Assessment presentation

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  • Shared between instructor and students
    Purposeful – careful planning
    Systematic – continuous and organized effort
    Measurement – quantifying meaningful data
    Documentation – evidence
    Reflection – about learning
    Improvement – quality of education
  • Shared between instructor and students
    Purposeful – careful planning
    Systematic – continuous and organized effort
    Measurement – quantifying meaningful data
    Documentation – evidence
    Reflection – about learning
    Improvement – quality of education
  • assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction
    E.g. prior knowledge, levels, interest, motivation, etc. for preparation of class, analyzing students’ characteristics
  • Short-term
    Help integrate
    Immediate feedback
  • Specific learning goal, motivation
    Support to enhance learning by breaking a task down into smaller parts
    Vygotsky’s zone of proximal development
    Compare student work with previous performance
    Where the standards define the expected learning (kind of goal-directed)
    Compare a student’s performance to what other studnets have achieved.




  • Oral, written, and demonstration of correct procedures
    Ability, grade level, subjects, etc.
  • Feedback is limited
    Compare to standard or groups
  • Computer adaptive testing (CAT): Algorithms assess a student’s performance based on a sequence of right or wrong answers or previous responses
  • Computer adaptive testing (CAT): Algorithms assess a student’s performance based on a sequence of right or wrong answers or previous responses
  • Assessment presentation

    1. 1. Module #8
    2. 2. What is Assessment?  Assessment is the shared process of gathering purposeful and systematic measurement for documentation, reflection, and improvement of both student learning and institutional practices
    3. 3. Why is Assessment Important?  Assessment helps students learn, teachers improve instruction, administrators decide how to allocate resources, and policymakers evaluate the efficacy of education programs
    4. 4. Assessment is Not Evaluation!  Evaluation analyzes and uses data to make judgments about student performance  Assessment analyzes and uses data to make decisions about improvements in teaching strategies and student learning
    5. 5. Types of Assessment  Formative  Interim/benchmarked  Summative Other types…  Diagnostic  Performance  Individual or group projects  Portfolios  Student logs  Journals
    6. 6. Formative Assessment  Definition  Process of gathering evidence of student learning  Providing feedback  Adjusting instruction strategies to enhance achievement  Learners can change behaviors  E.g., discussion, quiz, etc.
    7. 7. Formative Assessment  Continuing circular process  Formative Assessment Cycle  Gather Evidence of Learning  Evaluate evidence  Feedback  Adjust instruction
    8. 8. Formative Assessment Characteristics  Evidence of student learning  Structure  Participants involved feedback  Instruction adjustments
    9. 9. Formative Assessment Characteristics  Teacher-student interaction  Student self assessment  Attributions for success
    10. 10. Formative Assessment  Informal Formative Assessment  Observation  Formal Formative Assessment  Quizzes
    11. 11. Informal Formative Assessment  Informal observations  Questioning  Spontaneous  Immediate Feedback and instructional adjustments
    12. 12. Formal Formative Assessment  Planned activity – individual or groups  Specific sequence of activities  Pre-assessments
    13. 13. Formal Formative Assessment  6 Types of formal formative assessment  Structured exercises  Pretests  Homework
    14. 14. Formal Formative Assessment  6 Types of formal formative assessment  In class assignments  Quizzes and Unit tests  Classroom Response Systems
    15. 15. Formative Assessment  Interim Assessments (Benchmark)  Periodic testing throughout the school year  E.g., every six weeks or chapter test  Low-level/ little or no student feedback  More formal style using projects, written assignments, and tests
    16. 16. Formative Assessment  Effective Feedback  Engage students  Differentiate  Feedback about student work, not the student
    17. 17. Formative Assessment  Types of Feedback  Goal-directed  Scaffolded  Self-Referenced  Standards-Referenced  Norm-referenced
    18. 18. Formative Assessment  The nature of the feedback  Amount  Timing  Mode  Audience  Type of task
    19. 19. Formative Assessment  Differentiated Formative Feedback  Learner Level of Ability  Grade Level  Subject
    20. 20. Formative Assessment  Effective Feedback  Relates performance to standards  Relates performance to strategies  Indicates progress  Indicates corrective action  Specific  Focuses on errors  Focuses on effort attributions
    21. 21. Formative Assessment – Mastery Learning  Instructional Adjustments  Further reading  Individual tutoring  Group work (small group / whole class)
    22. 22. Formative Assessment– Mastery Learning  Instructional Adjustments  Questioning  Work sheets  Peer tutoring  Clarifying criteria
    23. 23. Formative Assessment – Mastery Learning  Instructional Adjustments  Modeling  Changing sequence  Online exploration  Concept mapping
    24. 24. Formative Assessment  Differentiated Instruction  Response to Intervention  Learning progressions
    25. 25. Summative Assessment  Planning Summative Assessment  End of a large chunk of learning  Review what you want to do  Criteria for ensuring high-quality assessment  Representative sampling  E.g., standardized testing, final exams, major cumulative projects, research projects, etc.
    26. 26. Summative Assessment  Preparing students – Assessment – Taking skills  Teach assessment taking skills  Test length, format, types of questions, etc.  Review
    27. 27. Summative Assessment  Preparing students  Item type and format  Assessment anxiety
    28. 28. Summative Assessment  Conducting Summative Assessments  When should they be scheduled  When should they be created
    29. 29. Summative Assessment  Creating Summative Assessments  Assessment Directions  Arrange Items  Physical Layout
    30. 30. Assessment Types Comparison Table Category Formative Interim Summative Timeline and frequency Often and during the course of instruction Pre-determine points of time End of unit and/or end of year Grading Optional Necessary Necessary Opportunity to improve student learning High Med or high (depending on implementation) Low Purpose • Adjust instruction • Provide feedback to student • Adjust instruction • Report cards • District reports • Report cards • District and state reports
    31. 31. Assessment Question Types  Multiple choice  Matching, sequencing  True-false, yes-no  Factual short answer, fill-ins  Higher-order shot answer  Short or long essay  Reliability and Validity
    32. 32. Delivery Types  Paper and pencil  Online  Computer adaptive testing
    33. 33. Scoring Types  Human scoring  Distributed scoring  Automated scoring  Rubric  Checklists

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