Assessment presentation final2

Assessment presentation final2

• 1.
  Assessment
• 2.
   http://www.youtube.com/watch?v=Ocd1D8f wdjU  Min 4:13
• 3.
   The ongoingprocess of gathering, analysing and reflecting on evidence to make informed and consistent judgements with the goal of improving student outcomes.  Gathering, analysing and reflecting on evidence to make informed judgements within a targeted outcome area
• 4.
   Find outwhat students know  Identify students’ learning needs  Plan teaching programs  Select candidates for programs, scholarships  Monitor effectiveness of interventions  Monitor impact of policy  Report to parents  Report to governments
• 5.
   Assessment mustbe technically adequate  Assessment must be targeted toward the right level of difficulty, so that all students have opportunity to demonstrate what they know, think, or can do.  Assessment should be based on a variety of different measures to cater for learner differences.  Assessment should be ongoing rather than episodic, and should provide a meaningful basis for feedback and reflection.
• 7.
   Given periodicallyto determine at a particular point in time what students know and do not know.  Occur at the end of unit learning. ◦ Determines at a point in time what students know and can do. ◦ Used for reporting against standards. ◦ Used for entry (e.g. to university)
• 8.
   Selected Response ◦ Multiple Choice ◦ True/False ◦ Matching ◦ Fill-in  Extended Written Response  Performance Assessment  Assessment of practical or laboratory work.  Oral examinations  Short answer  Portfolio
• 9.
   Is generallyseen as process-oriented. Although the information that is gleaned from summative assessments is important, it can only help in evaluating certain aspects of the learning process.  Can provide the information needed to adjust teaching and learning while they are happening.  Often involves students in the formative assessment process, both as assessors of their own learning and as resources to other students.
• 10.
   Questions Classroom discussions  Learning activities  Feedback  Conferences  Interviews  Student self-assessment
• 11.
  1. Identification byteachers & learners of learning goals, intentions or outcomes and criteria for achieving these. 2. Rich conversations between teachers & students that continually build and deepen. 3. Provision of effective, timely feedback to enable students to advance their learning. 4. Active involvement of students in their own learning. 5. Teachers responding to identified learning needs and strengths by modifying their teaching approach(es). Black &Wiliam, 1998
• 12.
   http://www.youtube.com/watch?v=pJ7v8TtA x8o
• 13.
  BALANCED CLASSROOM ASSESSMENTSYSTEM FORMATIVE ASSESSMENT SUMMATIVEASSESSMENT A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.
• 14.
   Diagnostic assessmentis seen by some as a component of formative assessment, but in general it is seen as a distinct form.  In practice, the purpose of diagnostic assessment is to ascertain, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills. Establishing these permits the instructor to remediate students and adjust the curriculum to meet each pupil’s unique needs.  Because the primary purpose of the diagnostic test is remediation, it is both un-graded and low-stakes.
• 16.
   Assessment FORlearning: used by teachers to inform their teaching (formative assessment)  Assessment AS learning: students monitor their progress to inform their learning goals  Assessment OF learning: teachers use evidence of student learning to make judgments on student achievement against goals and standards (summative assessment)
• 17.
   Expectation ofvariability  Marks allocated and norm calculated  Marks often statistically manipulated  Basis for student comparison  Reports give marks and class position
• 18.
   Performance criteriaestablished for each desired outcome  Most students expected to achieve minimum criteria  Can be associated with pass/fail judgments (rather than marks)  No direct comparisons between students  Report indicate number of outcomes achieved by students
• 19.
  Score Description 5Demonstrates excellent understanding of the problem. All requirements of task are included in response. 4 Demonstrates very good understanding of the problem. All requirements of task are included. 3 Demonstrates adequate understanding of the problem. Most requirements of task are included. 2 Demonstrates poor understanding of the problem. Many requirements of task are missing. 1 Demonstrates no understanding of the problem. 0 No response/ task not attempted.
• 20.
  Sample scoring forthe history question: What caused World War II? Student answers Criterion-referenced assessment Norm-referenced assessment Student #1: WWII was caused by Hitler and Germany invading Poland. This answer is correct. This answer is worse than Student #2's answer, but better than Student #3's answer. Student #2: WWII was caused by multiple factors, including the Great Depression and the general economic situation, the rise of nationalism, fascism, and imperialist expansionism, and unresolved resentments related to WWI. The war in Europe began with the German invasion of Poland. This answer is correct. This answer is better than Student #1's and Student #3's answers. Student #3: WWII was caused by the assassination of Archduke Ferdinand. This answer is wrong. This answer is worse than Student #1's and Student #2's answers.
• 21.
   Behaviourist approach: ◦ state the specific task, ◦ teach the specific task, ◦ test the specific task  Assumes learning is linear.  Suited to criterion-referenced assessment.
• 22.
   Cognitive approach:  Assumes active involvement of students in making meaning through thinking, reasoning, engaging (constructive) ◦ Deals with complex learning outcomes ◦ Assessments of these need extended period of time ◦ Assessments require meaningful context  Sometimes called ‘authentic’ assessment
• 23.
   ‘Authentic’ Assessment  Presents students with ‘real-world’ challenges to apply relevant skills and knowledge ◦ Elicit higher order thinking in addition to basic skills ◦ Allow for the possibility of multiple human judgments
• 24.
   Which indicatesa behaviourist approach and a cognitive approach? ◦ Paper-and-Pen Tests ◦ Questionnaires, scales ◦ Portfolios ◦ Projects ◦ Performances ◦ Self- and peer-assessment ◦ Student Journals
• 25.
  1. is integralto instructional design 2. is fair (free from biases) 3. is technically adequate 4. Has clear purpose, goals, standards and criteria 5. Attends to student outcomes and processes, recognizing how students think and learn 6. is well targeted to allow students to show what they know and can do 7. Uses a range of measures to cater for learner differences 8. is ongoing rather than episodic 9. provides feedback to the learner 10. informs the teacher what to teach next
• 26.
   Level 1Knowledge ◦ Recall of specifics and universals ◦ Recall of methods and processes ◦ Recall of pattern, structure, setting  Level 2 Comprehension ◦ Lowest level of understanding ◦ Knowing what is being communicated and using the material without relating this to other material or seeing its fuller implications
• 27.
   Level 3Application ◦ The use of abstractions in particular and concrete situations ◦ Abstractions can be in the form of general ideas, rules of procedures, or generalized methods ◦ Abstractions can be technical principles, ideas, and theories which must be remembered and applied  Level 4 Analysis ◦ Breakdown of material into its elements to show relative hierarchy of ideas and/or relations between ideas ◦ Such analyses clarify the material, to indicate how it is organized
• 28.
   Level 5Synthesis ◦ Putting together elements to form a whole, and arranging and combining them in to constitute a pattern or structure not clearly seen before.  Level 6 Evaluation ◦ Judgements about the value of material for given purposes. ◦ Quantitative and qualitative judgements about the extent to which material and methods satisfy criteria.
• 29.
   Emphasis onhigher-order thinking  Bloom’s Taxonomy of Cognitive Objectives (1950s) expresses qualitatively different kinds of thinking  One of the most well-used models for classroom assessment  Revised taxonomy Lorin Anderson (1990s)
• 30.
   Names ofsix major categories changed from noun to verbs to reflect emphasis on thinking as an active process. Original Terms New Terms Evaluation Creating Synthesis Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering
• 31.
   Consistency orstability with which a test measures what it is intended to measure  Property of test  All tests are imperfect at estimating the qualities or skills they are trying to measure ◦ Score each student receives always includes some error ◦ More reliable a test, the less error in the score actually obtained
• 32.
   Observed score= true score + random error  Common sources of measurement error ◦ Inconsistencies across testing occasions ◦ Inconsistencies across forms of the test ◦ Inconsistencies between raters ◦ Inconsistencies in sampling to content domain
• 33.
   Standardised teststake into consideration and make estimations of how much students scores would probably vary if they were tested repeatedly ◦ Standard deviation of distribution of scores from hypothesised repeated testing
• 34.
   If theassessment measures what it is supposed to be measuring  Is a property of test scores, not test itself – depends on person and situation ◦ Test may be valid for one purpose but not for another  Is a matter of degree  Evidence for validity – content related, criterion related, construct related
• 35.
   Extent towhich sample of items, tasks or questions on an assessment are representative of some defined domain of content  Approaches to establish content related validity ◦ Domain sampling, relevance, clarity ◦ Logical analysis of test content – Bloom’s Taxonomy ◦ Examining test content and format
• 36.
   Extent towhich scores are systematically related to one or more outcome criteria  Approaches to establishing criterion related validity ◦ Predictive validity - does the score highly correlate to performance later ◦ Concurrent validity - does it correlate to a test known to measure the assessment area ◦ Face validity - does evidence show test is assessing according to decision purposes
• 37.
   Extent towhich assessment measures the identified underlying psychological characteristic of interest  Approaches to construct related validity ◦ Explicating construct meaning ◦ Convergence evidence ◦ Divergent evidence ◦ Deriving and testing predictions about test performance from the underlying theory
• 38.
   A testmust be reliable to be valid, BUT a reliable test is not always valid
• 40.
   Differences inthe extent to which the assessee has had the opportunity to know and become familiar with the specific subject matter or specific processes required by the test item  Distorts the performance of a group – either for better or worse
• 41.
   Test contentand characteristics  Test takers  Test environment  Test usage  Examining bias is matter of examining validity of assessment across groups
• 42.
   Bias/Fairness Distribution of difficulty within assessment ◦ Bloom’s Taxonomy  Sources of difficulty in assessment items ◦ Construct relevant/construct irrelevant ◦ Subject or concept difficulty ◦ Process difficulty ◦ Question or stimulus difficulty
• 43.
   Negations Referential  Vocabulary  Sentence and paragraph lengths  Abstraction of text  Location of relevant text  Problem complexity  Novelty  Item placement in test  Closeness of the best distractors to the correct answer
• 44.
  What piece oflaboratory equipment is best-suited for accurately measuring the volume of a liquid? a) graduated cylinder b) beaker c) Erlenmeyer flask d) more than one of the above Which piece of laboratory equipment can be used to store chemicals for long periods of time? a) buret b) evaporating dish c) beaker d) more than one of the above
• 45.
  Which of thefollowing is the most appropriate unit for expressing the weight of a pencil? a) pounds b) ounces c) quarts d) pints e) tons Due to budget cutbacks, the university library now subscribes to fewer than _?_ periodicals. a) 25,000 b) 20,000 c) 15,000 d) 10,000
• 46.
  Reliabili ty Doesassessment accurately reflect student’s achievements? Does moderation reveal consistency between markers and student grading? Have criteria for assessment been applied the same way by different markers? Validity Does assessment measure what it was designed to measure? Is assessment sufficiently challenging, engaging and relevant to students? Does assessment provide sufficiently broad evidence – have different types of evidence been considered? Fairness Are students familiar with formats and expectations of assessment task? Do assessment tasks favour one group over another? Have learning activities prior to testing sufficiently
• 47.
   Many factorsthat should be considered when designing assessments including ◦ amount of assessments ◦ types of assessment ◦ how to assess ◦ how to ensure assessment is truly representative of ability ◦ analysis of data obtained from assessment
• 48.
   Woolfolk, A.& Margetts, K. (2013). Educational psychology (3rd ed.). Pearson Education: Australia.  Marsh, C. J. (2010). Becoming a teacher: Knowledge, skills and issues (5th ed.). Pearson Education: Australia.  Chapman, E. (2013). Technical Adequacy. Approaches to Student Assessment. Presented at University of Western Australia: Perth, Western Australia  NC TEACH ,(2010). ASSESSMENT:FORMATIVE & SUMMATIVE , Practices for the Classroom: ◦ Retrieved from ◦ uncw.edu/ed/ncteach/cohort3/documents/ASSESSMENT.ppt • Educational app (2011). Formative Feedback  Retrieved from  http://www.youtube.com/watch?v=pJ7v8TtAx8o • Mr Bean (2007) . The Exam  Retieved from  http://www.youtube.com/watch?v=Ocd1D8fwdjU