Assessment and Evaluation Edu 361


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  • must be alert & aware that we’re checking for understanding. e.g. “An Open Mind” assignment: Student who asks, “How can you count my opinion as wrong?” doesn’t understand the material required in the written backup. Student who insists on doing character with one line doesn’t understand that the characteristics illustrated don’t have to come from interpretation of the play.
  • My main points: Students work for grades, so grading formative assessment in some way is usually necessary. Checking and/or grading formative assessments makes students accountable for their own learning. 3. Grading that occurs before opportunity for feedback should count considerably less than grading that occurs subsequently. Thus, homework grades, classwork grades, quiz grades, etc. will count less than any unit test or project used as a summative assessment.
  • Distribute example of DAHS short story exam. Look at sample items for thinking level and matching question to skill taught.
  • What are advantages?
  • What are advantages?
  • Remember: all should be aligned with unit objectives that have been taught in class. NOT ACTIVITY FOR THE SAKE OF ACTIVITY. Use my poetry unit as example: aligned with unit objectives and individual lesson objectives (oral interpretation; written interpretation)
  • Examples will be in packet distributed in class.
  • Go it it. Illustrate.
  • Students will have copy of the rubric, but Voice Quality criteria missing. After illustrating how to arrive at criteria with this slide, go over the other two that have been prepared. Have them complete Voice Quality.
  • 4 items – therefore 25% each But what if you decide that the oral interpretation and overall quality are really more important? A student earning 4’s on accompaniment and voice quality shouldn’t get the same as a student earning 4’s on oral interp & overall quality. The answer: next
  • 4 items: therefore multipliers will add up to 25
  • Review NYS Assessment rubrics
  • Review rubric from packet
  • Assessment and Evaluation Edu 361

    2. 2. How are they different? <ul><li>Assessment </li></ul><ul><ul><ul><li>gathering information about individuals to better understand them </li></ul></ul></ul><ul><li>Evaluation </li></ul><ul><ul><ul><li>placing a judgment on work; assigning a grade </li></ul></ul></ul>
    3. 3. Twin purposes of assessment <ul><li>Provide feedback to students </li></ul><ul><ul><ul><li>Answers the questions </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Did the students achieve the objective? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>If not, will the feedback he/she received help improve the student’s performance? </li></ul></ul></ul></ul></ul><ul><li>Diagnose for instruction </li></ul><ul><ul><ul><li>Answers the questions </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Was my instruction effective? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>If not, how can I improve my instruction to meet the needs of all students? </li></ul></ul></ul></ul></ul>
    4. 4. Assessing during a lesson <ul><li>Ask questions </li></ul><ul><li>Attend to verbal and nonverbal cues </li></ul><ul><ul><li>misunderstanding behind a question </li></ul></ul><ul><ul><li>misunderstanding behind a statement </li></ul></ul><ul><ul><li>facial expression </li></ul></ul><ul><ul><li>body language </li></ul></ul><ul><li>Provide immediate feedback to problems observed in guided or independent practice </li></ul>
    5. 5. Assessing after a lesson <ul><li>Closure questions </li></ul><ul><ul><li>attend to thinking level </li></ul></ul><ul><ul><li>extend thinking level </li></ul></ul><ul><li>Exit card </li></ul><ul><li>Homework that appropriately assesses lesson </li></ul><ul><ul><li>attend to thinking level </li></ul></ul><ul><ul><li>extend thinking level </li></ul></ul><ul><li>Review and follow-up in subsequent lessons </li></ul>
    6. 6. Formative vs. Summative Assessment/Evaluation <ul><li>Formative assessment/evaluation: </li></ul><ul><ul><li>before or during instruction </li></ul></ul><ul><ul><li>assists teacher decision-making about feedback and instruction </li></ul></ul><ul><li>Summative assessment/evaluation: </li></ul><ul><ul><li>after instruction </li></ul></ul><ul><ul><li>assists making judgments about student (and teacher) accomplishments </li></ul></ul>
    7. 7. When should assessment become evaluation? <ul><li>Do I grade formative evaluations? </li></ul><ul><li>Should all grades have equal weight? </li></ul><ul><li>What factors can be used to determine weight of grades? </li></ul>
    8. 8. Traditional Tests <ul><li>MATCH THINKING LEVEL OF INSTRUCTION TO THINKING LEVEL REQUIRED BY QUESTION </li></ul><ul><li>Objective questions: </li></ul><ul><ul><li>True-False </li></ul></ul><ul><ul><li>Matching </li></ul></ul><ul><ul><li>Multiple choice </li></ul></ul><ul><li>Constructed-Response items </li></ul><ul><ul><li>Fill-in-the-blank </li></ul></ul><ul><ul><li>Short answer </li></ul></ul><ul><ul><li>Essay </li></ul></ul>
    9. 9. Using objective quizzes/tests <ul><li>Use frequent, small quizzes and tests in addition to end-of-unit exams. </li></ul><ul><li>Give students instant feedback on their performance (for example, putting the correct answers up on an overhead after all the tests are turned in.) </li></ul><ul><li>Consider allowing students to take quizzes first as individuals and then the same quiz again in groups. </li></ul><ul><li>Multiple-choice questions are easiest to write when there is a definitively right or wrong answer. Multiple-choice testing of more interpretive material should always include an appeal mechanism in which students can and must make an evidence-supported case for their answer </li></ul>
    10. 10. Essay question grading <ul><ul><li>Test Question : Read the following poem and write an essay in which you provide an interpretation of the poem’s theme. In your analysis, include a discussion of two sound devices used by the poet which support your interpretation. (25 points) </li></ul></ul>
    11. 11. Essay question grading <ul><li>Holistic Method </li></ul><ul><ul><li>Overall impression of paper in consideration of Focus, usage, organization, clarity, detail, and accuracy. </li></ul></ul><ul><ul><li>Use of Exemplars </li></ul></ul><ul><li>F ocus C orrection A reas </li></ul><ul><ul><li>Addresses specific requirements or components </li></ul></ul><ul><ul><li>Limited to assessing only specific components </li></ul></ul><ul><li>Focus Correction Areas: </li></ul><ul><li>Organization (4) </li></ul><ul><li>Meaning (6) </li></ul><ul><li>Development of ideas involving sound devices (10) </li></ul><ul><li>Conventions of Written English (5) </li></ul>
    12. 12. Alternative Assessments <ul><li>Projects </li></ul><ul><li>Performance Assessment </li></ul><ul><li>Authentic Assessment </li></ul><ul><li>Portfolios </li></ul>
    13. 13. Scoring Rubrics <ul><li>A scoring rubric is a detailed description of some type of performance and the criteria that will be used to judge it. </li></ul><ul><li>Types: </li></ul><ul><li>Holistic </li></ul><ul><li>Analytic </li></ul><ul><li>Weighted </li></ul>
    14. 14. RUBRICS: Scales <ul><li>Excellent 5 4 3 2 1 Poor </li></ul><ul><li>A B C D F </li></ul><ul><li>Above Grade On Grade Below Grade </li></ul><ul><li>Excellent Very Good Good Poor </li></ul>
    15. 15. Unit Project: Poetry Reading <ul><li>WHAT ELEMENTS NEED TO BE ASSESSED? </li></ul><ul><li>Oral Interpretation </li></ul><ul><li>Visual and/or Auditory Accompaniment </li></ul><ul><li>Overall Quality and Preparedness </li></ul><ul><li>Voice Quality: volume, pace, clarity (pronunciation and enunciation) </li></ul>
    16. 16. GREAT WEBSITE!! <ul><li> </li></ul>
    17. 17. ORAL INTERPRETATION <ul><li>4 Uses voice inflection, stress, and pauses to enhance meaning and effect of poetry. </li></ul><ul><li>3 Consistently uses voice inflection, stress, and pauses to communicate meaning and effect of poetry. </li></ul><ul><li>2 Some use of voice inflection, stress, and pauses to communicate meaning and effect of poetry </li></ul><ul><li>1 Little, if any, use of voice inflection, stress, and pauses to interpret poetry; may be monotone or choppy. </li></ul>
    18. 18. But what’s my grade? <ul><li>One option : </li></ul><ul><li>Oral Interpretation 4 X 25 = 100 </li></ul><ul><li>Visual/Audit. Accompmt. 3 X 25 = 75 </li></ul><ul><li>Voice Quality 3 X 25 = 75 </li></ul><ul><li>Overall Quality 4 X 25 = 100 </li></ul><ul><li>GRADE (AVERAGE of 4 grades) 88 </li></ul>
    19. 19. Another option: weighted rubric <ul><li>Oral Interpretation 4 X 10 = 40 </li></ul><ul><li>Vis/Aud Accmpt 3 X 3 = 9 </li></ul><ul><li>Voice quality 3 X 4 = 12 </li></ul><ul><li>Overall quality 4 X 8 = 32 </li></ul><ul><li>GRADE: 93 </li></ul>
    20. 20. Advantages of using analytic rubrics: <ul><li>Provide objective criteria to English teachers who often grade students’ work subjectively. </li></ul><ul><li>They are less time-consuming than detailed explanations of grades on an individual basis. </li></ul><ul><li>Patterns or trends of mistakes can be identified and addressed. </li></ul><ul><li>Focuses grades on the stated criteria. </li></ul><ul><li>Students have a better understanding of what specifically is expected. </li></ul>
    21. 21. Portfolios <ul><li>Evaluates a sample of students’ work and other accomplishments over time </li></ul><ul><li>Requires performance in context </li></ul><ul><li>Can be formative and instructional: work chosen by student; becomes showcase for exemplary work that shows growth over time </li></ul><ul><li>Can be summative and evaluative: entries required by the teacher and chosen to allow students to demonstrate mastery of particular objectives. </li></ul><ul><li>Can include tests, quizzes, evaluated classroom assignments, performance tasks (essays), projects </li></ul>
    22. 22. Sample project: Writing Portfolio <ul><li>Select, edit and present four previous pieces of writing representing four different types of writing. </li></ul><ul><li>Develop an introduction explaining what was learned and exhibited by each of the selections. Discuss growth as a writer. </li></ul><ul><li>Create a cover, and a table of contents. </li></ul><ul><li>Place pages in plastic holders and bind them in a plastic cover. </li></ul><ul><li>All work will be word processed in class time. </li></ul>
    23. 23. ASSESSMENT AND EVALUATION Any Questions?