Transcript Introduction to Educational Psychology: Developing a

Classroom Assessment (1)
EDU 330: Educational Psychology
Daniel Moos
What do you see? Please do
not say it out loud…
Rubrics…
• With a neighbor/neighbors discuss
(based on reading):
– What is a rubric?
– Why use a rubric?
– What characteristics define effective
rubrics?
– What do you think a teachers needs to
think about when designing a rubric?
– Questions about designing a rubric?
Classroom Assessment:
Creating Rubrics
• A rubric is:
–A public declaration of expectations
–A communication tool
–A self-assessment tool for learners
–A gauge for examining performance
– Articulates gradations of quality for each
criterion, from excellent to poor
Constructing a Rubric (1):
• Identify goals and specific skills you want
student to develop
– What are the learning outcomes?
• Determine the levels of performance
– Are there levels of performance specific to
each criteria?
• “Backward design” (important that learning
activities, learning goals, and assessment
all align)
• Share the rubric with your students
– Students should have an opportunity to see,
discuss, or even design the rubric prior to the
performance, project, activity, assignment,
etc.
What makes a quality
RUBRIC?
• An even number of
standards of
excellence
• Clear essential
criteria
• Realistic number of
criteria
• Explicit, observable
indicators
• If points… clear to
students upfront
• Deliberate sequence
of criteria
• High interjudge
reliability
• Tested out with
students
Rubric Activity
• With a partner or partners:
(1) Select a student assignment you would like to
evaluate. Here are some suggestions (does
not have to be academic):
a. Students must create and bake a pizza
b. Students must…
(2) Follow the steps of creating a rubric…
Why Should We Assess Student
Learning?

Classroom assessment involves two major types of
activities:

Collecting information about how much knowledge
and skill students have learned/acquired
(measurement)
 Making judgments about the adequacy or
acceptability of each student’s level of learning
(evaluation)
Why Should We Assess Student
Learning? continued

Summative evaluation
 To provide a summary judgment of student
performance over time and different tasks

Formative evaluation
 To monitor student progress for remedial or
supplementary instruction

Diagnosis
 To diagnose specific strengths and weakness in
an individual’s learning

Effects on learning


To motivate further learning
Feedback
Ways to Evaluate Student
Learning

Strengths and Weaknesses of Norm-Referenced
Grading
 Strengths
– System is useful for evaluating advanced levels of
learning
– System is useful for selecting students for limited
enrollment programs
 Weaknesses
– There are few situations in which the typical
school teacher can appropriately use it
Ways to Evaluate Student
Learning

Strengths and Weaknesses of CriterionReferenced Grading
 Strengths
– Provides more specific and useful information about
student strengths and weaknesses
– Promotes the motivation to learn because it holds out
the promise that all students can master most of a
teacher’s objectives
 Weaknesses
– Performance standards are arbitrary and
may be difficult to justify
– Standards may fluctuate as a result of
unnoticed variation
How Can We Assess Student
Learning?
SelectedResponse Tests
Short-Answer
Tests
Essay Tests
Characteristics
Objective; Choose
among
alternatives;
Assess
foundational
knowledge
Objective; Ask to
supply info from
memory; Assess
foundational
knowledge
Ask to discuss one or
more related ideas
according to certain
criteria
Advantages
Efficiency
Relatively easy to
write; Allow for
breadth
Assess higher-level
abilities
Disadvantages
Focus on verbatim
memorization
Recognition v.
Recall
Focus on verbatim
memorization?
Lack of consistency of
grading
Classroom Assessment: Testing
Issues
 Teachers’ test items commonly include many technical errors,
such misleading information.
 Teachers rarely analyze their items after having given them, and
they rarely exam validity.
 Teachers reuse items without revision.
 Teachers state that higher-order objectives are important, but items
are rarely written above the knowledge recall level.
 Very few teachers use the essay format in areas other than English.
 The short-answer format is most common.