Transcript Assessment

ASSESSMENT
A Dr.
Production...
Pre-assessment assessment
What is assessment?
When should assessment occur?
Assessment Objectives &
Outcomes
• What essential questions do you have
about assessment?
• What enduring understandings do you
want to have about assessment?
“Assessment for Learning”
Objectives
Students will understand...
1. The reason why assessment is Stage 2 in the StandardsBased Education process.
2. The purpose of assessment in the classroom.
3. The differences between assessment types and assessment
formats.
4. How to determine which assessment methods would be
most appropriate at various times to increase student
learning, given specific standard
5. How to determine guidelines for constructing performance
assessments and rubrics.
6. The differences between assessment and grading.
7. How to create a balanced assessment plan for a unit,
including examples of performance tasks, rubrics, and
constructed response items.
Essential Questions
• What does assessment look like in a
performance-based science classroom?
• How do I determine appropriate and
acceptable evidence of learning?
• How will I know whether my students
have acquired the requisite
knowledge, skills, and
understandings?
Standards Based Education Model
Stage 1:
Identify Desired Results
GPS
What do I want my students
to know and be able to do?
Big Ideas  Enduring Understandings 
Essential Questions
---------------------------------------
Skills and Knowledge
Stage 2:
Determine Acceptable Evidence
(Design Balanced Assessments)
How will I know whether my students have acquired
the requisite knowledge, skills, and understandings?
(to assess student progress toward desired results)
Stage 3:
Plan Learning Experiences and Instruction
What will need to be done to provide my students
with multiple opportunities to acquire the knowledge,
skills, and understandings?
(to support student success on assessments,
leading to desired results)
The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Standards-based Practice
Select standards from among those
students need to know
Design an assessment through which
students will have an opportunity to
demonstrate those things
Decide what learning opportunities
students will need to learn those things
and plan appropriate instruction to
assure that each student has adequate
opportunities to learn
Use data from assessment to give
feedback, reteach or move to next level
Stephen Covey Quote
“To begin with the end in mind means to
start with a clear understanding of your
destination. It means to know where you’re
going so that you better understand where
you are now and so that the steps you take
are always in the right direction.”
What is assessment?
Assessment is the systematic
observation and evaluation of
student performance.
The process of gathering information
about students--what they know
and what they can do
Assessment asks these questions...
• Do students know? Are they able to
complete processes and demonstrate skills?
Do they understand?
• How well do students know? How well are
they able to complete processes and
demonstrate skills? How well do they
understand?
• What do students not know? What are they
not yet able to do? What don’t they
understand?
How is this performed at
the state and national
level?
The Montillation of Traxoline
It is very important that you learn about
traxoline. Traxoline is a new form of zionter. It
is montilled in Ceristanna. The Ceristannians
gristerlate large amounts of fevon and then
brachter it to quasel traxoline. Traxoline may
well be one of our most lukized snezlaus in the
future because of our zionter lescelidge.
1. What is traxoline?
2. Where is traxoline montilled?
3. How is traxoline quaselled?
4. Why is it important to know about traxoline?
Types of Assessments
Brainstorm all the types of assessments
that can be used in a science classroom
Now, how would/could you group those
into “types” of assessments?
Are We Speaking the same language?
Create your own definition for each of the
following terms related to assessment.
(See next slide.)
Find a partner to check on agreement or
disagreement of the meaning(s) of each
term.
Share findings with your group and be ready
to prepare findings
and implications.
Defining Terms
•
•
•
•
Assessment
Evaluation
Content Standards
Performance
Standards
• Characteristics of
Science Standards
• Assessment for
learning
• Assessment of
learning
• Benchmarks
• Formative vs.
Summative assessment
• Performance
Assessment
• Authentic Assessment
• Rubric
• Checklist
• Feedback-adjustment
process
• Progress Monitoring
Assessment
continuous process
provides feedback to
improve student
achievement
may be formative or
summative
provides a means of
collecting evidence of
student mastery of the
content standards
provides a photo album of
student progress through
which we can observe a
student’s growth
vs.
Grading
a means of assigning
numerical or alphabetical
grade to a student’s work
usually summative
often represented as an
average
may not represent an
adequate pictures of a
student’s growth or
progress towards the
learning goals
Formative
Assessment
Summative
Assessment
Please tell me...
…how do I get to your
house?
In order to give
directions “to” a place,
you must know “from”
where one is coming
How do
you
know?
Assessment Formats
•
•
•
•
Selected Response
Constructed Response
Performance Assessment
Informal and Self-Assessment
Adapted from Marzano, Stiggins, UbD
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
Constructed
Response
Performance
Assessment
Informal
Assessment
•Fill-in-theblank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Diagram
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
•Presentation
•Movement
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Song
•Oral
questioning
•Observation
•Interview
•Conference
•Process
description
•Checklist
•Rating scale
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Group Assessment Formats
You will make a group presentation on one of the four
assessment formats on a piece of chart paper. It will be
graded as follows:
• /2pts At the top, label the chart with the kind of assessment
your group is presenting.
• /4pts Divide the remaining paper into four sections, and
label them: Key points, Examples, Advantages (when is it
best used), Disadvantages (when is it not the best to use).
• /8pts For each of the 4 sections, give at least 2 supporting
items for that section.
• /3pts Make sure writing is large*, legible and grammatically
correct
• /2pts Poster is interesting, alluring with
pertinent artwork
Chart for Assessment Formats
Assessment Type
Key Points
Advantages
Examples
Disadvantages
Achievement Target Types
•
•
•
•
Knowledge/Information
Skills/Processes
Thinking and Reasoning
Communication
Adapted from Marzano
Knowledge and Skills
Facts
Skills
Concepts
Procedures
Generalizations
Processes
Rules, laws, procedures
KNOWLEDGE
(declarative)
SKILLS
(procedural)
Thinking and Reasoning
• Comparison and
contrast
• Analysis of
relationships
• Classification
• Argumentation
• Induction
• Deduction
• Experimental
inquiry
• Investigation
• Problem solving
• Decision making
-Marzano
Communication
Critical Filters
What type of evidence is required to assess the
standard? (e.g., recall of knowledge, understanding
of content, ability to demonstrate process, thinking,
reasoning, or communication skills)
What assessment method will provide the type of
evidence needed?
Will the task (assessment method) provide enough
evidence to determine whether students have met
the standard?
Is the task developmentally appropriate?
Will the assessment provide students with various
options for showing what they know?
Matching Assessments with
Standards
ASSESSMENT FORMAT
ACHIEVEMENT
TARGET
Knowledge/
Informational
Skills/Processes
Thinking and
Reasoning
Communication
Other:
Selected
Response
Can assess mastery
of specific elements
of content
knowledge
Constructed
Response
Short answers allow
students to apply
content knowledge
Performance
Tasks
Not a good choice for
this target; other
options preferred
Informal & SelfAssessment
Teacher can ask
questions, evaluate
answers, and infer
mastery; but this may not
be time-efficient
Matching Assessments with Standards
ASSESSMENT FORMAT
ACHIEVEMENT
TARGET
Selected
Response
Knowledge/
Informational
Can assess mastery of
specific elements of
content knowledge
Skills/Process
Not a good choice for
this target; other
options preferred.
Thinking and
Reasoning
Can assess application
of some patterns of
reasoning
Communication
Not a good choice for
this target; other
options preferred
Constructed
Response
Short answers allow
students to apply
content knowledge
Can assess understanding of the steps of
a process, but not a
good choice for
evaluating most skills
Written descriptions of
complex problem solutions
can provide insight into
reasoning proficiency.
Not a good choice for
this target; other
options preferred
Performance
Tasks
Not a good choice for
this target; other
options preferred
Can observe and
evaluate skills as they
are being performed
Can watch students solve
some problems or examine
some products and infer
reasoning proficiency
Can observe and
evaluate oral & written
communication portions
of performance tasks.
Informal & SelfAssessment
Teacher can ask questions,
evaluate answers, and infer
mastery; but this may not
be time-efficient
Can be a strong match
Can ask students to “think
aloud” or can ask followup questions to probe
reasoning
Strong match with
some communication
skills, especially oral
communication
Other:
-Adapted from Marzano and Stiggins
How to Make Great
Assessments
Multiple (Guess) Choice
Essay/Free Response
Portfolio
Learning Logs & Journals
Performance Tasks
Small group discussion:
What has to happen?
• If you know what a student must
understand, how do you check to see if that
student understands?
• What evidence will you use to evaluate the
level of understanding?
• What will you do in your classroom based
on the evidence you collect?
Alternative vs Authentic
Assessment
What have you heard? What do you want to know?
Authentic Assessment: GRASPS
G Real-world GOAL
R Real-world ROLE
A Real-world Audience
S Real-world Situation
P Real-world Products or Performances
S Standards
A Sample G.R.A.S.P.S Culminating Project
You are a member of a team of scientists
investigation deforestation of the Amazon rain
forest.
You are responsible for gathering scientific data
(including such visual evidence as photographs)
and producing a scientific report in which you
summarize current conditions, possible future
trends, and their implications for both the
Amazon itself and its broader influence on our
planet.
Your report, which you will present to a United
Nations subcommittee, should include detailed
and fully-supported recommendations for an
action plan which are clear and complete.
RUBRICS
What are they?
Why use them?
When use them?
A rubric is a set of rules that
• Shows levels of quality
• Communicates standards
• Tells students expectations for assessment
task
• Is NOT a checklist (yes or no answers)
• Includes dimensions (criteria), indicators
and a rating scale.
Advantages of Using a Rubric
• Lowers students’ anxiety about what is
expected of them
• Provides specific feedback about the
quality of their work
• Provides a way to communicate
expectations and progress
• Ensures all student work is judged by the
same standard
• Disengages the “halo” effect and its reverse
• Leads students toward quality work.
Basic Rubric Template
Scale
Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Ugly Rubrics
• Too wordy so that no one can understand
the dimensions or indicators, let alone use
them for a fair grade
• Checklists – Have it, don’t have it
• Judge each work against other items of
work
• Judge the wrong thing so student can just
jump through hoops to get a good grade.
Good Rubrics
• Are tools
• Show level of quality of a performance or
task
• Communicate standards clearly and
specifically (students can calculate grade)
• Are given to students to set expectations
• Show what to avoid and addresses
misconceptions
• Are consistent and reliable
• Use content that matches standards and
instructional emphasis
Characteristics of Exemplary
Assessment
• Emphasizes learning process as well as product
• Requires active construction of meaning
• Assesses interdisciplinary and cross disciplinary
skills
• Helps students self monitor
• Gives specific expectations for students
• Emphasizes the application and use of
knowledge
• Has meaning and relevance to students
• Emphasizes complex skills
• Makes standards public and known in advance
How did I do?
Column 1
Write down the
different types of
assessments that we
discussed during
this strand.
Column 2
Write down when I modeled
this type of assessment.
Put it into Practice
Backwards Design and Unpacking
the standards
Standards Based Education
Model
Stage 1
Identify Desired Results
GPS
(one or more)
Standards
(Big Ideas) Enduring Understandings 
Essential Questions 
Above, plus
Elements
Skills and Knowledge
Big Ideas
• What are the big ideas and core processes at
the heart of this standard?
• What do I want to concentrate on and
emphasize in this unit?
Looking for Big Ideas
• Big Ideas are key concepts. Look for ideas
in key terms found in the standards.
You Know It’s a Big Idea If…
 It is important for students to remember 10
years from now
 It is a phrase or few words
 It can be underlined from part of the
standard
 It is addressed in more than one standard or
unit
 Students can continue to uncover it’s
relevance in the real world
Enduring Understandings:
Overarching and Topical—Need
Both!
• Overarching: More abstract and
general; relate to many units of
study
• Topical: More specific; related to a
single unit
Enduring Understandings:
Format
• NO: “Students will understand rocks.
• NO: “Students will know how to classify
rocks
• NO: “Explain how to classify rocks.”
• YES: “Students will understand that rocks
are classified according to properties that
you can observe and/or test.
You know it’s an Enduring
Understanding If…
 It begins “The student will understand
that…”
 It is overarching (relating to multiple
themes)
Enduring Understandings: Bad to
Best
“Students will understand the cell.”
– Bad: what should they understand?
“Students will understand the organelles of the
cell.”
– Better: narrows the focus but still does not state what insights we
want students to leave with.
“Students will understand that organelles are
structures in the cell and have specific
functions.
– Best: Summarizes intended insight, helps students and teachers
realize what types of learning activities are needed to support the
understanding.
Resources for Enduring Understandings
• Remember that the Georgia Performance
Standards in Science were based on Benchmarks
for Science Literacy and National Science
Education Standards. Both of these books provide
the guidelines of what a student should understand.
If you are unsure of the depth of understanding or
want further clarification, you can refer to either of
these for help.
• Benchmarks for Science Literacy On-line:
http://www.project2061.org/tools/benchol/bolintro.htm
• National Science Education Standards On-line:
http://www.nap.edu/readingroom/books/nses/html/
Developing Essential Questions
Essential Questions:
• Are open-ended and/or topic-related
• Examine how (process) and/or why (cause
and effect)
• Consider various levels in Bloom’s
taxonomy
• Use language appropriate to students
• Can be used as organizers for the unit
• Should be shared with other teachers
From Understandings to Questions
S7L3. Students will recognize how biological
traits are passed on to successive generations.
• Students will understand that genes are the basic
unit of heredity. There is a process of inheriting
traits or characteristics from parents to offspring
through genes.
-- Essential Question: How are characteristics of
living things passed on through generations?
From Understandings to Questions
SB2. Students will analyze how biological traits
are passed on to successive generations.
b. Explain the role of DNA in storing and transmitting
cellular information.
• Students understand that…
 DNA is responsible for storing the information needed
for cell reproduction and survival.
• Essential Question: Why is DNA a critical
component to modern biology?
What Students Should Know and
Be Able to Do
• Work in small groups not more than 3.
• Choose a standard and element(s) to
unpack.
• Determine the big ideas, enduring
understandings and essential questions key
for understanding that standard.
• Pick an understanding and write various
assessments that a teacher could use to find
evidence of the student’s understanding.
“Unpacking is an
ongoing and continual
dialogue.” John Brown, ASCD
Testing Resources
Georgia Department of Education—Testing
http://www.doe.k12.ga.us/curriculum/testing/index.asp
Criterion-Referenced Competency Test (CRCT)
– http://www.doe.k12.ga.us/curriculum/testing/crct.asp
End of Course Test (EOCT)
– http://www.doe.k12.ga.us/curriculum/testing/eoct.asp
National Assessment of Educational Progress (NAEP)
– http://www.doe.k12.ga.us/curriculum/testing/naep.asp
Georgia High School Graduation Test (GHSGT)
– http://www.doe.k12.ga.us/curriculum/testing/ghsgt.asp
Web Resources
• Alternative Strategies for Science Teaching and Assessment:
http://science.uniserve.edu.au/school/support/strategy.html
• Forms of Alternative Assessment:
http://www.miamisci.org/ph/lpdefine.html
• Bloom’s Taxonomy:
http://www.teachers.ash.org.au/researchskills/dalton.htm
• Relationship Between Formative & Summative Assessment:
http://books.nap.edu/html/classroom_assessment/ch4.html
• Assessment Matters:
http://members.tripod.com/~ozpk/assess.html