Health Education Assessment Development
Knowledge vs. Understanding <ul><li>KNOWLEDGE </li></ul><ul><li>About information </li></ul><ul><li>Mechanical (Rote) </li...
<ul><li>Understanding: </li></ul><ul><li>Wise and effective use of knowledge and skills; in varied, important, realistic, ...
Assessment Development <ul><li>Think like an Assessor! </li></ul><ul><li>From a  “Snap Shot” to a “Photo Album” </li></ul>...
Role Play - advocating for a friend not to smoke in home  You are at a restaurant and someone at the table next to you sta...
A Continuum of Assessment Checks for Understanding Observation and Dialogue Performance Events Quizzes and Tests   Perform...
Forms of Evidence (Assessments) <ul><li>Performance assessment / task </li></ul><ul><ul><li>Complex challenges that mirror...
Forms of Evidence (Assessments) <ul><li>Academic Prompts </li></ul><ul><ul><li>Open ended questions or problems that requi...
Forms of Evidence (Assessments) <ul><li>Quiz and test items </li></ul><ul><li>Informal checks for understanding </li></ul>
Health Education Performance Assessment Item Development
 
Steps in Designing Student Assessments <ul><li>Step 1: </li></ul><ul><ul><li>Identify the grade level expectation and the ...
Step 1:  Identify the content and/or skill standards to be assessed <ul><li>More than one GLE might be combined where appr...
from  Understanding By Design  by Grant Wiggins and Jay McTighe, 1998 <ul><li>Assessment Types </li></ul><ul><li>Tradition...
Step 2: Consider Facets of Understanding <ul><li>Facets of Understanding </li></ul><ul><ul><li>Provide a construct for how...
Step 2: Consider  Multiple Intelligences  <ul><li>Identify implications for multiple intelligences / Learning Styles </li>...
Step 3: Construct the  performance prompt or item  <ul><li>Goal or Challenge  </li></ul><ul><li>Role and Setting (situatio...
Step 4: Determine Criteria for Success  <ul><li>Identify what the student needs to be able to do to succeed </li></ul><ul>...
Step 5: Construct diverse forms of other evidence  <ul><li>Observations / Dialogue </li></ul><ul><li>Academic prompts </li...
Step 6:   Construct/Identify formative assessments and student self-assessments  <ul><li>Diagnostic Assessment to identify...
Step 7: Evaluate Assessment  (page 17) <ul><li>Evaluate the assessment based on criteria form </li></ul><ul><li>Evaluate t...
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Item development1

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Item development1

  1. 1. Health Education Assessment Development
  2. 2. Knowledge vs. Understanding <ul><li>KNOWLEDGE </li></ul><ul><li>About information </li></ul><ul><li>Mechanical (Rote) </li></ul><ul><li>Practical </li></ul><ul><li>Isolated bits </li></ul><ul><li>Little relation to context </li></ul><ul><li>UNDERSTANDING </li></ul><ul><li>Show connections and relationships </li></ul><ul><li>Identify its personal importance </li></ul><ul><li>Explain real-life authenticity </li></ul><ul><li>Apply or adapt it to novel situations </li></ul><ul><li>See it as a plausible perspective, question its assumptions </li></ul>
  3. 3. <ul><li>Understanding: </li></ul><ul><li>Wise and effective use of knowledge and skills; in varied, important, realistic, and novel contexts. </li></ul><ul><li>Wiggins, McTighe </li></ul>
  4. 4. Assessment Development <ul><li>Think like an Assessor! </li></ul><ul><li>From a “Snap Shot” to a “Photo Album” </li></ul><ul><li>Focus on Performance Assessments that drill to the core of what we want students to understand (be able to do) </li></ul>
  5. 5. Role Play - advocating for a friend not to smoke in home You are at a restaurant and someone at the table next to you starts smoking how would you advocate for them to stop smoking? NHES 8 Students will demonstrate the ability to advocate for personal, family, and community health Worksheets outlining the steps and considerations to advocacy Identify from a list of scenarios the mistakes that students made when trying to advocate for someone to not smoke Evidence Source Performance Task 1 Evidence Source Performance Task 2 Evidence Source Other Evidence Task 3 Evidence Source Other Evidence Task 3 Multiple Forms of Assessment
  6. 6. A Continuum of Assessment Checks for Understanding Observation and Dialogue Performance Events Quizzes and Tests Performance Tasks Formal Informal From: National Health Education Standards Second Edition Achieving Excellence, 2007
  7. 7. Forms of Evidence (Assessments) <ul><li>Performance assessment / task </li></ul><ul><ul><li>Complex challenges that mirror the issues and problems faced by adults or youth. </li></ul></ul><ul><ul><li>Yield one or more tangible products or performances </li></ul></ul><ul><ul><li>The setting is real or simulated and involves constraints, background “noise”, incentives, and opportunities. </li></ul></ul><ul><ul><li>Usually addresses an identified audience for a specific purpose. </li></ul></ul>
  8. 8. Forms of Evidence (Assessments) <ul><li>Academic Prompts </li></ul><ul><ul><li>Open ended questions or problems that require students to think critically, not just recall knowledge, and to prepare a specific academic response, or performance. </li></ul></ul>
  9. 9. Forms of Evidence (Assessments) <ul><li>Quiz and test items </li></ul><ul><li>Informal checks for understanding </li></ul>
  10. 10. Health Education Performance Assessment Item Development
  11. 12. Steps in Designing Student Assessments <ul><li>Step 1: </li></ul><ul><ul><li>Identify the grade level expectation and the evidence outcomes from Colo Health Standards </li></ul></ul><ul><li>Step 2: </li></ul><ul><ul><li>Brainstorm assessments </li></ul></ul><ul><li>Step 3 </li></ul><ul><ul><li>Construct performance prompt or item </li></ul></ul><ul><li>Step 4 </li></ul><ul><ul><li>Determine criteria for success </li></ul></ul><ul><li>Step 5 </li></ul><ul><ul><li>Construct diverse forms of other evidence </li></ul></ul><ul><li>Step 6 </li></ul><ul><ul><li>Construct formative assessments </li></ul></ul><ul><li>Step 7 </li></ul><ul><ul><li>Evaluate the assessments </li></ul></ul>
  12. 13. Step 1: Identify the content and/or skill standards to be assessed <ul><li>More than one GLE might be combined where appropriate </li></ul>Concepts (What a student should know) Skills (What a student should be able to do)
  13. 14. from Understanding By Design by Grant Wiggins and Jay McTighe, 1998 <ul><li>Assessment Types </li></ul><ul><li>Traditional quizzes and tests </li></ul><ul><ul><li>Paper/pencil </li></ul></ul><ul><ul><ul><li>Selected-response </li></ul></ul></ul><ul><ul><ul><li>Constructed-response </li></ul></ul></ul><ul><li>Performance tasks and projects </li></ul><ul><ul><li>Open-ended </li></ul></ul><ul><ul><li>Complex </li></ul></ul><ul><ul><li>Support transfer of </li></ul></ul><ul><ul><li>knowledge </li></ul></ul>Worth being familiar with Important to know and do “ Enduring” understanding
  14. 15. Step 2: Consider Facets of Understanding <ul><li>Facets of Understanding </li></ul><ul><ul><li>Provide a construct for how people can convey their level of understanding of skills, concepts and ideas. </li></ul></ul><ul><ul><ul><li>Interpretation </li></ul></ul></ul><ul><ul><ul><li>Application </li></ul></ul></ul><ul><ul><ul><li>Perspective </li></ul></ul></ul><ul><ul><ul><li>Empathy </li></ul></ul></ul><ul><ul><ul><li>Self Knowledge </li></ul></ul></ul>
  15. 16. Step 2: Consider Multiple Intelligences <ul><li>Identify implications for multiple intelligences / Learning Styles </li></ul>
  16. 17. Step 3: Construct the performance prompt or item <ul><li>Goal or Challenge </li></ul><ul><li>Role and Setting (situation) </li></ul><ul><li>Intended Audience </li></ul><ul><li>Product/Performance </li></ul>
  17. 18. Step 4: Determine Criteria for Success <ul><li>Identify what the student needs to be able to do to succeed </li></ul><ul><li>Determine scoring method </li></ul><ul><ul><li>Rubrics </li></ul></ul><ul><ul><li>Checklist </li></ul></ul><ul><ul><li>Point system </li></ul></ul><ul><ul><li>Determine what other criteria needs to be assessed </li></ul></ul><ul><li>Explain the quality of work </li></ul>
  18. 19. Step 5: Construct diverse forms of other evidence <ul><li>Observations / Dialogue </li></ul><ul><li>Academic prompts </li></ul><ul><li>Graded quizzes / test items / final exam </li></ul>
  19. 20. Step 6: Construct/Identify formative assessments and student self-assessments <ul><li>Diagnostic Assessment to identify prior knowledge </li></ul><ul><li>Informal checks for understanding </li></ul><ul><li>Observations and dialogues </li></ul><ul><li>Tests and quizzes </li></ul><ul><li>Academic prompts </li></ul>
  20. 21. Step 7: Evaluate Assessment (page 17) <ul><li>Evaluate the assessment based on criteria form </li></ul><ul><li>Evaluate the effectiveness of the assessment in the classroom </li></ul>

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