Assessment 2011
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Assessment 2011



this is quick ppt that I will use in class.

this is quick ppt that I will use in class.



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Assessment 2011 Assessment 2011 Presentation Transcript

  • Assessment
  • 20th Century Perspective on Assessment
    • Heredity (racist/classist/sexist views)
    • Social efficiency (Thorndike)
    • Association and behaviorist theories (Skinner)
    • Situated learning/constructivist (Lave)
  • Purpose of Assessment is to improve teaching and learning.
  • Assess process as well as product
  • Assessment includes multiple sources of information
  • Assessment first depends on careful documentation.
  • Assessment consists: Standardized tests Teacher made tests Observations and rubrics Performances Portfolios
  • Authentic assessment
    • Includes classroom learning tasks
    • Documents variability in performance
    • Natural part of classroom learning
    • Informative for students and teachers
    • Collaborative
    • Multidimensional
    • Ongoing and contextualized
    • Reflective and thoughtful
  • Authentic Assessment
    • Performance samples
    • Running records
    • Written retells
    • Conference records
    • Journals and logs
    • Lists and other records
    • Audio and video records
  • Strengths of tests
    • Efficient to administer and score
    • Considered fair
    • Reliable and objective
    • Reduces complexity of learning to scores
  • Problems with tests
    • Masks and distorts what children know
    • Students are uninvolved
    • Emphasis on product, not process
    • May not match what is taught (curriculum alignment)
    • Curriculum distortion
    • Measures low level skills best
    • Lake Wobegone effect
  • Additional problems with tests
    • Unfair to those unfamiliar with it
    • May not transfer to real life
    • Impersonal and unengaging
    • Test score inflation
    • De-professionalism of teaching
  • Strengths of Classroom-based assessment
    • Tied to instruction
    • Match curriculum
    • Natural context of learning
    • Process and product may be measured
    • Collaborative
    • May change pedagogy and curricula
    • Students actively involved
  • Limitations of classroom based assessment strategies
    • Requires skilled practicioners
    • Careful documentation needed
    • Multiple methods brings variability
    • Requires thoughtfulness
    • Teacher judgement involves variability
  • Portfolios answer
    • This is what I did that is significant
    • This is why it is significant.
    • Here are the processes that I used to complete it.
    • Here is what I have learned.
  • Portfolio characteristics
    • Classroom teaching will change
    • Personalizes learning
    • Redistribution of power
    • Collaborative
    • Students actively involved
    • Process and product
    • Demonstrate growth over time
    • Requires reflection
  • Curriculum Theory Alignment
    • Alignment
    • Cohesion
    • Mapping differentiation
    • Benchmarking
    • Data driven
    • Value added instruction
  • Beating the Odds Judith Langer