Post on 24-May-2015
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ASSESSING LEARNING
“Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer.” Jay McTighe
Wolff
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U5
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OBJECTIVES Analyze purposes of assessment. Discuss why assessment is important. Recognize the importance of variety and
differentiation in assessment. Examine methods for gathering and
analyzing assessment data. Examine sample data to determine strategies
for analysis and interpretation of data.
Wolff
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U5
97
ASSESSMENT IS:
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Who are your customers for assessment? Why do you give assessments? Do you score what is to score or do you score
what is essential? What is the difference between performance
and authentic assessment?
Wolff
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FOUR QUESTIONS THAT WILL GUIDE YOU IN DEVELOPING AUTHENTIC ASSESSMENTS
What do you want students to know and be able to do?
What will count as acceptable performance? What criteria will assure expert and unbiased
judgment? How will you provide feedback for growth.
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Assessment should improve performance.
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BACKWARD DESIGN GRANT WIGGINS/ JAY MCTIGHE
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1. Identifying desired results
2. Determine acceptable evidence
3. Plan learning experiences and instruction
INTERNAL ALIGNMENT
1. Outcome
2. Outcome
3. Outcome
1. Activity 1. Assessment
2. Activity 2. Assessment
3. Activity 3. Assessment
Wolff
ED
U5
97
FIVE BENCHMARK PRACTICES FOR SUCCESSFUL ASSESSMENT
① Use assessment to restructure the curriculum in order to develop an abilities-based class.
② Delineate expected outcomes and make them available to the students.
③ Incorporate ongoing self-assessment of teaching and learning.
④ Use class assessment techniques to focus on cooperative projects.
⑤ Assess overall student progress, and determine when changes occur by using follow-up studies of retention and achievement.
Wolff
ED
U5
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PURPOSES OF ASSESSMENT
Assist student learning
Identify student strengths
Assess effectiveness of instructional strategies
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PURPOSES, CONT.
Assess and improve curriculum
Assess and improve teacher effectiveness
Provide data
Communicate with others outside program
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ASSESSMENT. . .
Testing and non-testing methods Checking objective attainment Outside agency competencies
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CURRICULAR PRIORITIES AND ASSESSMENT METHODS
Assessment Types
Traditional quizzes and testsPaper-pencilSelected-responseConstructed-response
Performance tasks and projectsOpen-endedComplexAuthentic
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Worth being familiar with
Important to know and do
“Enduring” understanding
ASSESSMENT. . .
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Varied types, over time: authentic tasks and projects academic exam questions, prompts,
and problems quizzes and test items informal checks for understanding student self-assessments
TESTING AS ASSESSMENT
Pre Assessment Measures what students
know About a topic before the unit or lesson begins
Formative assessment Measures interim
progress Summative assessment
Measures growth over time
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RELIABILITY OF ASSESSMENT
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Snapshot vs. Album
Reliable assessment requires multiple
evidence over time.
SELECTION-TYPE ITEMS
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True-False items
Multiple choice items
Matching items
Must be right or wrong
Includes stem and alternatives (with distracter)
Demonstrates relationship between two ideas
SUPPLY-TYPE ITEMS
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Completion items
Short answer items
Identification items
Essay questions
Statements w/term omitted
Written as question
Requires labeling or locating parts of a diagram
Evaluate higher level thinking; control for student guessing; approximates use of skills in real life
NON-TESTING MEANS OF ASSESSMENT Diaries Attitude surveys Diagrams Oral/written reports Projects Poster Participation Others . . . . .
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NON-TESTING ASSESSMENT
Can assess three domains Scoring Tools:
Checklists Scorecards__ Rubrics/Rating Scales
Avoid subjectivity in scoring tools Utilize peer and self evaluation
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ANALYZING DATA
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SAMPLE GRAPHIC
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SAMPLE BY WORK TYPE
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IN CLASS ACTIVITY: DATA ANALYSIS -- Sample grade sheet
Discuss:1. Why do we need to examine data?2. What information does this data give you?3. How would analysis influence your
teaching?4. Share your discussion with class.
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In what other ways can you analyze data?
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DEVELOPING ITEMS - GROUP ACTIVITY
Begin with standard State objective in
measurable terms Decide on type of assessment Determine guidelines for
scoring Develop a scoring tool Assign points Bloom’s level must match –
internal alignment
Wolff EDU597
Wolff
ED
U5
97