Assessment Strategies

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How to design assessments to use with computer-supported learning activities.

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  • Assessment: The collection, synthesis and interpretation of information to aid the teacher in decision making.Test: A formal, systematic usually paper-and-pencil procedure for gathering information.Measurement: The process of quantifying or assigning a number to performance.Evaluation: The process of making judgments about the quality or goodness of performance or a course of action.(Airasian, 2000, p. 11)
  • remember that assessment is not necessarily an either-or option. Instead, these assessment strategies can be used together in order to gain a better picture of your students' grasp of the content. By using more than one point of data, you are able to see a clearer picture of what the student knows and does not know.
  • Also, you should be smart in choosing assessment strategies. Match your assessment strategy to your objectives' levels of difficulty. Objective assessments work well with low-level knowledge on Bloom's taxonomy (Knowledge, Comprehension, Application and possibly Analysis). Performance-based assessment are more time consuming but work well for higher-order thinking skills on Bloom's taxonomy (Application, Analysis, Synthesis and Evaluation), particularly when there is more than one possible correct response or student product.
  • More criteria.Weighting with percents or factors.
  • Assessment Strategies

    1. 1. Assessment Strategies<br />Michael M. Grant 2010<br />Image from paul goyette at Flickr.com<br />
    2. 2. Reminder about computer functions…<br />See page 333 in your textbook.<br />
    3. 3.
    4. 4.
    5. 5. What is assessment?<br />What’s the point?<br />Image from courosa at Flickr.com<br />
    6. 6. Classifying Assessments<br />Traditional<br />Constructed Response<br />Essay<br />Short answer<br />Listing<br />Selected Response<br />MC<br />T/F<br />Matching<br />Fill in the blank<br />Non-traditional/ alternative/ authentic/ performance-based<br />Portfolio<br />Rubric<br />Checklist<br />Task List<br />
    7. 7. <ul><li>Traditional
    8. 8. Constructed Response
    9. 9. Essay
    10. 10. Short answer
    11. 11. Listing
    12. 12. Selected Response
    13. 13. MC
    14. 14. T/F
    15. 15. Matching
    16. 16. Fill in the blank</li></ul>Classifying Assessments<br /><ul><li>Non-traditional/ alternative/ performance-based
    17. 17. Portfolio
    18. 18. Rubric
    19. 19. Checklist
    20. 20. Task List</li></ul>Assessment is not necessarily an either-or option.<br />
    21. 21. Key Issues<br />Match assessment to objectives<br />Match assessment to objectives<br />Match assessment to objectives<br />The language (the exact words) in the assessment item should be very, very, very, very similar to your objective. It’s okay for it to be that way.<br />
    22. 22. In a simple example, it should be like this…<br />Be sure the language is aligned fromobjective to assessment.<br />
    23. 23. Match your assessment strategy to the difficulty level of your objective.<br />
    24. 24. We’re going to focus on …<br />Task Lists<br />Rubrics<br />Because we’re emphasizing using technology to support student learning and building student products.<br />
    25. 25. Tasks Lists<br />Rating scale, <br />Content items and process skills, <br />Any work habits, <br />Any social/group skills, <br />Any technology skills,<br />Possibly any metacognitive skills, <br />Is developmentally appropriate for the grade level you specified.<br />
    26. 26. Page 311 in your textbook<br />
    27. 27.
    28. 28.
    29. 29. Where do the tasks come from?<br />Image from Lshaveat Flickr.com<br />
    30. 30. Your Turn: Write the task list for the following objective.<br />Given five pumpkins, calculate the mean weight in pounds within .5 pounds. <br />
    31. 31. Rubrics<br />Assessment criteria<br />Rating scale<br />Levels of performance<br />Is developmentally appropriate. <br />
    32. 32.
    33. 33.
    34. 34.
    35. 35.
    36. 36. Your Turn: Write the rubric for the following objective.<br />Given five pumpkins, calculate the mean weight in pounds within .5 pounds. <br />
    37. 37.
    38. 38. Weighting?<br />Do I look fat?<br />Image from kk+ at Flickr.com<br />
    39. 39. References & Acknoledgements<br />Airasian, P.W. (2000). Assessment in the classroom (2nd ed.). Boston: McGraw-Hill.<br />
    40. 40. Michael M. Grant 2010<br />

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