The document discusses standards-based assessment and grading practices and their relationship to student achievement. It explores how identifying "power standards" and emphasizing formative assessment that provides feedback to students can promote greater learning and equity. Research shows that feedback from assessments is most effective when it provides clear guidance on progress and ways to improve. Standards-based grading that involves students in self-assessment helps them monitor their own learning.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
Unit Four: Ethical Standards of Assessment
4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Placement assessments are used to “place” students into a course, course level, or academic program. For example, an assessment may be used to determine whether a student is ready for Algebra I or a higher-level algebra course, such as an honors-level course.
For this reason, placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs.
Diagnostic Assessment Is An Essential Device In A Teacher's "Tool Kit", Which Can Be Used To Diagnose Strengths And Area Of Need In All Students.
▪ Diagnostic Assessment Involves The Gathering And Careful Evaluation Of Detailed Data Using Student’s Knowledge And Skills In A Given Learning Area.
Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
Unit Four: Ethical Standards of Assessment
4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
Rubrics for Educational Assessment.pptxshaziazamir1
Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
For the presentation transcription which contains more information, click here:
http://www.4shared.com/file/bLzJpPYqce/presentation_transcription__2_.html
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
Implementing and Launching Rubrics in a Clinical SettingExamSoft
Presented by Jayzona Alberton and Jorge Godinez
Vertical- Dental
The College of Dental Medicine at Western University of Health Sciences has been actively utilizing ExamSoft rubrics since the beta-test phase of the feature’s launch. After implementing ExamSoft rubrics in multiple parts of their curriculum through a full year, CDM’s Office of Academic Affairs worked diligently with Dental Center administration to develop a plan for launching this feature throughout the clinic. After months of preparation, the college went fully electronic with their clinical exams both at the Dental Center and at off-site clinics for the community-based dental education portion of their curriculum. Now, faculty are trained in grading rubrics using ExamSoft spontaneously at the clinic during students’ procedures on their patients. The journey to this pinnacle was quite a challenge, but is improving many aspects of the dental program at WesternU tremendously. Faculty, staff, and administration can generate more robust reports of institutional learning outcomes and competencies that combine both written exams with performance-based assessments. To learn more about launching ExamSoft rubrics in a simulated or clinical setting, check out WesternU CDM’s 90-minute interactive session!
At the end of the session, participants will be able to:
1) Develop a plan to implement ExamSoft rubrics on a large scale at their institution and in a clinical setting.
2) Discuss the benefits of using ExamSoft rubrics in both a simulated and live clinical setting.
3) Determine methods of addressing issues during pilot testing of performance-based assessments.
4) Understand the importance of pulling longitudinal reports using rubric results to help improve student outcomes (including soft skills such as collaboration and professionalism).
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
NAF launched NAF Track Certified Hiring at NAF Next. The program gives students who earn a NAF certificate a leg up with job opportunities with 10 of the nation's leading companies.
Bridging the gap between poverty and success is a challenge for all academies. This session will highlight the obstacles associated with students who are economically disadvantaged and provide practical solutions for supporting students facing these problems.
What Difference Does it Make-- Reviewing Evidence on School- Employer Partner...NAFCareerAcads
The seminar will present an authoritative overview of recent national and international research into the impact that employer engagement in education has on young people as they move through schooling and ultimately into the work world. Learn how and why employer interventions can have positive impacts on the success of young people.
Teacher externships are a powerful way to revitalize your teaching and see firsthand how classroom skills and knowledge translate to the workplace. Come learn the first steps of planning a successful teacher externship program, hear ideas on where to look for support and sponsorship and view templates and checklists to get you started on setting up a valuable workplace experience.
SCAS Panel Session - Unique Solutions and Practical IdeasNAFCareerAcads
NAF developed a next-generation assessment system designed to model real-world demands, including the integrated application of academic, career-technical and workforce readiness skills. Designed to bridge the gap among high school career-technical programs, post-secondary course articulation, admission policies and workforce readiness, Student Certification Assessment System (SCAS) assesses a broad range of content and skills through rigorous end-of-course exams and evidence-based portfolios combined with supervisor and teacher feedback. This open and interactive panel session will explore benefits and opportunities while providing a problem-oriented approach to implementing and supporting SCAS. Panelists will represent different perspectives, and will be able to offer unique solutions and share practical ideas.
Scaffolding Your Work-Based Learning Program for Grades 9-12NAFCareerAcads
Do you want to have a concrete action plan for implementing work-based learning into your academy? This session will provide your academy with the scaffolding tools necessary to create a four-year sequenced plan for your students. See how a strong work-based learning plan can include meaningful activities, lesson plans as well as development procedures for utilizing your community and local businesses in the classroom.
SAS Programming for High School - Giving Students the Power to KnowNAFCareerAcads
SAS has created a tremendous opportunity for high school students to learn skills that involve not only programming but critical thinking and problem solving. This workshop will explain SAS, show why it should be taught, explore what it looks like in the classroom and highlight the connection between SAS and the NAF AOIT curriculum.
Providing Students a Quality Internship - Keys to SuccessNAFCareerAcads
Providing a quality internship for every student is one of our main objectives at NAF. This interactive panel discussion will address key steps to ensure the NAF internship is a game-changing experience for every student and will clarify the role everyone – educators, employers, students and parents – needs to play. Best practices will also be shared, enabling participants to draw from their experiences and share their own perspectives.
Lessons Learned on the Journey to Create a Great Intern ProgramNAFCareerAcads
Come hear how to design and implement a successful internship program from a team that's built a great model in Dallas through a partnership between the Dallas Independent School District and Capital One.
This interdisciplinary visual design project brings together topics from government, English, health and digital design for real world analysis. Students study the effects of food choices on personal health, the environment, the economy and the influence of marketing and packaging on those choices. Students learn that what they eat not only affects their health, but the health of the world. Partners from the design and health care field coach students as they develop and design their food package.
With the help of research and district experts, this session will cover how to identify the right data to highlight for specific audiences, how to develop the best formats to present data in various situations and how to access the available tools and documents that NAF provides to assist with results-based marketing.
With the help of research and district experts, this session will cover how to identify the right data to highlight for specific audiences, how to develop the best formats to present data in various situations and how to access the available tools and documents that NAF provides to assist with results-based marketing.
Project Lead The Way - A K-12 STEM Program of StudyNAFCareerAcads
Project Lead The Way (PLTW) offers an engaging K-12 STEM curriculum. This session will discuss PLTW programming at all levels and how it incorporates activity, project and problem-based learning to help students think critically, problem solve and collaborate.
Program Data 101 - From Data Center to Academy Assessment to Action Planning–...NAFCareerAcads
Designed for new academies, this session will focus on ways to meet critical deadlines and use data to inform your academy improvement plan. Academies will share their timelines and strategies for collecting data, meeting with leaders to score the academy assessment and how they use results to create action plans for improvement. The session promises to be informative for new academies looking for help in developing good habits for involving others and creating a plan for their academy development efforts.
Program Data 101 - From Data Center to Academy Assessment to Action Planning–...
John brown standards based assessment
1. Standards-Based Assessment and Grading: What Works to Promote Student Achievement? John L. Brown, Presenter Association for Supervision and Curriculum Development (ASCD)
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6. What Do Current Learning Theory and Research Tell Us? Creativity and “Flow” Brain-Compatible Teaching and Learning Emotional Intelligence The Constructivist Classroom Multiple Learning Styles, Modalities, and Intelligences Cognitive Learning Theory
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12. What Are Your Learning Style Preferences? AR : abstract, random, tend to be feeling and relationship oriented, highly interactive and communicative, express themselves through the arts, equity-oriented, advocates for the disenfranchised, prefer group activities, not closure driven. CR : concrete, random, use the here-and-now as a springboard for vision and possibility, “don’t fence me in,” “don’t tell me what to do,” enjoy independent projects that are reality-based, strong leadership traits, enjoy non-traditional education. AS : abstract, sequential, conceptual, emphasize the big picture, whole-to-part relationships, strategic, intellectually organized but externally “pile collectors,” strategic thinkers, can be “devil’s advocates,” like to debate conflicting perspectives. CS : concrete, sequential, linear, organized, require clear guidance and directions, prefer closure, need models and exemplars, prefer predictability and order, desire clear and practical reasons for completing an assignment, inclined to work independently, follow policy and procedure.
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17. An Increasingly Significant “Big Idea” and National Assessment Trend… … The Power of Standards-Based Grading and Formative Assessment to Help Students Monitor Their Own Progress—and to Make Adjustments to Ensure Their Success in Mastering Core Standards…
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20. John Hattie—reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”
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22. %ile improvement increase 0 20 80 100 40 60 Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 34%ile to 84%ile 13%ile increase to 63%ile
23. %ile improvement increase 0 20 80 100 40 60 Starting percentile 50th Starting percentile 50th Teacher assessment effectiveness Student Achievement Increase of 49%ile to 99%ile 28%ile increase to 78%ile
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39. The Three-Circle Audit Process for Identifying “Power Standards” Worth Being Familiar With... All Students Should Know and Be Able to Do... Enduring Understandings
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43. Into Which Circle Would You Place Each of the Following: 3 =Enduring Understanding/ “ Power Standard ” ( 40 YEARS ); 2 =All students should know or be able to do this ( 40 MONTHS ); 1 =This is something students at this grade level should “just be familiar with.” ( 40 DAYS ) 9. Trace universal patterns, themes, and motifs common to art through the ages. (Humanities, Grade 12) 8. Identify key figures who contributed to the development of modern statistics. (College-Level Intro. to Statistics Course) 7. Describe eating patterns and menus from previous historical eras. (Health, Grade 4) 6. Interpret how a primary source document reflects political bias on the part of an author. (U.S. History, Grade 8) 5. Apply the habits of mind used by scientists to engage in scientific inquiry. (Science, Grade 5) 4. Explain how we can use the relationships between sounds and letters to make sense of text. (Reading, Grade 1) 3. Describe how a bill becomes law at state and national levels. (Civics, Grade 9) 2. Use the Periodic Table to identify the atomic weights of carbon, oxygen, and helium. (Chemistry, Grade 11) 1. Identify the years in which Mark Twain was born and died. (English, Grade 8)
61. Clean refrigerator 4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright
62. 2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out— Tupperware and all
64. Scale Even with help, no understanding or skill demonstrated. 0 With HELP, a partial knowledge of some of the simpler and complex details and processes 1 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes 2 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 3 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class. 4
65. The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class 4
66. 0 1 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT) 3 4
67. 0 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4
68. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4
69. The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4
71. Scale . 5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes. 1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes. 2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes. 3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class. Even with help, no understanding or skill demonstrated. 0 With help, a partial knowledge of some of the simpler and complex details and processes. 1 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes 2 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught 3 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class. 4
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97. Scale for Self-Evaluation of Knowledge of Terms (Marzano) I’m very uncertain about the term. I really don’t understand what it means. Level 1 I’m a little uncertain about what the term means, but I have a general idea. Level 2 I understand the term, and I am not confused about any part of what it means. Level 3 I understand even more about the term than I was taught. Level 4 I can use the term with a high level of independent application. Level 5 Description Knowledge Level
98. Student Progress Chart (Marzano) Date: November 4, 2004 X X X X X 1 X X X X X 2 X X X X 3 X X X X 4 X X 5 X X 6 X 7 8 Level 1 Level 2 Level 3 Level 4 Level 5 Item #
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106. The Analytic-Trait Rubric The performance or product is ineffective. Shows little apparent understanding of the relevant ideas and processes… 1 The performance or product is somewhat effective… Shows a somewhat naïve or limited understanding of relevant ideas or processes… 2 The performance or product is effective… Shows a solid understanding of the relevant ideas and processes… 3 The performance or product is highly effective… Shows a sophisticated understanding of relevant ideas and processes… 4 35 percent Weights: 65 percent Scale Performance or Performance Quality Understanding Traits
123. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total for section= Total for section= Total for section= A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. Total /100
124. Total /100 Total for section= Total for section= Total for section= /40 /20 /40 A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught
125. + + Total for section= Total for section= Total for section= All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught Total /100 /40 /20 /40
126. Total /100 + + Total for section= Total for section= Total for section= 40/40 20/40 0/20 All correct Two correct None correct A. Items 1-10 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Two items that asks for application in novel situations that go beyond what was explicitly taught 60
127. + + All correct Two correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:
128. + + All correct Two correct None correct A. Items 1-10 Level 2.0 Ten items that require recall of important but simpler content that was explicitly taught B. Items 11-14 Level 3.0 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught. C. Item 15-16 Level 4.0 Two items that asks for application in novel situations that go beyond what was explicitly taught Rubric Score:2.5
You need to start with a three. Two is the simpler stuff. You need to have the group actually create a rubric
If teachers agree on how to weigh the test items we will get rid of formative assessment and it will take away all of teacher reassessment. The C section is about children being assessed on information that they were not taught. This says that the knowledge was taught not the situations. We might want to place a period at the end of situations and then go back to the go beyond at a later point. Students will feel that this is a summative assessment even though it is formative assessment. ASCD might want to create a DVD with sample shots to explain the three sections above. AP and IB teachers have the scoring piece but not the formative assessment.
Teachers need to know what they are going to do with the formative assessment data. They need to know specific strategies of how to teach so that their students can reach the next level. The school should have a plan for teachers to differentiate instruction. It should not just be the teacher by themselves. Twenty-five ways for the school to differentiate instruction. How can they assist the teachers: summer school, intersessions. Basically they want to provide a structure to differentiate instruction schoolwide.
This is an example of scores for three students on one measurement topic.