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Assessment intro 3 19 10 b


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Assessment intro 3 19 10 b

  1. 1. Small-group Task <ul><li>For 5 minutes… </li></ul><ul><li>In groups of 4, discuss how you have been assessed in your educational experiences and outside of school. </li></ul><ul><li>Write examples on the chart paper to share with the class. </li></ul>
  2. 2. How have YOU been assessed? <ul><li>In your educational experiences ? </li></ul><ul><li>IN SCHOOL </li></ul><ul><li>In your experiences outside of school ? </li></ul><ul><li>OUTSIDE OF SCHOOL </li></ul>
  3. 3. The Nature of the Question <ul><li>Find the perimeter. </li></ul><ul><li>Draw a six-sided irregular polygon with a perimeter of 23 units. Show all dimensions. </li></ul>4 cm 3 cm 3 cm 3 cm 3 cm 4 cm <ul><li>3 cm </li></ul><ul><li>12 cm </li></ul><ul><li>20 cm </li></ul><ul><li>40 cm </li></ul>
  4. 4. Levels of Questioning <ul><li>Context: Bloom’s Taxonomy (revised) </li></ul><ul><li>Strategy: Ciardiello’s Levels of Questioning </li></ul>AEDR 518 | Spring 2010
  5. 5. Strategies for “Bumping Up” Your Questions from Basic Knowledge Level AVOID STRATEGY INSTEAD Knowledge-Level Examples Higher-Level Alternatives “ What does listless mean?” Ask students to provide examples of concepts from their own experience. “ Describe a time when you felt listless.” “ What is a metaphor?” Ask students to describe similarities and differences between a new concept and an old one. “ How are metaphors and similes similar and different? Use examples from _____.” “ Define equity.” Ask students to apply the concept to something they have seen or read recently. “ Where have you seen equity demonstrated in current events you have read about or seen on TV?” “ Describe osmosis.” Ask students how they would explain this concept to a younger student “ How could you use a visual concrete method to explain osmosis to a 1 st grader?”
  6. 6. Vary Your Questioning Techniques <ul><ul><li>Whole Class Responses </li></ul></ul><ul><ul><li>Choral responses by whole class </li></ul></ul><ul><ul><li>Signals by all individuals simultaneously </li></ul></ul><ul><ul><li>Volunteer responses </li></ul></ul><ul><ul><ul><li>Raise hands </li></ul></ul></ul><ul><ul><ul><li>Call out </li></ul></ul></ul><ul><ul><li>Individual Responses </li></ul></ul><ul><ul><li>Call name before the question </li></ul></ul><ul><ul><li>Call name after the question </li></ul></ul><ul><ul><li>Wait for volunteers </li></ul></ul>
  7. 7. <ul><li>How can the results </li></ul><ul><li>of each type of questioning technique </li></ul><ul><li>inform you about student learning? </li></ul>
  8. 8. What is the purpose? <ul><li>Formative Assessment </li></ul><ul><li>Summative Assessment </li></ul>
  9. 9. Types of Questions <ul><li>Multiple Choice </li></ul><ul><li>True/False </li></ul><ul><li>Matching </li></ul><ul><li>Interpretive Exercises </li></ul><ul><li>Short Answer </li></ul><ul><li>Performance Tasks </li></ul><ul><li>Constructed-response </li></ul>
  10. 10. Interpretive Exercise
  11. 11. Example of an Interpretive Exercise © 2010, The McGraw-Hill Companies, Inc. What does the person change? A. Facing B. Level C. Pathway D. Weight* 5. Use the following figure to answer item 5. Interpretive Material Item Stem Options Item directions
  12. 12. Question Writing <ul><li>Write a multiple-choice item based on one of the topics in your exemplary textbook. </li></ul><ul><li>Apply item-writing guidelines. </li></ul>
  13. 13. Glass of Water Activity <ul><li>How would you: </li></ul><ul><li>Assess it? </li></ul><ul><li>Measure it? </li></ul><ul><li>Test it? </li></ul><ul><li>Evaluate it? </li></ul>
  14. 14. Assessment <ul><li>Assessment is the broad term which encompasses measurement, testing and evaluation. </li></ul><ul><li>Any method through which we gather information to find out about something </li></ul>
  15. 15. <ul><li>Measurement – expressing information in the form of a number; provides specific data </li></ul><ul><li>Testing – taking a sample and assuming it is representative of the whole </li></ul><ul><li>Evaluation – making a value judgment </li></ul><ul><li>based on set or specific criteria </li></ul>
  17. 17. <ul><li>The overarching goal </li></ul><ul><li>of assessment is for </li></ul><ul><li>you to understand </li></ul><ul><li>what your students </li></ul><ul><li>understand. </li></ul>
  18. 18. <ul><li>Assessment also helps </li></ul><ul><li>the classroom teacher </li></ul><ul><li>to be reflective: </li></ul><ul><li>“ Am I an effective teacher?” </li></ul><ul><li>“ Am I reaching my students?” </li></ul><ul><li>“ Have I presented the </li></ul><ul><li>material well?” </li></ul>
  19. 19. Our Goal <ul><li>Develop the skills </li></ul><ul><li>to effectively assess </li></ul><ul><li>student learning. </li></ul>
  20. 21. C-I-A Curriculum Learning Goals and Objectives: What do I want them to learn? Instruction: What will I do and what will they do – in and out of class – so that they learn? Assessment: What will they do to show what they have learned? Learners
  21. 22. <ul><li>Assessment </li></ul><ul><li>should support </li></ul><ul><li>teaching and learning. </li></ul>
  22. 23. Assessment <ul><li>Diagnostic </li></ul><ul><li>Formative </li></ul><ul><li>Summative </li></ul>
  23. 24. Assessment in Lesson Plans <ul><li>Prior to Lesson : How will you assess prior learning or diagnose readiness for the planned lesson? </li></ul><ul><li>During the Lesson: How will you assess student progress and provide feedback throughout the lesson (formative assessment)? List specific examples of purposeful oral questions that may be embedded in the lesson to assess and enhance student learning. </li></ul><ul><li>After the Lesson: How will you evaluate students’ post-instruction achievement level in relation to the targeted learning (summative assessment)? </li></ul>
  24. 25. <ul><li>Lesson Plan Format </li></ul>
  25. 26. Common Types of Evaluation <ul><li>Homework </li></ul><ul><li>Tests </li></ul><ul><li>Quizzes </li></ul><ul><li>Papers </li></ul><ul><li>Projects </li></ul><ul><li>Presentations </li></ul>
  26. 27. Embed Formative Assessments into Instructional Activities <ul><li>You can have students: </li></ul><ul><ul><li>Keep journals or use notebooks, if they require students to go beyond description and definition tasks into complex connections, analysis. </li></ul></ul><ul><ul><li>Compare current to previous work. </li></ul></ul><ul><ul><li>Do a quick write, a brief written response to a question or probe. </li></ul></ul><ul><ul><li>Take a collaborative quiz. </li></ul></ul><ul><ul><li>Self-assess or let a peer assess their work. </li></ul></ul><ul><ul><li>Do homework. </li></ul></ul>
  27. 28. The South Carolina Academic Standards
  28. 29. South Carolina State Department of Education Standards: / Social Studies English/Language Arts Math Science
  29. 30. Standards Support <ul><li>SC SMART Centers </li></ul><ul><li> </li></ul><ul><li>The S^3 Curriculum includes assessment ideas. </li></ul><ul><li>Common Core Standards </li></ul><ul><li> </li></ul>
  30. 31. The Next Steps <ul><li>Assessment can provide evidence of student learning. </li></ul><ul><li>Analyze data to inform instruction. </li></ul>
  31. 32. for 10-minute Break
  32. 33. Analysis of Student Learning <ul><li>What can we learn from assessment results? </li></ul><ul><li>What do you want to know about your class data? </li></ul>
  33. 34. Teacher Work Sample <ul><li>Class Data Handout </li></ul><ul><li>Spreadsheet </li></ul><ul><li>Statistics and Graphs </li></ul><ul><li>Analysis </li></ul>