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- 1. By: Rachel Velasco ASSESSINGTHE CURRICULUM Tools to Assess Curriculum
- 2. What are Assessment Strategies? •Assessment strategies are the structures through which student knowledge and skills are assessed. These are: 1.pencil and paper strategy 2.performance based strategy 3.observational 4.personal communication 5.oral 6.reflective 7.combination of strategies
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- 4. The Essay A. Definition • isa writing sample used to assess student understanding and or how well students can analyze and synthesize information; • is a pencil and paper assessment where a student constructs a response to a question, topic, or a brief statement; • provides the student with opportunity to communicate his/her reasoning in a written response B. Purpose • assess the student's ability to communicate ideas in writing; • measure understanding and mastery of complex information.
- 5. The Essay C. Characteristics •measures a student's ability; • assess knowledge, reasoning, organization and communication skills; • directly measures the performance specified by the expectations; • includes a scoring plan which specifies attributes for a quality answer and indicates the value associated with each of the attributes; • affords the student a chance to construct his/her own answers, demonstrating a creativity and originality
- 6. The Essay D. Teacher'sRole • Uses professional judgement to develop the problem, question, or statement and the scoring of the final product E. Consideration • Is issued to assess separately the student's ability to communicate ideas, right proficiently and comprehend context; • is less time-consuming to construct compared to objective item testing, but can require considerable time to evaluate; • is not an effective means of assessing a student's enter domain of content knowledge, or assessing more than one or two reasoning skills at any one time.
- 7. The Select Response A.Definition • Is a pencil and paper assessment in which the student is to the identify the one correct answer; • Is a commonly used procedure for gathering formal evidence about student learning, specifically in memory, recall and comprehension B. Purpose • Test student learning of subject or content knowledge; • assess prerequisite knowledge
- 8. The Select Response C.Characteristics • Can be administered to large numbers of students at the same time; • can be scored very quickly; • it is stated in clear, simple language D. Teacher's Role • Identifies the format; • selects the content to be covered; • design the questions.
- 9. The Select Response E.Consideration • Is always influenced by the student's ability to read and understand the items; • can utilize computer and optical scanning technology to save time and effort with item development, item storage and retrieval, test printing and optical scan scoring; • can make it more difficult to determine how the student arrive at an answer with true or false and multiple choice.
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- 11. The Performance Task A. Definition •Is an assessment which requires students to demonstrate a skill or proficiency by asking them to create, produce, or perform; • maybe an observation of a student or group of students performing a specific task to demonstrate skills and/or knowledge through open ended, "hands-on" activities. B. Purpose • Provide an efficient means of assessment where the skill cannot be demonstrated with a pencil-and-paper test; • enable learners to demonstrate abilities, skills, attitudes, and behaviors;
- 12. The Performance Task • provideinformation about a learner's ability to organize, draw on prior knowledge and experience, improvised, choose from a range of strategies, represent learning, and make decisions to complete a task; • test skills in the affective, cognition, psychomotor, and perceptual domains. C. Characteristics • can be diagnostic, formative or summative assessment; • uses ongoing feedback; • allows most learners to participate successfully in varying degrees;
- 13. The Performance Task • providesopportunities for learners to work individually, as well as in small groups; • focuses on the process as well as the product; • provides contexts that have relevance to the students • provides the most realistic assessment of job related competencies; • includes task such as painting, speeches, musical presentations, research papers, investigations, athletic performance, projects, exhibitions, and other products that require students to construct a unique response to a task.
- 14. The Performance Task D. Teacher'sRole • observes a student or group of students performing a specific; • shares with the student the responsibility of developing and organizing the performance task, and setting assessment criteria; • assigns a level of proficiency based on the performance. E. Consideration • provides an excellent way to assess reasoning skills • must have clearly defined criteria for the assessment
- 15. The Exhibition /Demonstration A. Definition • Is a performance in which a student demonstrates individual achievement through application of a specific skills and knowledge; • is used to assess progress in task that require students to be actively engaged in an activity. B. Purpose • Allow students to show achievement of a skill or knowledge by requiring the student to demonstrate that skill or knowledge in use.
- 16. The Exhibition /Demonstration C. Characteristics • is either an actual situation or a simulation; • is often used in the arts; • is accompanied by a list of performance attributes as well as the assessment criteria, which should be determined prior to the demonstration; D. Teacher's Role • Assesses how well a student perform a practice, behavior or skill
- 17. The Exhibition /Demonstration E. Consideration • may be interdisciplinary; • may require student initiative and creativity; • may be a competition between individual students or groups; • may be a collaborative project that students work on over time; • should be constructed and administered in a manner which is equivalent for all students.
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- 19. A. Definition • Isa process of systematically viewing and recording student behavior for the purpose of making programming decisions; • permeates the entire teaching process by assisting the teacher in making the decision required in effective teaching B. Purpose • Provide systematic, ongoing information about students in relation to areas of strengths and weaknesses, preferred learning styles, unique interests, learning needs, skills, attitudes, behavior, and performance related expectations.
- 20. C. Characteristics • Canbe used everyday to assess students of different ages across subject areas, and in different settings; • is structured with a clear purpose and focus; • includes a written record which should be as close to the time of the event as possible. The record should be objective. D. Teacher's Role • Watches students respond to questions, study, complete assigned tasks; • listens to students as they speak and discuss with others; • observes nonverbal forms of communication;
- 21. • Observes thestudents in a variety of situations or settings; • draws inferences on the basis of the observation gathered; • observes the student's performance, then records observations on recording devices which outline the framework and criteria for observation E. Considerations • are made using a checklist, a set of questions, and or a journal as a guide to ensure focused, systematic observation. • are often the only assessment tool used for demonstration; • can be collected by audiotape or videotape;
- 22. • can limitsstudent's ability to act naturally if audio tape or video tape is used; • Can be influenced by bias in the interpretation of an observation; • can be considered subjective, where the meaning of the observation is derived only by the professional judgment of what is observed; • should not interfere with the natural learning environment
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- 24. A. Definition • Isa formal or informal meeting between/among the teacher and student and/or parent; • has a clear focus on learning for discussion. B. Purpose • Exchange information or share ideas between among the individuals at the conference; • explore the student's thinking and to suggest next steps; • assess the student's level of understanding of a particular concept or procedure; • Enable a student to move ahead more successfully on a particular piece of work; The Conference
- 25. • Review, clarify,and extend what the student has already completed; • help students internalized criteria for good work; C. Characteristics • Provides a clear focus for discussion; • requires that responsibility for the success of the conference is shared by all participants; • may take place as the learner is exploring a new concept or topic, or be a goal setting session or a report on progress; • Is brief, informal and occurs routinely; • can be effective for both diagnostic and formative assessment. The Conference
- 26. • Comes tothe conference prepared with specific questions to be answered; • gives individual feedback and clarifies misconceptions; • puts students at ease, and supports student progress. In the case of a writing conference, for example, a mini lesson may be given by the teacher; • focuses on the process of reasoning followed by the student; • records information during or immediately following the communication. D. Teacher's Role The Conference
- 27. • Can bepart of collaborative planning and decision making; • is assisted by prepared questions; • can be an extremely useful formative assessment strategy for students involving in major projects or independent studies. E. Considerations The Conference
- 28. • Is aform of conversation in which all parties increase their knowledge and understanding A. Definition The Interview B. Purpose • Focus on inquiry where the purpose of the meeting is based on investigation; • explore the student's thinking; • assess the student's level of understanding of a particular concept or procedure; • gather information, obtained clarification, determine positions and probe for motivations;
- 29. • Help determinesstudent's understanding of qualities of good work The Interview C. Characteristics • Tends to be a meeting which involves inquiry; • can be adapted to probe any problem or any consideration; • occurs routinely; • is usually guided by planned questions. D. Teacher's Role • Is responsible for the initial questions that guide the conversation, as well as the flow and movement of the exchange; • generates information during the interview which may lead to decisions, agreements, solutions;
- 30. • Allows studentsto take the lead in the interview when appropriate The Interview E. Considerations • Needs time built in for conversations especially when the purpose is an honest and thoughtful exchange
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- 32. The Question &Answer A. Definition Questions: • are posed by the teacher to determine if students understand what is being has been presented or to extend thinking, gener ate ideas or problem-solve. Answers: • provide opportunities for oral assessment when the student responds to a question by speaking rather than by writing,
- 33. The Question &Answer B. Purpose • provide a mechanism which monitors a student's understanding while assessing student progress (what they know and can do); • gather information about a student's learning needs. C. Characteristics • help teachers and students clarify their purpose for learning and link previous information with new understandings.
- 34. The Question &Answer D. Teacher's Role • notes how students answer questions during instruction to know if the students understand what is being presented or are able to perform skills; • should ensure that all students participate, not just those indi-viduals who typically respond with answers. E. Consideration • can help to ensure that all students are involved if tracking is done to ensure that all students participate, • is used with consideration that some individuals are not com- fortable or fluent expressing themselves orally.
- 35. The Classroom Presentation A.Definition • is an assessment which requires students to verbalize their knowledge, select and present samples of finished work and organize thoughts, in order to present a summary of learning about a topic B. Purpose • Provide summative assessment upon completion of a project or an essay; • assess students when it is inappropriate or difficult to test a student's understanding or knowledge with pencil and paper test
- 36. The Classroom Presentation C.Characteristics • Can provide students with an opportunity to use concrete materials to express their ideas and talents; • may be a teaching tool if the pevsentation is designed to further the learning of the audience. D. Teacher's Role • With the students or alone, sets the criteria for the assessment of the presentation; • monitors student progress at selected stages during student preparation; • provides oral or written feedback after the presentation.
- 37. The Classroom Presentation E.Considerations • Is a natural form of assessment for speeches, debates and subjects such as the study of languages; • holds the potential to increase peer comparisons which may be harmful to some students because of the oral and visual aspects of presentations; • is a critical skill to be taught, practiced, assessed and evaluated
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- 39. Self- Assessment A. Definition •is the process of gathering information and reflecting on one's own learning; • is the student's own assessment of personal progress in knowledge, skills, processes, or attitudes; • leads a student to a greater awareness and anderstanding of himself or herself as a learner.
- 40. Self- Assessment • assiststudents to take more responsibility and ownership of their learning; • provide insights and information that enable students to make decisions about their learning and to set personal learning goals; • use assessment as a means of learning; • focus on both the process and products of learning, • help students critique their own work; • help students internalize the characteristics/criteria of quality student work. B. Purpose
- 41. Self- Assessment • promotesthe development of metacognitive ability (the ability to reflect critically on one's own reasoning); • may involve an introspective observation, a product assessment or a test; • may include attitude surveys, interest inventories, and personal journals; • involves questions such as "How do I learn best?", "What are my areas for growth?", "Where do I need to improve?"; • is used to determine if a student's beliefs about his/her perfor mance correspond to the actual performance observed by the teacher. C. Characteristics
- 42. Self- Assessment • guidesstudents by helping students understand how to reflect on learning; • provides time and opportunities for self-assessment; • designs the questions or selects the self-assessment tool. • can use student self-assessment to determine change or growth in the student's attitudes, understandings, and achievement; • completes the assessment based on personal reflection about achievement or performance. D. Teacher's Role
- 43. Self- Assessment • isused to compare whether the student and the teacher have similar views of expected performance and criteria for evaluation; • develops gradually as students begin to use the process in daily activities; • can help students to witness personal growth through compari son with their own previous work, regardless of ability. E. Considerations
- 44. The Response Journal A.Definition • provides frequent written reflective responses to a material that a student is reading, viewing, listening to, or discussing. B. Purpose • record personal reflections, observations, and interpretations. C. Characteristics • allows time for students to formulate well-considered responses; • includes both factual information and the student's personal reflections; • is provided within a climate which is non-threatening and open, and which encourages risk-taking;
- 45. The Response Journal •can provide the focus for a student-teacher conference; • is a vehicle for communication with teachers, peers, parents; • can include visual representations (eg., artwork, sketches); • can be used in all subject areas. D. Teacher's Role • writes comments in the spirit of a dialogue (by asking ques- tions and sharing thoughts).
- 46. The Response Journal E.Considerations • focuses on the process of reflective thinking; • includes depth of thought and connection with understandings and experience as appropriate criteria for assessment; • respects the personal nature of a journal and the learner's desire for privacy; • does not emphasize the formal aspects of writing style or correctness.
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- 48. The Portfolio A. Definition •Is a purposeful collection of samples of a student's work that is selective, reflective, and collaborative; • demonstrates the range and depth of a student's achievement, knowledge, and skills over time and across a variety of contexts; • has student involvement in selection of portfolio materials as part of the process; • is a visual presentation of a student's accomplishments, capabilities, strengths, weaknesses, and progress over a specified
- 49. The Portfolio B. Purpose •document typical student work and progress; • provide a comprehensive view of the student's progress, efforts and achievements; • reflect growth and progress but may serve different purposes during the year; • provide a focus for student reflection on their own learning; • build a student's sense of responsibility for his/her own learning; • build a student's confidence in her/his abilities a learner; • promote an ongoing process where students demonstrate, assess and revise in order to improve and produce quality
- 50. The Portfolio C. Characteristics •tracks student progress on a variety of assessments over a pe riod of time; • promotes the skills of student self-assessment and goal setting; • has a stated purpose and intended audience which are impor tant to the entire process; • may include entries that the student and teacher consider as important representations of learning; • can provide a focus for a conference or an interview involving the student, the teacher and parents; • provides the opportunity for students to practice, assess, and select their own work;
- 51. The Portfolio D. Teacher'sRole • makes regular formative assessments during the portfolio pro cess to determine individual needs and progress toward speci fied learning expectations in order to provide further instruction; • provides regular feedback to students regarding their perfor mance related to pre-stated criteria in order to help the students to improve • determines or negotiates with the students the purpose for the portfolios, the criteria for selections (eg. number of items, categories) and the time frame for use; • reads the reflections and comments on the student's assess ment of personal learning.
- 52. The Portfolio E. Considerations •is developed collaboratively by teachers and students, including shared development of the purpose of the portfolio and criteria for selecting samples for inclusion; • requires standardization regarding what is included if the port-folio is used for evaluative purposes;
- 53. RECORDING DEVICES/TOOLS • Recordingdevices provide various means of organizing the re-cordings of information about student achievement. Teachers can choose or develop recording devices which suit the teacher's style, the students and the activity or learning being assessed. These are: 1. anecdotal record 2. checklist 3. rating scale 4. rubric 5. learning log
- 54. The Anecdotal Record A.Definition • is a short narrative describing both a behavior and the context in which the behavior occurred; • should objectively report specific and observed behaviors; • describes student performance in detail and in writing. B. Purpose • provide an ongoing record of written observations of student progress; • to record objectively, significant observations that are not part of a formal assessment which might otherwise be forgotten or remembered incorrectly;
- 55. The Anecdotal Record C.Characteristics • provides rich portraits of an individual student's achievemen records significance and ca not be obtained from other classroom assessment strategies; • may appear unstructured since this tool is used to record spontaneous, unexpected demonstrations and/or behavion, statements D. Teacher's Role • determines which observations are to be considered significant and important; • pre-plans the general format of the form with labels (eg. name of student, date, time, setting, description); • states in clear, concise language exactly what is observed
- 56. The Anecdotal Record E.Considerations • is time-consuming to read, write, and interpret; • is often used in conjunction with other assessment strategies; • records interpretations or recommendations separately from the description of the student's performance.
- 57. The Checklist A. Definition •is a list of actions or descriptions that a rater (teacher) checks off as the particular behavior or expectation is observed; • is a written list of performance criteria which is used to as- sess student performance through observation, or may be used to assess written work; • is a list of skills, concepts, behaviors, processes, and/or atti- tudes that might, or should, occur in a given situation.
- 58. The Checklist B. Purpose •record whether a specific skill or behavior was "evident" or "not evident". • record the presence or absence of specific behaviors in given situations. • record a performance that can and should be shown to stu- dents to help them see where improvement is needed.
- 59. The Checklist C. Characteristics •is used when the process or product can be broken into com- ponents that are judged to be present or absent; adequate or inadequate; • provides a list of key attributes of good performance that are checked as either present or absent; • is quick and useful with large number of criteria; • can be used in a variety of settings to establish the presence or absence of a series of conditions;
- 60. The Checklist D. Teacher'sRole • observes, judges, and determines if a student's performance meets the criteria outlined on the checklist; • records the occurrence of the skill behavior, concept, process and/or attitude on the checklist, • does not evaluate the quality of the work or contribution but Indicates that it occurred or was completed; • should make a sufficient number of observations about a stu dent before an evaluative judgment is applied.
- 61. The Rating Scale A.Definition • is a simple tool for assessing performance on a several-point scale ranging from low to high. It may have as few as 3 points, or as many as 10 points; • assesses the extent to which specific facts, skills, attitudes, and/or behaviors are observed in a student's work or performance; • is based on a set of criteria which allows the teacher to judge performance, product, attitude, and/or behavior along a continuum. • is used to judge the quality of a performance.
- 62. The Rating Scale B.Purpose • provide detailed diagnostic information on a student's performance, product, attitude, behavior in reference to pre- stated criteria; • record the frequency or even the degree to which a student exhibits a characteristic; • record the range of student achievement in relation to specific behavions; • describe performance along a continuum.
- 63. The Rating Scale C.Characteristics • provides a scale or range of responses for each item that the teacher is assessing. • can be analytic or holistic. Analytic rating scales describe a product or performance on multiple dimensions (e.g., in a writing task the dimensions or criteria that might be rated are organization, mechanics, and creativity). Holistic ratings con sider all the scoring criteria simultaneously, rather than assign-ing separate scores.
- 64. The Rating Scale D.Teacher's Role • uses a scale to describe the student; • makes decisions about the student's work on the basis of descriptions, categories, or topic and assigns a numerical or qualitative description E. Considerations • uses statements to rank, describe or identify criteria; • uses carefully chosen words to describe the meaning of various points on the scale so that they have the same mean ing to different raters (teacher, student, peer).
- 65. The Rubrics A. Definition •is a series of statements describing a range of levels of achievement of a process, product or a performance; • contains brief, written descriptions of the different levels of stu-dent performance; B. Purpose • summarize both student performance and product against pre-stated criteria; • make scoring of student performance more precise than using a list of items; • provide a clear description of what "quality" work looks like.
- 66. The Rubrics C. Characteristics •consists of several descriptions, each for a different level of quality; • addresses several qualities (criteria) simultaneously within the same scale and at different levels D. Teacher's Role • selects which of the descriptions comes closest to the student's performance.
- 67. The Rubrics E. Considerations •can be used in conjunction with self- assessment and peer ro view; • involves student in the process of identifying important perfor mance criteria which gives him/her ownership of the criteria and provides concrete examples of good and poor perfor-mance or products;
- 68. The Learning Log A.Definition • is an ongoing record by the student of what he/she does while working on a particular task or assignment, • makes visible what a student is thinking and/or doing through frequent recordings over time. B. Purpose • show student progress and growth over time, • provide the student with the opportunities to gather and interpret information, to ask questions, and to make connections
- 69. The Learning Log C.Characteristics • is a useful tool if students are working on a project which stretches over several days or even weeks; • can provide a helpful focus for discussion during a conference where progress is assessed; D. Teacher's Role • provides the guidelines for the maintenance of the learning log • provides regular feedback to the students E. Considerations • may present a challenge for some students who have a diffi- cult time expressing their thoughts in writing, • provides students with opportunities for reflection about their progress toward a stated goal.
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- 71. 1.Oral and writtenreports Students research a topic and then present either orally or in written form. 2.Teacher observation The teacher observes students while they work to make certain the students understand the assign-ment and are on task. Example: Cooperative Learning 3.Journal Students write daily on assigned or personal topics. Example: What is the thing you remember about yesterday's lesson. 4.Portfolio of student's work-Teacher collects samples of student's work and saves for determined amount of time. Example: Dated sample of students' writing, test, etc. 5.Slates or hand signals Students use slates or hand signals as a means of signaling answers to the teacher. Example: Review questions write answers and hold up slate.
- 72. 6. practice andreview concepts. Example: Science trivia. 7. Projects The students research on a topic and present it in a creative way. 8. Debates The students take opposing position on a topic and defend their position. Examples: The pros and cons of an en-vironment legislation. 9. Checklist The teacher will make a list of objectives that sty dents need to master and then check off the skill as the stu dent masters it. 10. Cartooning Students will use drawings to depict situation and ideas. Example: Environmental issuesy 11. Models The students produce a miniature replica of a given topic. Example: Molecules. 12. Notes Students write a summary of a lesson.
- 73. 14. Anecdotal recordThe teachers record a student's behavior. 15. Panel A group of students verbally preset information. Ex-ample: A discussion presenting both the pros and cons of the environmental issues. 16. Learning centers Students use teacher provided activities for hands-on learning. Example: An activity folder on frog dissec-tion 17. Demonstration Students present a visual enactment of a particular skill or activity. Examples: Proving that air has a weight. 18. Problem solving-student follow a step-by-step solution of a problem. 19. Discussions-Students in a group verbally interact on a given topic. Example: Environmental Issues 20. Organize note sheets and study guides Students collect in-formation to help pass a test. Example: one 3x5 note card with information to be used during a test.
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