Assessment Kelly McNeal, PhD Department of Secondary and Middle School Education William Paterson University

Pretest Please Complete the Pretest

Please feel free to update your answers on the pretest / take notes on that sheet throughout this presentation.

Math Time !!!!!! 1 The symbol above is a number one. When you see it, you will know it represents one (1) of something.

1

The symbol above is a number one. When you see it, you will know it represents one (1) of something.

2 The symbol above is a number two. When you see it, you will know it represents two (2) of something.

2

The symbol above is a number two. When you see it, you will know it represents two (2) of something.

+ and = When you see the symbol “+” it means plus or that you should add numbers or put them together. When you see the symbol “=“ it means equal and what is to the right of it is the answer to the math problem.

When you see the symbol “+” it means plus or that you should add numbers or put them together.

When you see the symbol “=“ it means equal and what is to the right of it is the answer to the math problem.

Let Me Demonstrate a Addition Problem 1 + 1 = 2

1 + 1 = 2

Now Let’s Test Your Knowledge Go to the bottom of your pretest page and get ready for another test!!!!!! Write down the problem I say and figure out the answer

How Many People Wrote this Down 1 + 1 = 2

WOW!!!!!!!! What wonderful test results!!!!!!

Am I an incredible teacher???? Did I “teach” anyone anything? Let’s discuss the point….

What Are My Goals Today? 1. To demonstrate that we teach when we positively impact students’ learning. Webster’s dictionary defines teach as “to cause to know something” 2. We can only demonstrate that we have “taught” if we assess students!

1. To demonstrate that we teach when we positively impact students’ learning.

Webster’s dictionary defines teach as “to cause to know something”

2. We can only demonstrate that we have “taught” if we assess students!

How can we demonstrate that we are positively impacting students’ learning? We must constantly ASSESS students! But what does this mean?

Dr. McNeal’s “Informal” Definition of Assessment A glimpse into the students’ minds that tells the teacher what the students know about a specific skill and / or content area. Assessments (except pre-assessments) can be graded but do not have to be. They should ALWAYS impact how the teacher plans instruction.

A glimpse into the students’ minds that tells the teacher what the students know about a specific skill and / or content area. Assessments (except pre-assessments) can be graded but do not have to be. They should ALWAYS impact how the teacher plans instruction.

Instructional Cycle

Analyzing Students’ Learning – Some Basics Contextual Factors Pre-Assessment Planning Post-Assessment (Based on the Renaissance Group’s Teacher Work Sample Methodology)

Contextual Factors

Pre-Assessment

Planning

Post-Assessment

(Based on the Renaissance Group’s Teacher Work Sample Methodology)

Contextual Factors Assess the context of where you are going to be teaching. Where is the school? What are the socio-cultural factors? What are the students’ names? What are the students’ interests? What are the learning styles of the students? Are there students who are classified or English language learners in the class? DID I HAVE A BASIC UNDERSTANDING OF THE CONTEXTUAL FACTORS OF THIS GROUP?

Assess the context of where you are going to be teaching.

Where is the school?

What are the socio-cultural factors?

What are the students’ names?

What are the students’ interests?

What are the learning styles of the students?

Are there students who are classified or English language learners in the class?

DID I HAVE A BASIC UNDERSTANDING OF THE CONTEXTUAL FACTORS OF THIS GROUP?

Pretest Did I give you a pretest before the math lesson? What would have happened if I had pretested you before the math lesson? Would this have changed my plans for this workshop?

Did I give you a pretest before the math lesson?

What would have happened if I had pretested you before the math lesson?

Would this have changed my plans for this workshop?

Pretesting Let’s review the other pretest What types of questions are on the pretest in terms of Bloom’s Taxonomy? What types of question are on the pretest in terms of “format” (i.e. open ended, true false, multiple choice, essay)? How do these formats correlate with Bloom’s Taxonomy?

Let’s review the other pretest

What types of questions are on the pretest in terms of Bloom’s Taxonomy?

What types of question are on the pretest in terms of “format” (i.e. open ended, true false, multiple choice, essay)?

How do these formats correlate with Bloom’s Taxonomy?

Background Knowledge What question on this pretest requires “background knowledge” that you may not have AND is not at all relevant to this workshop or practicum orientation? Why is assessing students’ background knowledge important?

What question on this pretest requires “background knowledge” that you may not have AND is not at all relevant to this workshop or practicum orientation?

Why is assessing students’ background knowledge important?

Formative Assessment Formative assessment is assessment that informs the teacher about what the students are learning. It should be part of everyday teaching. Examples of formative assessments include: surveys, exit cards, quizzes, essays, notebook checks, etc… It can be graded or ungraded.

Formative assessment is assessment that informs the teacher about what the students are learning. It should be part of everyday teaching.

Examples of formative assessments include: surveys, exit cards, quizzes, essays, notebook checks, etc…

It can be graded or ungraded.

Let’s do a formative assessment. Stand if you could answer #6 on the pretest. Stay seated if you could not. This is a “survey.”

Post Assessment Remember the math test I gave? That was a post assessment. I had an objective and then I assessed it with a post-assessment.

Post-Assessment Can be projects, essays, poems, debates, labs, exams, tests, posters, displays, performances, etc… A planned assessment of an objective or multiple objectives from a set of lessons (unit plan). Must be aligned with objectives that have been taught which the teacher has already pre-assessed and formatively assessed. Like all assessments, post assessments should be carefully analyzed to see what needs to be further taught or reviewed.

Can be projects, essays, poems, debates, labs, exams, tests, posters, displays, performances, etc…

A planned assessment of an objective or multiple objectives from a set of lessons (unit plan).

Must be aligned with objectives that have been taught which the teacher has already pre-assessed and formatively assessed.

Like all assessments, post assessments should be carefully analyzed to see what needs to be further taught or reviewed.

Continuous Reflection You should always be asking yourself “are the students learning what I am teaching?” AND “HOW DO I KNOW THIS?” The answer is…..

ASSESSMENT

Our Post-Assessment Review your pre-test and please work with your colleagues seated nearby to update your answers. Please feel free to ask me questions as you do this.

Final Thoughts Thank you for your time!!! If you have any questions or concerns I can be reached at [email_address] Remember: Assessment is a major component in the instructional cycle!!!!!!

Thank you for your time!!!

If you have any questions or concerns I can be reached at [email_address]

Remember: Assessment is a major component in the instructional cycle!!!!!!