Post on 26-Mar-2015
transcript
ED EL 335 Class Notes
Day 8—Assessing Student Outcome Performance
Assessment and Evaluation
Unlocking their Learning
Key Questions for Planning Assessment
How will you know IF your students are learning what the outcomes expect?
How will you find out WHAT your students have learned from your lessons?
How will you determine student UNDERSTANDING and APPRECIATION at the end of the unit?
What will “perfection” look like?
Essential Question
Students will demonstrate an understanding and appreciation…
– General Outcome stem, Program of Studies
Essential Question
Students will demonstrate an understanding and appreciation…
How will students demonstrate their understanding and appreciation…– On a daily basis?– At the end of the unit?
Evaluation Summative Purpose is to check status Is designed for those not
directly involved in daily learning and teaching
Used to address provincial or local standards
An event that happens after learning is supposed to have occurred
Gathers information into easily digestible numbers, scores and marks
Used for grading purposes
Evaluation Assessment Summative Purpose is to check status Is designed for those not
directly involved in daily learning and teaching
Used to address provincial or local standards
An event that happens after learning is supposed to have occurred
Gathers information into easily digestible numbers, scores and marks
Used for grading purposes
Evaluation Assessment Summative Purpose is to check status Is designed for those not
directly involved in daily learning and teaching
Used to address provincial or local standards
An event that happens after learning is supposed to have occurred
Gathers information into easily digestible numbers, scores and marks
Used for grading purposes
Formative Purpose is to learn more Is designed to assist educators
and students Used to address achievement
targets underpinning standards A process during learning,
while there is still time to help Usually uses detailed, specific
and descriptive feedback as well as (or instead of) numbers, scores and marks
Used to help students and teachers watch things get better over time
Evaluation and Assessment
Designing with the End in Mind
Adapted from Grant Wiggins and Jay McTighe, Understanding by Design, ASCD, 1998
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Assessment and Evaluation Strategies
Right Answer Assessment
Gibson, pages 268 - 270
Assessment and Evaluation Strategies
Right Answer Assessment Open-ended Assessment
Gibson, pages 268-270
Assessment and Evaluation Strategies
Right Answer Assessment Open-ended Assessment
– Diagnostic assessment(Sample, p. 264-265
– Formative assessment(Gibson, p. 265)
– Summative assessment(Gibson, p. 266)
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
A quick review of ED PSYCH 303(Assessment of Student Achievement; 3rd custom edition for the U of A)
The first step…is to list the…intended learning outcomes (p.38)
The next step is to list the specific types of student performance that are to be accepted as evidence that the outcomes have been achieved (p.38)
For example, what specific types of performance will show that a student knows…or comprehends…[so that] student performance can be demonstrated to an outside observer (p. 39)
Action verbs…indicate precisely what the student is able to do to demonstrate achievement (p.39)
Formative Assessment for specific lessons and outcomes What exactly are we looking for?
How will we assess what we find?
Choosing Assessment Tools
Gibson, pages 271 - 2761. Demonstrations of Learning
2. The Learning Portfolio
3. Self-assessment
4. Anecdotal records
5. Student conferencing
Choosing Assessment Tools
Gibson, pages 271 - 2761. Demonstrations of Learning
2. The Learning Portfolio
3. Self-assessment
4. Anecdotal records
5. Student conferencing
Choosing Assessment Tools
Gibson, pages 271 - 2761. Demonstrations of Learning
2. The Learning Portfolio What types of assessment are used? What are their pros and cons? What implications do they pose for your unit?
Choosing Assessment Tools
Gibson, pages 271 - 2761. Demonstrations of Learning
2. The Learning Portfolio
3. Self-assessment
4. Anecdotal records
5. Student conferencing
Choosing Assessment Tools
Gibson, pages 274 - 2764. Self-assessment
5. Anecdotal records
6. Student conferencing What types of assessment are used? What are their pros and cons? What implications do they pose for your unit?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Summative Assessment
At the end of the unit, can the student DEMONSTRATE an UNDERSTANDING and APPRECIATION of what the Essential Question expects?
Choosing Assessment Tools
Gibson, pages 276 - 2797. Program Evaluation as an important
assessment tool
Personal reflections
Student program evaluation strategies:
Student Reporter
Student Interest Inventory
Think/Pair/Share
Daily Strategies
Ideas?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Unit Performance Task
Ideas?
Step 1
IDENTIFY LEARNER OUTCOMES
What are students expected to understand, to know, to do?
Step 2
DETERMINE ACCEPTABLE EVIDENCE
(CRITERIA)
What would you accept as evidence that students have learned?
Step 3
PLAN ASSESSMENT and EVALUATION STRATEGIES
How will students demonstrate what they understand, know and can do?
Step 4
PLAN LEARNING EXPERIENCES and INSTRUCTION
What learning activities will enable students to achieve the learner outcomes and the assessment
and evaluation strategies?
Step 5
REFLECTION
What will you do to decide what the next step in teaching should be?
Some good thoughts…
It is not the plan that is important; it is the planning.
Graeme Edwards
The structure will automatically provide the pattern for the action which follows.
Donald Curtis
Alberta Assessment Consortium
www.aac.ab.ca