Week1 B Assessment Overview

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Week1 B Assessment Overview

  1. 1. Assessing Learning Outcomes Week 1B: Role of Assessment Course Number: IPT 652 Meeting time: T&TH 2:00 -3:50 pm
  2. 2. Topics For Today (this week) <ul><li>Role of Assessment </li></ul><ul><li>More Terms </li></ul>
  3. 3. Purpose of Assessment <ul><li>Why Assess? </li></ul>
  4. 4. Education and Assessment <ul><li>A general purpose of education is to help students achieve a set of intended learning goals </li></ul><ul><li>Assessment can be an integral part of the educational process </li></ul>
  5. 5. Some Reasons for Assessment <ul><li>The specific purpose of assessment varies [p.38 ] </li></ul><ul><ul><li>Placement – Pre-instructional assessment </li></ul></ul><ul><ul><li>Diagnostic – assess learner’s needs </li></ul></ul><ul><ul><li>Formative – during the educational process to help guide instructional activities </li></ul></ul><ul><ul><li>Summative – determine the extent to which learning objectives were achieved by students. </li></ul></ul><ul><ul><li>Accountability – for students, teachers and schools </li></ul></ul><ul><ul><li>Proper use of assessment data can be used to improve the educational process. Improper use ….? </li></ul></ul>
  6. 6. Assessment Adjectives <ul><li>Valid - Measures what it is suppose to measure and is used and interpreted properly. </li></ul><ul><li>Reliable – consistently measures what it measures. Note the assessment results are reliable not the assessment instrument. </li></ul>
  7. 7. Additional Assessment Terms <ul><li>It is difficult to communicate about Assessment if we don’t have a correct and shared understanding of terms. </li></ul>
  8. 8. Assessment Types (format) [see 1-8] <ul><li>Standardized [1-9] and Performance </li></ul><ul><ul><li>Standardized test – Professionally made, administered, scored and interpreted in a standard manner. Goal is to make the conditions similar for all those taking the test. </li></ul></ul><ul><ul><li>Performance Assessments – Authentic situations in which students must perform or accomplish some task which will be assessed. [1-12] </li></ul></ul>
  9. 9. Question (choose the best answer) <ul><li>The best way to get good test results is to </li></ul><ul><li>Use tests that are objectively scored to maximize agreement </li></ul><ul><li>Use subjectively scored assessments to maximize flexibility and completeness. </li></ul><ul><li>No one really knows </li></ul>
  10. 10. Assessment Issues (format and scoring) <ul><li>Objective vs Subjective </li></ul><ul><ul><li>Objective – Fixed choice </li></ul></ul><ul><ul><ul><li>Cost effective, high reliability, efficient </li></ul></ul></ul><ul><ul><ul><li>Overemphasize facts and low-level skills, test drive instruction limiting what we teach </li></ul></ul></ul><ul><ul><li>Subjective – Complex-performance (authentic) </li></ul></ul><ul><ul><ul><li>time consuming, less reliable, require expertise/training </li></ul></ul></ul><ul><ul><ul><li>Test important real-world skills, whole person capability </li></ul></ul></ul><ul><ul><li>Represent two ends of the testing continuum, best to mix carefully to obtain best results </li></ul></ul>
  11. 11. Assessment Purpose (nature) <ul><li>Maximum vs Typical performance [1-13] </li></ul><ul><ul><li>Maximum performance – the best the person can achieve when motivated to obtain highest score possible </li></ul></ul><ul><ul><ul><li>(predicts what students is capable of) </li></ul></ul></ul><ul><ul><li>Typical performance – how the person normally performs or typical behavior. </li></ul></ul><ul><ul><ul><li>(concerned with what student will do, not what they are capable of) </li></ul></ul></ul>
  12. 12. Question (choose the best answer) <ul><li>What type of assessment is a portfolio </li></ul><ul><li>Maximum performance </li></ul><ul><li>Typical performance </li></ul>
  13. 13. Assessment Purpose (format) <ul><li>Speed vs Power </li></ul><ul><ul><li>Speed – how well a student performs in a set amount of time. </li></ul></ul><ul><ul><li>Power – how the person performs given ample time to accomplish the task </li></ul></ul><ul><ul><li>Why would you do this? </li></ul></ul>
  14. 14. Assessment Purpose (interpretation) <ul><li>Norm Referenced vs Criterion Referenced tests </li></ul><ul><ul><li>Norm Reference – compares result to all others taking the test. (wants to discriminate, compare to others) </li></ul></ul><ul><ul><li>Criterion Reference – compares performance to a specific expected level. (wants to measure proficiency against a set standard) </li></ul></ul><ul><ul><li>Look similar but are constructed differently. [pg 42, 1-10] </li></ul></ul>
  15. 15. Question (choose the best answer) <ul><li>NCLB legislation requires states to align test with standards. Which best describes the type of standards use by most states </li></ul><ul><li>Content standards </li></ul><ul><li>Performance standards </li></ul><ul><li>Federal Education Standards </li></ul><ul><li>All the above </li></ul>
  16. 16. Standards and Testing <ul><li>http://www.education.com/reference/article/Ref_U_Pass_Tests/ </li></ul><ul><li>http://www.uen.org/core/ </li></ul>
  17. 17. Question (choose the best answer) <ul><li>The Utah CRT assessment is best described as </li></ul><ul><li>Standardized or Performance based </li></ul><ul><li>Speed or Power test </li></ul><ul><li>Formative or Summative </li></ul><ul><li>Maximum or Typical performance </li></ul><ul><li>Objective or Subjective </li></ul><ul><li>Criterion referenced or Norm Referenced </li></ul>
  18. 18. Review and Summary <ul><li>Assessment Terms need to be understood </li></ul><ul><li>Trend for Increased Assessment </li></ul><ul><li>Reasons for Assessment Vary </li></ul><ul><li>Assessment is a means to an end not and end in itself. </li></ul>
  19. 19. Summary <ul><li>Measurement and Assessment play an important role in education </li></ul><ul><li>Used properly, assessment will improve the teaching and learning process </li></ul><ul><li>Teachers (and others) need to understand both measurement and assessment concepts, benefits, and limitations </li></ul>
  20. 20. Next Week <ul><li>Bloom’s Revised </li></ul><ul><li>Appendix G </li></ul><ul><li>2-7 to 2-22 </li></ul><ul><li>Chapter 3 </li></ul>

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