Classroom Assessment Practices

    • find obscure information to make test hard


    • nobody did readings, so give a quiz
    • extra points for going to game
    • test most people will pass
    • test most people will fail
    Question:

    After a day at school, which of the statements


    below are you more likely to think of?

    • Today what I taught was…


    • Today what my student learned was…
    Performance Observation

    Feedback Interpretation

    Record
    Can large scale assessment
    be learning oriented?
    Performance Observation

    Feedback Interpretation

    Record
    C2

    C1

    B2

    B1

    A2

    A1
    C2

    C1

    B2

    B1

    A2

    A1
    Can large scale assessment be
    (even more) learning oriented?
    Performance Observation

    Feedback Interpretation

    Record
    TEST TAKER
    CHARACTERISTICS

    COGNITIVE
    CONTEXT VALIDITY
    VALIDITY

    RESPONSE

    SCORING VALIDITY

    SCORE/GRADE

    CONSEQUENTIAL CRITERION-
    VALIDITY RELATED VALIDITY
    Performance Observation

    Feedback Interpretation

    Record
    Classroom Large Scale

    A score

    A few scores

    A checklist

    Detailed evaluative comments

    Peer feedback
    Score CEFR Feedback
    5 C1 You can…
    4 B2 You can…
    3 B1 You can…
    2 A2 You can…
    1 A1 You can…
    Criteria
    1
    2
    ..
    ..
    ..
    17
    18
    Criteria Learner 1 Learner 2
    1 + +
    2 - +
    .. + -
    .. + -
    .. - +
    17 - +
    18 + -
    Performance Observation

    Feedback Interpretation

    Record
    Subskill Subskill Subskill Subskill Subskill
    Criteria
    1 2 3 4 5
    1

    ..

    ..

    ..

    49

    50
    Subskill Subskill Subskill Subskill Subskill
    Criteria
    1 2 3 4 5
    1 x x

    2 x x x

    .. x x x

    .. x x x

    .. x x x

    49 x x

    50 x x
    Reading

    Vocabulary Syntax Detail Global Inference

    C1

    B2

    B1

    A2

    Legend
    0.00-0.20 0.21-0.40 0.41-0.60 0.61-0.80 0.81-1.00
    Conclusion
    Performance Observation

    Feedback Interpretation

    Record
    Thank you!

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