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Assessing Learning - Chapters 3 & 4
Assessing Learning - Chapters 3 & 4
Assessment
Purposeful collection of data from a variety of
sources for the purpose of rendering a
judgment.
Measurement tools include tests,
observations, projects, daily assignments, etc.
The process of documentation.
Grades communicate the academic
achievement of the learners.
Helps communicate achievement to parents.
Evaluation
Evaluation refers to making a judgment about the worth or value of
something. Scores tell you little until you interpret them. You need
criteria.
Norm-Referenced Evaluation Criteria 1
Evaluation
Criterion-Referenced Evaluation- criteria 2
Judgments are based on how well each
individual compares to a standard or set of
criteria rather than how they compare to others.
Identifies an individuals level of proficiency to
pre-established standard of knowledge or skill.
Setting the criterion level in the class is a matter
of professional judgment.
Grades
Grades communicate the results of evaluation. Teachers
must be able to explain their grading system because of
other interested parties.
Criterion-Referenced evaluations are used when a standard
is set to qualify for each grade. If 90% of objectives are met
= A. Its possible for all students to receive any grade.
Critics of letter grades say they do not provide enough detail.
Should the following variables be entered into a grade?
Aptitude/ability, effort, behavior/compliance, attitude,
cheating, extra credit, or poor attendance, etc. as part of a
childs grade? (Poll our class discuss) R. Stiggens
Should we use grades as motivators? What about homework?
*Teacher comments on Grading - Middleweb listserv
Discussion Complete wkbk. Pg. 58
Placement Assessment
Where do I begin?
Use pretest at the beginning of a new unit
or course of study to establish a baseline.
Allows teachers to make decisions about
the level of knowledge or skill prior to
instruction.
Helps teachers know where to start and or
which motivational strategy to use in the
classroom.
Formative Assessment
Occurs throughout instruction.
A tool used to check for understanding and
comprehension as knowledge builds.
Daily assignments, work samples, & short
quizzes to help review learner progress and
whether the teacher needs to modify
instructional approaches; fine tune.
Diagnostic Assessment (specialist) may be
used to probe for specific causes of failure.
Summative Assessment
This assessment takes place at the
conclusion of an instructional unit.
To assess the amount of knowledge or skill
retained by the learner. The teacher can use
results to communicate with others what
students have learned. (parents, admin.)
Teacher will use the Summative assessment
as a basis for assigning grades.
* Commandments of testing in Middle Grades
Blooms Taxonomy
Cognitive Domain
1.
2.
3.
4.
5.
6.
Knowledge Recalling.
Comprehension Interpreting-translating
Application Completing a process.
Analysis Showing relationships.
Synthesis Creating composing.
Evaluation Making a judgment.
Krathwohls Taxonomy
Affective Domain
1.
2.
3.
4.
5.
Developing Criteria
Are the important outcomes assessed?
Validity Are we measuring what we want?
Are there sufficient samples to allow for a fair
judgment?
Reliability design is good so that various
evaluators will reach a similar conclusion.
Are assessments appropriate for the developmental
level of the learners?
Are assessments free of bias?
How are the results of the assessments interpreted
and used?
How many of you have been trained in developing
effective & reliable assessments?
Testing
Testing consists of either Standardized or teacher-Made
tests.
Construction of tests:
Selected response Tests Where learners choose
from responses provided (Two- response, multiple
choice, & matching tests) Knowledge & comprehension
categories
Free-response Tests Learner supplies the answer
(short answer or essay tests).
Authentic Assessment Learner turns in a product,
performs a skill, presentations, etc.
Application, analysis, synthesis, & evaluation categories
* What are some of your questions?????
Performance Assessment
In recent years, there has been a growing interest in
assessing tasks in more realistic and relevant ways.
This type of assessment is called performance,
authentic, or product assessment.
Students can be evaluated by working with others, giving oral presentations,
participating in discussions, demonstrations, conducting
experiments, etc.
Rubrics, checklists, or rating scales are used to develop
criteria to judge the learners performance.
Learner Portfolio Assessment is now a popular approach
to evaluating learners progress. Its a purposeful
collection of products and performances that tells a story
about a learners effort, progress, or achievement.
Chapter 4
Designing Instruction
1.
2.
3.
4.
Effectiveness of Instruction
Three key ingredients
The curriculum must be based on the
standards, and how students learn best.
The assessments
The needs, interests, and concerns of the
students themselves.
Authentic Instruction
emphasis on curriculum
Criteria - to be authentic, achievement must
reflect three overreaching criteria
1. Students should construct, produce, and
evaluate their own knowledge not use or
accept just what others have created.
2. Engage in cognitive work, search for
understanding, and communicate their own
ideas & findings.
3. Accomplishments should have value
aesthetic, utilitarian (useful), or personal.
Differentiated Instruction
attending to students ability
T.P. RECOMMENDATIONS
* ALTERNATIVE ASSESSMENT
As a team, develop an alternative assessment
for something that your team wants to teach.
Develop criteria, using a rubric or checklist,
to define mastery of the skill.
Show your rubric on the overhead to the class
Explain why this is a fair measurement tool.
Would your criteria be used mainly in
placement, formative, or summative
assessment?
Would it be used more in the affective,
cognitive or psychomotor domain?