The how, why and when of assessment
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An introduction for the 5-year assessment workshop at the Science Done Right Conference
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The how, why and when of assessment
- 1. The how, why and when of assessment 5 year assessment workshop Science Done Right Conference
- 2. Teaching Assessment Learning goals Curriculum alignment When curriculum, assessment and teaching are all aligned with overall goals Why?
- 3. Curriculum alignment is ā¦ āa primary predictor for student achievement in math and scienceā Schmidt et al, 2005 Why?
- 4. Why? ļ To check progress (teacher and student) ļ To collect data (SLT and parents) Summative
- 5. Why? ļ To develop independent learners Students need the opportunity to evaluate and reflect on their own scientific understanding and ability. Formative ļ Understand the goals for learning science Through self-reflection, students clarify ideas of what is important to learn. They realise that they ācan do scienceā.
- 6. "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do.ā GRANT WIGGINS How?
- 7. Practice exams Transfer tasksQuizzes MCQ Extended response Short response Formative Summative Oral questioning Observation Formal Informal Teacher assessed Self assessed How? Balanced
- 8. Assessments must be consistent with the decisions they are designed to inform ā¢ Assessments are deliberately designed. ā¢ Assessments have explicitly stated purposes. ā¢ The relationship between the decisions and the data is clear. How?
- 9. Assessment needs to be: ā¢ Valid The feature that is claimed to be measured is measured ā¢ Reliable A studentās performance is similar on two or more tasks that claim that use the same criteria How?
- 10. When? ā¢ Effective assessment is ongoing and continuous ā¢ This gives students frequent opportunities to gain feedback, modify their learning approached and methods and observe their progress.
Editor's Notes
- Assessment needs to be an integral part of the curriculum, should be planned at the start. Need to link the purpose, approach and tools to the choice of educational strategy.
- Most obvious and sometimes seen as the most important reasons for assessment
- It is important to use a mixture of assessment styles because they all measure different things - balanced assessment.
- This can be informal assessment, questioning stents and offering comments. Also formal assessments at various stages of a unit of study.