Assessment 2011

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this is quick ppt that I will use in class.

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Assessment 2011

  1. 1. Assessment
  2. 2. 20th Century Perspective on Assessment <ul><li>Heredity (racist/classist/sexist views) </li></ul><ul><li>Social efficiency (Thorndike) </li></ul><ul><li>Association and behaviorist theories (Skinner) </li></ul><ul><li>Situated learning/constructivist (Lave) </li></ul>
  3. 3. Purpose of Assessment is to improve teaching and learning.
  4. 4. Assess process as well as product
  5. 5. Assessment includes multiple sources of information
  6. 6. Assessment first depends on careful documentation.
  7. 7. Assessment consists: Standardized tests Teacher made tests Observations and rubrics Performances Portfolios
  8. 8. Authentic assessment <ul><li>Includes classroom learning tasks </li></ul><ul><li>Documents variability in performance </li></ul><ul><li>Natural part of classroom learning </li></ul><ul><li>Informative for students and teachers </li></ul><ul><li>Collaborative </li></ul><ul><li>Multidimensional </li></ul><ul><li>Ongoing and contextualized </li></ul><ul><li>Reflective and thoughtful </li></ul>
  9. 9. Authentic Assessment <ul><li>Performance samples </li></ul><ul><li>Running records </li></ul><ul><li>Written retells </li></ul><ul><li>Conference records </li></ul><ul><li>Journals and logs </li></ul><ul><li>Lists and other records </li></ul><ul><li>Audio and video records </li></ul>
  10. 10. Strengths of tests <ul><li>Efficient to administer and score </li></ul><ul><li>Considered fair </li></ul><ul><li>Reliable and objective </li></ul><ul><li>Reduces complexity of learning to scores </li></ul>
  11. 11. Problems with tests <ul><li>Masks and distorts what children know </li></ul><ul><li>Students are uninvolved </li></ul><ul><li>Emphasis on product, not process </li></ul><ul><li>May not match what is taught (curriculum alignment) </li></ul><ul><li>Curriculum distortion </li></ul><ul><li>Measures low level skills best </li></ul><ul><li>Lake Wobegone effect </li></ul>
  12. 12. Additional problems with tests <ul><li>Unfair to those unfamiliar with it </li></ul><ul><li>May not transfer to real life </li></ul><ul><li>Impersonal and unengaging </li></ul><ul><li>Test score inflation </li></ul><ul><li>De-professionalism of teaching </li></ul>
  13. 13. Strengths of Classroom-based assessment <ul><li>Tied to instruction </li></ul><ul><li>Match curriculum </li></ul><ul><li>Natural context of learning </li></ul><ul><li>Process and product may be measured </li></ul><ul><li>Collaborative </li></ul><ul><li>May change pedagogy and curricula </li></ul><ul><li>Students actively involved </li></ul>
  14. 14. Limitations of classroom based assessment strategies <ul><li>Requires skilled practicioners </li></ul><ul><li>Careful documentation needed </li></ul><ul><li>Multiple methods brings variability </li></ul><ul><li>Requires thoughtfulness </li></ul><ul><li>Teacher judgement involves variability </li></ul>
  15. 15. Portfolios answer <ul><li>This is what I did that is significant </li></ul><ul><li>This is why it is significant. </li></ul><ul><li>Here are the processes that I used to complete it. </li></ul><ul><li>Here is what I have learned. </li></ul>
  16. 16. Portfolio characteristics <ul><li>Classroom teaching will change </li></ul><ul><li>Personalizes learning </li></ul><ul><li>Redistribution of power </li></ul><ul><li>Collaborative </li></ul><ul><li>Students actively involved </li></ul><ul><li>Process and product </li></ul><ul><li>Demonstrate growth over time </li></ul><ul><li>Requires reflection </li></ul>
  17. 17. Curriculum Theory Alignment <ul><li>Alignment </li></ul><ul><li>Cohesion </li></ul><ul><li>Mapping differentiation </li></ul><ul><li>Benchmarking </li></ul><ul><li>Data driven </li></ul><ul><li>Value added instruction </li></ul>
  18. 19. Beating the Odds Judith Langer

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