Week 11 Assessment

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  • Intro videos: http://www.youtube.com/watch?v=g4ogt0yI8xA http://www.teachers.tv/video/3231 (3:45ish – show rubrics) http://edcommunity.apple.com/ali/galleryfiles/620/Assessment.mov (great – 2 minutes) http://www.teachers.tv/video/581 Education expert Professor Paul Black presents evidence to show that getting pupils to do the majority of the work in a classroom leads to significant school improvement. This programme explains what is meant by formative assessment and how it is applied in a Hertfordshire primary school. At Two Waters Primary School, teacher Julia Turner uses formative assessment in a Year 6 revision lesson on light. First, she works with pupils to determine their learning intentions. Then, using mind mapping, she collaborates with her class to develop success criteria. Her pupils are given responsibility for their own learning. They work in small groups or pairs and choose their own resources. They often leave the classroom to use the library and ICT suite. The programme includes commentary from Professor Paul Black and headteacher Nanette Paine who has successfully implemented formative assessment throughout the school. This programme shows: Getting pupils to do the majority of the work in the classroom leads to improvement What formative assessment is How to encourage pupils to work independently
  • Week 11 Assessment

    1. 1. Week 11
    2. 2. <ul><li>Assessment </li></ul><ul><li>Administration </li></ul><ul><li>Addressing Issues in the Digital Classroom </li></ul><ul><li>Classroom Management </li></ul><ul><li>Final Exam </li></ul>
    3. 3. <ul><li>Standard assessment techniques </li></ul><ul><li>Rubrics </li></ul><ul><li>Formative versus summative </li></ul><ul><li>Data driven decision making </li></ul><ul><li>Test generators </li></ul>
    4. 4. <ul><li>True-false </li></ul><ul><li>Matching </li></ul><ul><li>Completion/short answer </li></ul><ul><li>Multiple choice </li></ul><ul><li>Essay </li></ul><ul><li>Performance </li></ul><ul><li>Portfolio </li></ul><ul><li>Interviews and oral assessments </li></ul><ul><li>Logs and journals </li></ul><ul><li>Writing samples </li></ul><ul><li>Open-ended experiences </li></ul><ul><li>Long-term projects </li></ul>
    5. 5. <ul><li>Advantages </li></ul><ul><ul><li>Short; more in less time </li></ul></ul><ul><ul><li>Grading is easy </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Why student select incorrect answers; difficult to diagnose learning problems </li></ul></ul><ul><ul><li>Emphasizes rote memorization </li></ul></ul>
    6. 6. <ul><li>Advantages </li></ul><ul><ul><li>Measuring associations between pairs of items </li></ul></ul><ul><ul><li>Quick responses; more content covered </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Associate trivial information </li></ul></ul><ul><ul><li>Student recognize, rather than recall, correct answer </li></ul></ul><ul><ul><ul><li>Answer is already present </li></ul></ul></ul>
    7. 7. <ul><li>Advantages </li></ul><ul><ul><li>Recall certain facts </li></ul></ul><ul><ul><li>Possibility of guessing decreased </li></ul></ul><ul><ul><li>Less time; cover more content </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Difficult to measure higher-level thinking skills </li></ul></ul><ul><ul><li>More difficult to score than previous </li></ul></ul>
    8. 8. <ul><li>Advantages </li></ul><ul><ul><li>Simple to complex content </li></ul></ul><ul><ul><li>Diagnose misconceptions by incorrect alternatives </li></ul></ul><ul><ul><li>Discern between “best” answer </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Difficult to write; plan for distracters </li></ul></ul><ul><ul><li>More than one “best” answer </li></ul></ul>
    9. 13. <ul><li>Advantages </li></ul><ul><ul><li>Greater depth and detail </li></ul></ul><ul><ul><li>Creativity and broad thinking </li></ul></ul><ul><ul><li>Express themselves </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Grading; difficult and time consuming </li></ul></ul><ul><ul><li>Students’ ability to express themselves in writing </li></ul></ul><ul><ul><li>Bluffing </li></ul></ul>
    10. 14. <ul><li>Advantages </li></ul><ul><ul><li>Use checklist to objectively assess </li></ul></ul><ul><ul><li>Demonstrate desired performance </li></ul></ul><ul><ul><li>Practice performance before assessment </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Time-consuming </li></ul></ul><ul><ul><li>May require several judges </li></ul></ul><ul><ul><li>Specialize equipment and/or location </li></ul></ul><ul><li>Observations /checklists </li></ul>
    11. 15. <ul><li>Advantages </li></ul><ul><ul><li>Broad picture; know and do </li></ul></ul><ul><ul><li>Process and product; demonstrates growth </li></ul></ul><ul><ul><li>Self-assessment and reflection </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Not totally representative </li></ul></ul><ul><ul><li>Criteria </li></ul></ul><ul><ul><li>Subjective grading </li></ul></ul>
    12. 17. <ul><li>Advantages </li></ul><ul><ul><li>Range of questions </li></ul></ul><ul><ul><li>Depth and detail </li></ul></ul><ul><ul><li>Follow-up questions </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Grading </li></ul></ul><ul><ul><ul><li>Criteria </li></ul></ul></ul><ul><ul><ul><li>Subjective </li></ul></ul></ul><ul><li>Interview example </li></ul>
    13. 18. <ul><li>Advantages </li></ul><ul><ul><li>Thoughts or experiences </li></ul></ul><ul><ul><li>Reflection </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Focus </li></ul></ul>
    14. 20. <ul><li>Advantages </li></ul><ul><ul><li>Variety of writing </li></ul></ul><ul><ul><li>Select “best work” </li></ul></ul><ul><ul><li>Demonstrate progress </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>May not be most accurate measure </li></ul></ul>
    15. 22. <ul><li>Advantages </li></ul><ul><ul><li>Novel situations </li></ul></ul><ul><ul><li>Judged by student responses </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Many correct answers </li></ul></ul><ul><ul><li>Difficult to grade </li></ul></ul><ul><li>Examples </li></ul><ul><ul><li>Mock trials </li></ul></ul><ul><ul><li>Debates </li></ul></ul><ul><ul><li>Simulated experiences </li></ul></ul>
    16. 23. <ul><li>Advantages </li></ul><ul><ul><li>Depth and details </li></ul></ul><ul><ul><li>Solve larger problems </li></ul></ul><ul><ul><li>Other skills required </li></ul></ul><ul><li>Limitations </li></ul><ul><ul><li>Extended time </li></ul></ul><ul><ul><li>Grading </li></ul></ul><ul><li>Examples </li></ul><ul><ul><li>Term papers </li></ul></ul><ul><ul><li>Science fair projects </li></ul></ul><ul><ul><li>Unit activities (mini-societies, dramatic reenactments, trade fairs) </li></ul></ul>
    17. 24. <ul><li>Webbing </li></ul><ul><li>Content/Concept Maps </li></ul><ul><li>What We Know/Want to Know/Learned (KWL) Charts </li></ul><ul><li>Hypercard </li></ul><ul><li>Outlines </li></ul><ul><li>Timelines </li></ul><ul><li>Flow Charts </li></ul><ul><li>Venn Diagrams </li></ul>
    18. 25. <ul><li>What form of assessment do you prefer to be measured by? Why? </li></ul>
    19. 26. <ul><li>From your artifacts proposals in Unit 2, provide one example of assessment that you could use to measure student learning. </li></ul>
    20. 27. <ul><li>Standard assessment techniques </li></ul><ul><li>Rubrics </li></ul><ul><li>Formative versus summative </li></ul><ul><li>Data driven decision making </li></ul><ul><li>Test generators </li></ul>
    21. 30. <ul><li>From your artifact proposals in Unit 2, which might require you to create a rubric to assess student learning? </li></ul>
    22. 31. <ul><li>Standard assessment techniques </li></ul><ul><li>Rubrics </li></ul><ul><li>Formative versus summative </li></ul><ul><li>Data driven decision making </li></ul><ul><li>Test generators </li></ul>
    23. 32. <ul><li>Formative </li></ul><ul><li>Summative </li></ul>
    24. 33. When the cook tastes the soup, that’s formative when the guests taste the soup, that’s summative
    25. 35. <ul><li>Provide an example of when you would use formative assessment in your specific content area. </li></ul>
    26. 36. <ul><li>Standard assessment techniques </li></ul><ul><li>Rubrics </li></ul><ul><li>Formative versus summative </li></ul><ul><li>Data driven decision making </li></ul><ul><li>Test generators </li></ul>
    27. 37. <ul><li>NCLB </li></ul><ul><li>Data-driven practices </li></ul><ul><li>Evaluate practices and impact on student learning </li></ul>
    28. 39. <ul><li>Standard assessment techniques </li></ul><ul><li>Rubrics </li></ul><ul><li>Formative versus summative </li></ul><ul><li>Data driven decision making </li></ul><ul><li>Test generators </li></ul>
    29. 40. <ul><li>Create and enter questions </li></ul><ul><li>Prepares the test </li></ul><ul><li>Advantages </li></ul><ul><ul><li>Test creation and revision procedures </li></ul></ul><ul><ul><li>Random generation of questions </li></ul></ul><ul><ul><li>Selection of questions based on criteria </li></ul></ul><ul><ul><li>Answer keys </li></ul></ul><ul><ul><li>Test item banks </li></ul></ul>
    30. 44. <ul><li>Assessment </li></ul><ul><li>Administration </li></ul><ul><li>Addressing Issues in the Digital Classroom </li></ul><ul><li>Classroom Management </li></ul><ul><li>Final Exam </li></ul>

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