The document discusses various topics related to assessment, scoring, and evaluation. It defines key terms and describes different types of assessments including formative and summative, formal and informal, traditional and alternative. It also covers criterion-referenced and norm-referenced evaluation, and assessing scientific process skills. The document provides details on developing and implementing various assessment strategies and techniques.

1. Assessment, Scoring,Assessment, Scoring,
and Evaluationand Evaluation
C+
Pass/Fail A
A-
85%
F
S
Unsatisfactory
67%
D
C
B
93%

2. DefinitionsDefinitions
 AssessmentAssessment ---- The process of measuringThe process of measuring
something with the purpose of assigning asomething with the purpose of assigning a
numerical value.numerical value.
 ScoringScoring ---- The procedure of assigning aThe procedure of assigning a
numerical value to assessment task.numerical value to assessment task.
 EvaluationEvaluation ---- The process of determiningThe process of determining
the worth of something in relation tothe worth of something in relation to
established benchmarks usingestablished benchmarks using
assessment information.assessment information.

3. Assessment TypesAssessment Types
 FormativeFormative - for- for
performanceperformance
enhancementenhancement
 FormalFormal - quizzes,- quizzes,
tests, essays, labtests, essays, lab
reports, etc.reports, etc.
 TraditionalTraditional - tests,- tests,
quizzes, homework ,quizzes, homework ,
lab reports, teacherlab reports, teacher
 SummativeSummative - for- for
performanceperformance
assessmentassessment
 InformalInformal - active- active
questioning during andquestioning during and
at end of classat end of class
 AlternativeAlternative - PBL’s,- PBL’s,
presentations, essays,presentations, essays,
book reviews, peersbook reviews, peers

4. Alternative AssessmentAlternative Assessment
 Alternative to what? Paper & pencil examsAlternative to what? Paper & pencil exams
 Alternatives:Alternatives:
 lab work / research projectslab work / research projects
 portfoliosportfolios
 presentationspresentations
 research papersresearch papers
 essaysessays
 self-assessment / peer assessmentself-assessment / peer assessment
 lab practicallab practical
 classroom “clickers” or responder padsclassroom “clickers” or responder pads

5. More Formal AlternativesMore Formal Alternatives
 Rube Goldberg projectsRube Goldberg projects
 bridge building / rocketry / mousetrap carsbridge building / rocketry / mousetrap cars
 writing a computer programwriting a computer program
 research projectresearch project
 term paperterm paper
 create web pagecreate web page
 create moviecreate movie
 role playingrole playing
 building modelsbuilding models
 academic competitionsacademic competitions

6. Informal CATsInformal CATs (Classroom Assessment Techniques)(Classroom Assessment Techniques)
 Quick-fire questionsQuick-fire questions
 Minute paperMinute paper
 1) What did you learn today?1) What did you learn today?
 2) What questions do you have?2) What questions do you have?
 Directed paraphrasing (explain a concept to aDirected paraphrasing (explain a concept to a
particular audience)particular audience)
 The “muddiest” point (What is it about the topicThe “muddiest” point (What is it about the topic
that remains unclear to you?)that remains unclear to you?)
 For additional ideas, see Angelo, T.A. & Cross, P.K. (1993)For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) ClassroomClassroom
Assessment TechniquesAssessment Techniques (2nd ed) San Francisco: Jossey-Bass.(2nd ed) San Francisco: Jossey-Bass.

7. Authentic AssessmentAuthentic Assessment
 The National Science EducationThe National Science Education
Standards draft (1994) states, "AuthenticStandards draft (1994) states, "Authentic
assessment exercises require students toassessment exercises require students to
apply scientific information and reasoningapply scientific information and reasoning
to situations like those they will encounterto situations like those they will encounter
in the world outside the classroom as wellin the world outside the classroom as well
as situations that approximate howas situations that approximate how
scientists do their work."scientists do their work."

8. Assessment ConcernsAssessment Concerns
 ValidityValidity -- Is the test assessing what’s intended?-- Is the test assessing what’s intended?
 Are test items based on stated objectives?Are test items based on stated objectives?
 Are test items properly constructed?Are test items properly constructed?
 DifficultyDifficulty -- Are questions too easy or too hard?-- Are questions too easy or too hard?
(e.g., 30% to 70% of students should answer a(e.g., 30% to 70% of students should answer a
given item correctly)given item correctly)
 DiscriminabilityDiscriminability -- Are the performance on-- Are the performance on
individual test items positively correlated withindividual test items positively correlated with
overall student performances? (e.g., only bestoverall student performances? (e.g., only best
students do well on most difficult questions)students do well on most difficult questions)

9. Evaluation TypesEvaluation Types
 Criterion-referenced evaluationCriterion-referenced evaluation -- student-- student
performance is assessed against a set ofperformance is assessed against a set of
predetermined standardspredetermined standards
 Norm-referenced evaluationNorm-referenced evaluation -- student-- student
performance is assessed relative to theperformance is assessed relative to the
other studentsother students
 The “curve”The “curve” -- sometimes a combination of-- sometimes a combination of
criterion- and norm-referenced processescriterion- and norm-referenced processes

10. Criterion-Referenced Eval’sCriterion-Referenced Eval’s
 Based on a predetermined set of criteria.Based on a predetermined set of criteria.
 For instance,For instance,
 90% and up = A90% and up = A
 80% to 89.99% = B80% to 89.99% = B
 70% to 79.99% = C70% to 79.99% = C
 60% to 69.99% = D60% to 69.99% = D
 59.99% and below = F59.99% and below = F

11. Criterion-Referenced Eval’sCriterion-Referenced Eval’s
 Pros:Pros:
 Sets minimumSets minimum
performanceperformance
expectations.expectations.
 Demonstrate whatDemonstrate what
students can andstudents can and
cannot do in relation tocannot do in relation to
important content-areaimportant content-area
standards (e.g, ILS).standards (e.g, ILS).
 Cons:Cons:
 Some times it’s hard toSome times it’s hard to
know just where to setknow just where to set
boundary conditions.boundary conditions.
 Lack of comparisonLack of comparison
data with otherdata with other
students and/orstudents and/or
schools.schools.

12. Norm-referenced EvaluationNorm-referenced Evaluation
 Based upon the assumption of a standardBased upon the assumption of a standard
normal (Gaussian) distribution with n > 30.normal (Gaussian) distribution with n > 30.
 Employs theEmploys the z score:score:
 AA = top 10% (= top 10% (z > +1.28)> +1.28)
 BB = next 20% (+0.53 <= next 20% (+0.53 < z < +1.28)< +1.28)
 CC = central 40% (-0.53 <= central 40% (-0.53 < z < +0.53)< +0.53)
 DD = next 20% (-1.28 <= next 20% (-1.28 < z < -0.53)< -0.53)
 FF = bottom 10% (= bottom 10% (z < -1.28)< -1.28)
z =
X −X
σ

13. Norm-referenced EvaluationNorm-referenced Evaluation
 Pros:Pros:
 Ensures a “spread”Ensures a “spread”
between top andbetween top and
bottom of the class forbottom of the class for
clear grade setting.clear grade setting.
 Shows studentShows student
performance relativeperformance relative
to group.to group.
 Con:Con: In a group withIn a group with
great performance,great performance,
some will be ensuredsome will be ensured
an “F.”an “F.”
 Cons:Cons:
 Top and bottomTop and bottom
performances canperformances can
sometimes be verysometimes be very
close.close.
 Dispenses withDispenses with
absolute criteria forabsolute criteria for
performance.performance.
 Being above averageBeing above average
does not necessarilydoes not necessarily
imply “A” performance.imply “A” performance.

14. Norm and Criterion ComparedNorm and Criterion Compared
 Norm-Referenced:Norm-Referenced:
 Ensures a competitiveEnsures a competitive
classroom atmosphereclassroom atmosphere
 Assumes a standardAssumes a standard
normal distributionnormal distribution
 Small-group statisticsSmall-group statistics
a problema problem
 Assumes “this” classAssumes “this” class
like all otherslike all others
 Criterion-Referenced:Criterion-Referenced:
 Allows for a cooperativeAllows for a cooperative
classroom atmosphereclassroom atmosphere
 No assumptions aboutNo assumptions about
form of distributionform of distribution
 Small-group statisticsSmall-group statistics
not a problemnot a problem
 Difficult to know justDifficult to know just
where to set criteriawhere to set criteria

15. The “Curve”The “Curve”
 The “curve” might represent a mixture ofThe “curve” might represent a mixture of
norm- and criterion-referenced grading.norm- and criterion-referenced grading.
 The “curve” is a highly subjective process.The “curve” is a highly subjective process.
 The “curve” is normally applied only at theThe “curve” is normally applied only at the
end of a term.end of a term.

16. Assessing ScientificAssessing Scientific
Process SkillsProcess Skills
 Scientific Process Skills (intellectual skillsScientific Process Skills (intellectual skills
closely associated with inquiry learning)closely associated with inquiry learning)

17. Basic ScientificBasic Scientific
Process SkillsProcess Skills
 ObservingObserving
 CommunicatingCommunicating
 ClassifyingClassifying
 MeasuringMeasuring
 InferringInferring
 PredictingPredicting

18. Integrated ScientificIntegrated Scientific
Process SkillsProcess Skills
 Identifying variablesIdentifying variables
 Constructing a table of dataConstructing a table of data
 Constructing a graphConstructing a graph
 Describing a relationship between variablesDescribing a relationship between variables
 Acquiring and processing dataAcquiring and processing data
 Analyzing investigationsAnalyzing investigations
 Constructing hypothesesConstructing hypotheses
 Defining variables operationallyDefining variables operationally
 Designing investigationsDesigning investigations
 ExperimentingExperimenting

19. Enhanced ScientificEnhanced Scientific
Process SkillsProcess Skills
 Solving complex, real-world problems
 Establishing empirical laws
 Synthesizing theoretical explanations
 Analyzing and evaluating scientific arguments
 Constructing logical proofs
 Generating principles through the process of
induction
 Generating predictions through the process of
deduction

20. Miscellaneous CommentsMiscellaneous Comments
 Study guides can be created to set objectives.
 Prepare tests from objectives.
 Assess broad spectrum: content AND skills.
 Make a rubric for questions that do not have
forced-choice answers.
 Create an answer key for forced-choice
questions.
 Double-check your answer key.
 Grade ASAP, providing corrective feedback.

21. Handling AppealsHandling Appeals
 Encourage students to learn from their mistakes.Encourage students to learn from their mistakes.
 Accept appeals in writing, due by a certain date.Accept appeals in writing, due by a certain date.
 Refuse to discuss question if student will beRefuse to discuss question if student will be
appealing the answer.appealing the answer.
 Appeals include the following:Appeals include the following:
 Question being appealedQuestion being appealed
 Teacher and student responsesTeacher and student responses
 Explanation of why student’s response is as good as or betterExplanation of why student’s response is as good as or better
than teacher’s expected response.than teacher’s expected response.
 Teacher responds in writing.Teacher responds in writing.
 No class-wide correction: each student must make own appeal.No class-wide correction: each student must make own appeal.
 Benefit: students feel they are treated fairly.Benefit: students feel they are treated fairly.

22. Portfolios of Student WorkPortfolios of Student Work
 Have students prepare an ongoing,Have students prepare an ongoing,
extensive portfolio of their work.extensive portfolio of their work.
 Maintain these portfolios in an open butMaintain these portfolios in an open but
supervised setting.supervised setting.
 During parent-teacher conferences, haveDuring parent-teacher conferences, have
student in attendance and have parentsstudent in attendance and have parents
go through portfolio with student under thego through portfolio with student under the
watchful eyes of the teacher.watchful eyes of the teacher.

23. Record KeepingRecord Keeping
 Keep copies of your grade book orKeep copies of your grade book or
computer program in widely separatedcomputer program in widely separated
locations.locations.
 Keep up to date.Keep up to date.
 Respect confidentiality laws....Respect confidentiality laws....