Transcript High Quality Classroom Assessment

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DIAGNOSTIC: provides instructors with information
about student's prior knowledge and misconceptions
before beginning a learning activity.
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FORMATIVE: takes place during a learning activity to
provide the instructor with information regarding how
well the learning objectives of a given learning
activity are being met.
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SUMMATIVE: cumulative evaluations used to measure
student growth after instruction and are generally
given at the end of a unit in order to determine
whether long term learning goals have been met.
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Clear and Appropriate Learning
Objectives
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Appropriateness of Assessment Methods
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Validity
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Fairness
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Alignment
Right level of difficulty?
 Motivate students?
 Adequate balance of different types of
objectives? (Bloom’s)
 Consistent with overall goals? (subject
matter, 21st century tools, and soft skills)
 Comprehensive?
 Criteria for judging clear? (RUBRICS)
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Selected-Response
 Constructed Response
 Performance
 Essay
 Observation
 Self-Assessment
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Multiple Choice
 True / False
 Matching
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Can best assess the following levels of
Bloom’s Objectives:
-Remember
-(Simple) Understand
Short answer
 Completion
 Label a Diagram
 “Show your work.”
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Can best assess:
--Remember
--(Simple) Understand
Restricted Response (A few sentences)
 Extended Response (Multi-Paragraph)
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Can best assess:
-Understand (Deeper)
-Apply
-Analyze
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Papers
Projects
Poems
Videos / Audios
Spreadsheets
Web pages
Journals
Graphs
Speeches
Demonstrations
Debates
Illustrations
Can best assess:
--Apply
--Analyze
--Evaluate
--Create
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Formal (using observation sheets)
Informal
• Watch as students respond to questions and
work
• Listen to students as they speak with others
• Look for nonverbal cues (frustration,
squinting, lack of effort, etc.)
Can be used as formative assessment of all
types of learning.
Surveys
 Questionnaires
 Ratings
 Self-Reflections
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Can be used to assess:
--Evaluate
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Trustworthiness of the assessment
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“the extent to which the test measures
what it is supposed to measure”
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Consistency between what is taught and
what is tested
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Provides all students with an opportunity
to demonstrate achievement
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Differentiation—Accommodate special
needs— ”Everyone gets what they need
(instruction, tools, etc) to be able to
succeed.”
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Give various types of assessment options
Agreement among standards, objectives, benchmarks,
assessments, curriculum, and instruction.
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Does the assessment content match the content in
the standards and objectives?
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Do the assessments, objectives, and standards cover
a comparable “range” of knowledge?
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Does the level of challenge called for in the
objectives and standards match that required for
students to do well on the assessment?
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Does the assessment avoid adding material that is
irrelevant to the standards/objectives being
assessed?
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Assessments must measure competency of
subject-matter, use of 21st century tools
used to gain knowledge, and the soft skills
associated with the unit.
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One assessment can measure proficiency
in all three areas, or a variety of assessments
can be used.
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Use BOTH traditional and performancebased assessments within the unit.
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Essential: represents a “big idea”
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Authentic: uses processes appropriate to
content area; students value the outcome
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Rich: task leads to other problems; raises other
questions; has many possibilities
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Engaging: thought-provoking
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Active: student is the worker and decision
maker; the students interact with each other
• Feasible: can be done within school and
homework time
•Equitable: develops thinking in a variety of
styles; contributes to positive attitudes
•Open: has more than one right answer;
multiple avenues of approach; accessible to
all students
Students should be aware of the criteria that
will be used to judge their performance:
RUBRICS
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Scoring guide that uses criteria to
differentiate between levels of student
proficiency.
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Holistic or Analytic
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Should have criteria related to all three
aspects of our unit (subject matter, tool,
and soft skill)
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Each category of the scale contains several criteria, yielding
a single score that gives an overall impression or rating.
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Provides a reasonable summary rating.
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All traits are combined.
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Work is scored quickly.
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Often used with summative assessments.
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Must be well-developed and specific in order to show how
judgments were made.
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Disadvantage: Reveals little about what needs to be
improved.
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Each criterion receives a separate score.
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Provides more feedback
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Used best for diagnostic assessments and
formative assessments, so that students can
see how they can improve before a
summative assessment.
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Disadvantage: Takes longer to create and
score.
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Be sure criteria focus on important aspects
of the assessment. (objectives / standards)
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Match the type of rubric with purpose of
assessment. ( diagnostic, formative,
summative)
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Descriptions of criteria should be directly
observable. (Try to avoid behaviors /
adverbs that can be faked easily or subject
to bias.)
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Criteria should be written so that students, parents,
and others understand them. Rubric should be
shared with students before instruction.
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Characteristics and traits used in the rubric should be
clearly and specifically defined. Be sure to have
enough detail so that the criteria are not vague.
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Take appropriate steps to minimize scoring error. Be
objective and consistent.
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Scoring system needs to be feasible. Limit the
number and complexity of criteria that are judged.
(5-8 criteria are sufficient and manageable.)
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http://school.discoveryeducation.com/s
chrockguide/assess.html
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http://rubistar.4teachers.org/
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http://www.teachnology.com/web_tools/rubrics/
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http://www.rubrics4teachers.com/
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Teachers will compose a character sketch that outlines the qualities of a
21st century educator. Character Sketch Assignment (Performance)
Assesses subject matter and 21st century tools (wiki / Microsoft Word)
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Teachers will collect information relating to 21st century teaching using
the Internet, focusing on the skills and knowledge that can be applied
to their own classroom. Prewriting Sheet / Observation
Assessment: Multiple Choice Flipchart (Selected Response)
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Teachers will be able to appraise the character sketches of two
colleagues by providing feedback that identifies the most important
qualities of their writing. Comments posted to wiki (Restricted-Response
Essay) Assesses subject matter, tool, and soft skill.
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Teachers will utilize 21st century technology to avoid plagiarism in their
writing. Assesses 21st century tool and soft skill..Observation of teachers
using http://www.dustball.com/cs/plagiarism.checker/
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Teachers will demonstrate the ability to work
cooperatively to complete a task. Observation
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Teachers will locate online sources and list information
relating to an aspect of 21st century teaching.
Observation
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Teachers will distinguish relevance of particular pieces of
information. Blog Entries-Restricted Response Essays /
Constructed-Response Questions
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Teachers will design a power point on a given topic.
Performance (subject matter and 21st century tool)
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Teachers will make a short presentation to their
colleagues. Performance
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Teachers will utilize online resources to gather information
needed to complete the project. Observation
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Teachers will recognize vocabulary associated with Bloom's Revised
Taxonomy. Selected-Response: Multiple Choice Flipchart
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Teachers will classify objectives into the appropriate category of Bloom's
Revised Taxonomy. Constructed-Response (Bloom’s Chart Activity)
Assesses subject matter and 21st century tool.
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Teachers will create instructional objectives that consider the natural
transformation of student knowledge into meaningful application.
Performance
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Teachers will create instructional activities that carefully consider Bloom's
Knowledge Dimension, Cognitive Process Dimension (complexity of
learning) and authenticity of learning. Performance
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Teachers will critique their ability to write instructional objectives.
Observation / Self-Assessment
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Teachers will compare and contrast their instructional objectives to that
of their colleagues for the purpose of validating and updating their
understanding of Bloom's Taxonomy Revised. Blog entry: Restricted
Response Essay / Self-Assessment
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Teachers will be able to compare and contrast two different
learning environments to determine the value of each.
Performance– Spreadsheet (Assesses 21st century tool and subject
matter)
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Teachers will recognize overlaying as a process that considers each
instructional element of the unit as equally important to one another
and seamlessly integrated. Observation : Questioning
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Teachers will illustrate their understanding of the overlaying process.
Constructed Response: Blog Entry Self-Assessment : statements that
evaluate your overlaying process and a partner’s
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Teachers will apply the principles of Bloom's Taxonomy to create a
chart that documents the levels of their instructional objectives.
Constructed Response: Label the in the chart
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Teachers will be able to utilize the SAS to create alignments for their
unit and lesson plans. Performance: Unit/Lesson plan templates
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Assessment
Resource used for this power point:
McMillan, James. Classroom Assessment.
Boston: Pearson. 2007.