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- 1.
- 2. WHAT IS ASSESSMENT? •Assessment is the shared process of gathering purposeful and systematic measurement for documentation, reflection, and improvement of both student learning and institutional practices
- 3. WHY IS ASSESSMENTIMPORTANT? • Assessment helps students learn, teachers improve instruction, administrators decide how to allocate resources, and policymakers evaluate the efficacy of education programs
- 4. ASSESSMENT IS NOTEVALUATION! • Evaluation analyzes and uses data to make judgments about student performance • Assessment analyzes and uses data to make decisions about teaching strategies and student
- 5. TYPES OF ASSESSMENT Formative Interim/benchmarked Summative Other types… • Diagnostic • Performance • Individual or group projects • Portfolios • Student logs • Journals
- 6. FORMATIVE ASSESSMENT • Definition •Process of gathering evidence of student learning • Providing feedback • Adjusting instruction strategies to enhance achievement • Learners can change behaviors • E.g., discussion, quiz, etc.
- 7. FORMATIVE ASSESSMENT • Continuingcircular process • Formative Assessment Cycle • Gather Evidence of Learning • Evaluate evidence • Feedback • Adjust instruction
- 8. FORMATIVE ASSESSMENT CHARACTERISTICS • Evidenceof student learning • Structure • Participants involved feedback • Instruction adjustments
- 9. FORMATIVE ASSESSMENT CHARACTERISTICS • Teacher-studentinteraction • Student self assessment • Attributions for success
- 10. FORMATIVE ASSESSMENT • InformalFormative Assessment • Observation • Formal Formative Assessment • Quizzes
- 11. INFORMAL FORMATIVE ASSESSMENT • Informalobservations • Questioning • Spontaneous • Immediate Feedback and instructional adjustments
- 12. FORMAL FORMATIVE ASSESSMENT •Planned activity – individual or groups • Specific sequence of activities • Pre-assessments
- 13. FORMAL FORMATIVE ASSESSMENT •6Types of formal formative assessment • Structured exercises • Pretests • Homework
- 14. FORMAL FORMATIVE ASSESSMENT •6Types of formal formative assessment • In class assignments • Quizzes and Unit tests • Classroom Response Systems
- 15. FORMATIVE ASSESSMENT • InterimAssessments(Benchmark) • Periodic testing throughout the school year • E.g., every six weeks or chapter test • Low-level/ little or no student feedback • More formal style using projects, written assignments, and tests
- 16. FORMATIVE ASSESSMENT • EffectiveFeedback • Engage students • Differentiate • Feedback about student work, not the student
- 17. FORMATIVE ASSESSMENT • Typesof Feedback • Goal-directed • Scaffolded • Self-Referenced • Standards-Referenced • Norm-referenced
- 18. FORMATIVE ASSESSMENT • Thenature of the feedback • Amount • Timing • Mode • Audience • Type of task
- 19. FORMATIVE ASSESSMENT • DifferentiatedFormative Feedback • Learner Level of Ability • Grade Level • Subject
- 20. FORMATIVE ASSESSMENT • EffectiveFeedback • Relates performance to standards • Relates performance to strategies • Indicates progress • Indicates corrective action • Specific • Focuses on errors • Focuses on effort attributions
- 21. FORMATIVE ASSESSMENT – MASTERYLEARNING • Instructional Adjustments • Further reading • Individual tutoring • Group work (small group/whole class)
- 22. FORMATIVE ASSESSMENT– MASTERY LEARNING •InstructionalAdjustments • Questioning • Work sheets • Peer tutoring • Clarifying criteria
- 23. FORMATIVE ASSESSMENT – MASTERYLEARNING • InstructionalAdjustments • Modeling • Changing sequence • Online exploration • Concept mapping
- 24. FORMATIVE ASSESSMENT • DifferentiatedInstruction • Response to Intervention • Learning progressions
- 25. SUMMATIVE ASSESSMENT • PlanningSummativeAssessment • End of a large chunk of learning • Review what you want to do • Criteria for ensuring high-quality assessment • Representative sampling • E.g., standardized testing, final exams, major cumulative projects, research projects, etc.
- 26. SUMMATIVE ASSESSMENT • Preparingstudents – AssessmentTaking skills • Teach assessment taking skills • Test length, format, types of questions, etc. • Review
- 27. SUMMATIVE ASSESSMENT • Preparingstudents • Item type and format • Assessment anxiety
- 28. SUMMATIVE ASSESSMENT • ConductingSummative Assessments • When should they be scheduled • When should they be created
- 29. SUMMATIVE ASSESSMENT • CreatingSummative Assessments • Assessment Directions • Arrange Items • Physical Layout
- 30. ASSESSMENT TYPES COMPARISON CategoryFormative Interim Summative Timeline and frequency Often and during the course of instruction Pre-determine points of time End of unit end of year Grading Optional Necessary Necessary Opportunity to improve student learning High Med or high (depending on implementation) Low Purpose • Adjust instruction • Provide feedback to student • Adjust instruction • Report cards • District reports • Report cards • District and state reports
- 31. ASSESSMENT QUESTION TYPES •Multiple choice • Matching, sequencing • True-false, yes-no • Factual short answer, fill-ins • Higher-order shot answer • Short or long essay • Reliability andValidity
- 32. DELIVERY TYPES • Paperand pencil • Online • Computer adaptive testing
- 33. SCORING TYPES • Humanscoring • Distributed scoring • Automated scoring • Rubric • Checklists
Editor's Notes
- #3 Shared between instructor and students Purposeful – careful planning Systematic – continuous and organized effort Measurement – quantifying meaningful data Documentation – evidence Reflection – about learning Improvement – quality of education
- #4 Shared between instructor and students Purposeful – careful planning Systematic – continuous and organized effort Measurement – quantifying meaningful data Documentation – evidence Reflection – about learning Improvement – quality of education
- #6 assesses a student’s strengths, weaknesses, knowledge, and skills prior to instruction E.g. prior knowledge, levels, interest, motivation, etc. for preparation of class, analyzing students’ characteristics
- #7 Short-term Help integrate Immediate feedback
- #18 Specific learning goal, motivation Support to enhance learning by breaking a task down into smaller parts Vygotsky’s zone of proximal development Compare student work with previous performance Where the standards define the expected learning (kind of goal-directed) Compare a student’s performance to what other studnets have achieved.
- #19 Oral, written, and demonstration of correct procedures Ability, grade level, subjects, etc.
- #26 Feedback is limited Compare to standard or groups
- #33 Computer adaptive testing (CAT): Algorithms assess a student’s performance based on a sequence of right or wrong answers or previous responses
- #34 Computer adaptive testing (CAT): Algorithms assess a student’s performance based on a sequence of right or wrong answers or previous responses