Classroom Assessment and Grading Prepared by Rox Wale Equias
I call my tests “opportunities” to give students a different way of thinking about them. -Bert Moore “CLASSROOM ASSESSMENT and GRADING” Prepared by: ROX WALE EQUIAS CHAPTER OUTLINE Learning Goals… THE CLASSROOM AS AN ASSESSMENT CONTEXT ASSESSMENT AS AN INTEGRAL PART OF TEACHING ESTABLISHING HIGH – QUALITY ASSESSMENTS ESTABLISHING HIGH – QUALITY ASSESSMENTS VALIDITY – refers to the extent to which assessment measures what it is intended to measure and appropriateness of inferences from and uses of the information (McMillan, 2011). Inferences are conclusions that teachers draw from information. Instructional Validity – is the extent to which the assessment is a reasonable sample of what went on in the classroom. Establishing High – Quality Assessments CURRENT TRENDS TRADITIONAL TESTS SELECTED – RESPONSE ITEMS MULTIPLE – CHOICE ITEMS TRUE/FALSE ITEMS CONSTRUCTED – RESPONSE ITEMS Definition Strategies for Scoring Essay Questions Strategies for Scoring Essay Questions Suggestions for Writing Good Essay Items ESSAY QUESTIONS ALTERNATIVE ASSESSMENTS Example of Alternative Assessment Example of Alternative Assessment Authentic Assessment Evaluating a student’s knowledge or skill in a context that approximates the real world or real life as closely as possible Performance Assessment Performance Criteria Specific behaviors that student need to perform effectively as part of assessment Scoring Rubric for a Report on an Invention Strategies for Developing Scoring Rubrics Strategies for Developing Scoring Rubrics Portfolio Assessment Using Portfolios Effectively Your grading curve and my learning curve don’t intersect. -Dave Carpenter from Phi Delta Kappan (1997) GRADING AND REPORTING PERFORMANCE Grading Translating descriptive assessment information into letters, numbers or other marks that indicate the quality of a student’s learning performance The Purposes of Grading The Components of a Grading System Definition Reporting Students’ Progress and Grades to Parents Strategies for Parent – Teacher Conferences Related to Grades and Assessment “I don’t know why you’re so surprised by his poor grades. Every day you asked him what he did at school, and every day he answered, ‘Nothing.’” -Art Bouthillier. Reprinted with permission. Some Issues in Grading: Resource Educational Psychology by John W. Santrock. 6th Edition. pages 547 - 584 Thank you!!!
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Classroom Assessment and Grading Prepared by Rox Wale Equias
- 1. I call my tests “opportunities” to give students a different way of thinking about them. -Bert Moore
- 2. “CLASSROOM ASSESSMENT and GRADING” Prepared by: ROX WALE EQUIAS
- 3. CHAPTER OUTLINE The Classroom as an Assessment Context Traditional Tests Alternative Assessments Grading and Reporting Performance CHAPTER OUTLINE
- 4. Learning Goals… Discuss the classroom as an assessment context 1 Provide some guidelines for constructing traditional tests 2 Describe some types of alternative assessments 3 Construct a sound approach to grading 4
- 5. THE CLASSROOM AS AN ASSESSMENT CONTEXTTHE CLASSROOM AS AN ASSESSMENT CONTEXT ASSESSMENT AS AN INTEGRAL PART OF TEACHING MAKING ASSESSMENT COMPATIBLE WITH CONTEMPORARY VIEWS OF LEARNING AND MOTIVATION CREATING CLEAR, APPROPRIATE LEARNING TARGETS ESTABLISHING HIGH QUALITY ASSESSMENTS CURRENT TRENDS
- 6. ASSESSMENT AS AN INTEGRAL PART OF TEACHING
- 8. ESTABLISHING HIGH – QUALITY ASSESSMENTS ESTABLISHING HIGH – QUALITY ASSESSMENTS VALIDITY – refers to the extent to which assessment measures what it is intended to measure and appropriateness of inferences from and uses of the information (McMillan, 2011). Inferences are conclusions that teachers draw from information. Instructional Validity – is the extent to which the assessment is a reasonable sample of what went on in the classroom.
- 9. Establishing High – Quality Assessments FAIRNESS – assessment is fair when all students have an equal opportunity to learn and demonstrate their knowledge and skill. It is also fair when teachers have developed appropriate learning targets, provided competent content and instruction to match those targets and chosen assessments that reflect the targets, content and instruction. RELIABILITY – is the extent to which a test produces consistent, reproducible scores. Establishing High – Quality Assessments
- 10. CURRENT TRENDS Using at least some performance – based assessment Examining higher – level cognitive skills Using multiple assessment methods Using more multiple – choice items to prepare students for taking high – stakes state standards – based tests Having high performance standards Using computers as part of assessment Web – based assessment
- 11. TRADITIONAL TESTS Selected – Response Items Constructed – Response Items
- 12. SELECTED – RESPONSE ITEMS Multiple – choice item True/False Items Matching Items
- 14. TRUE/FALSE ITEMS
- 15. CONSTRUCTED – RESPONSE ITEMS Short – Answer Items Essays
- 16. Definition Constructed – response items. Items that require students to write out information rather than select a response form a menu Short – answer item. A constructed – response format in which students are required to write a word, a short phrase, or several sentences in response to a task. Essay items. Items that require more writing than other formats but allow more freedom of response to questions.
- 17. Strategies for Scoring Essay QuestionsStrategies for Scoring Essay Questions Outline a plan for what constitutes a good or acceptable answer prior to administering or scoring students’ responses (McMillan, 2011) Outline Devise a method by which you can score the essays without knowing which students wrote them Devise Evaluate all answers to the same questions together Evaluate
- 18. Write Write comments on the paper Reread If possible, reread papers before handling them back to students Decide Decide on a policy for handling irrelevant or incorrect responses Strategies for Scoring Essay QuestionsStrategies for Scoring Essay Questions
- 19. Suggestions for Writing Good Essay Items Specify limitations Structure and clarify the task Ask questions in a direct way
- 20. ESSAY QUESTIONS
- 23. Example of Alternative Assessment
- 24. Authentic Assessment Evaluating a student’s knowledge or skill in a context that approximates the real world or real life as closely as possible Authentic Assessment
- 25. Performance Assessment Features of Performance Assessment Guidelines on Performance Assessment Evaluating Performance Assessment
- 26. Performance Criteria Specific behaviors that student need to perform effectively as part of assessment
- 27. Scoring Rubric for a Report on an Invention
- 28. Strategies for Developing Scoring Rubrics Match • Match the type of rating with the purpose of the assessment Share • Share the criteria with students prior to instruction Build • Build your rubrics from the top, starting from a description of an exemplary performance
- 29. Strategies for Developing Scoring Rubrics • Carefully construct the rubric language for each criterion or score Construct • Make rubrics more authenticMake • Show students modelsShow • Take appropriate steps to minimize scoring errorTake
- 30. Portfolio Assessment Portfolio. A systematic and organized collection of a student’s work that demonstrates the student’s skills and accomplishments. Growth Portfolio. A portfolio of work produced over an extended time frame (throughout the school year or longer) to reveal the student’s progress in meeting learning targets.
- 31. Using Portfolios Effectively Establishing Purpose Involving Students in Selecting Portfolio Materials Reviewing with students Setting criteria for evaluation Scoring and judging Student self reflection
- 33. GRADING AND REPORTING PERFORMANCE The Purpose of Grading The Components of a Grading System Reporting Students’ Progress and Grades to Parents Some Issues in Grading
- 34. Grading Translating descriptive assessment information into letters, numbers or other marks that indicate the quality of a student’s learning performance
- 35. The Purposes of Grading Administrative Informational Motivational Guidance
- 36. The Components of a Grading System Standard of Comparison - Comparing Performance Across Students - Comparing Performance with a Predetermined Standard Aspects of Performance Weighting Different Kinds of Evidence
- 37. Norm-referenced Grading. A grading system based on a comparison of a student’s performance with that of other students in the class or of other classes and other students. Criterion-referenced Grading. A grading system based on a certain grade for a certain level of performance regardless of any comparison with the work of other students. Definition
- 38. Reporting Students’ Progress and Grades to Parents The Report Card Written Progress Reports Parent – Teacher Conferences
- 39. Strategies for Parent – Teacher Conferences Related to Grades and Assessment Be Prepared Be Positive Be Objective Practice Good Communication Skills Don’t Talk About Other Students Be Punctual
- 40. “I don’t know why you’re so surprised by his poor grades. Every day you asked him what he did at school, and every day he answered, ‘Nothing.’” -Art Bouthillier. Reprinted with permission.
- 41. Some Issues in Grading: Should a missed assignment or paper receive a zero? Should teachers go strictly by the numbers in grading? Should grading be abolished? Is there too much grade inflation?
- 42. Resource Educational Psychology by John W. Santrock. 6th Edition. pages 547 - 584
- 43. Thank you!!!