CAEL Center for the Assessment and Enhancement of Learning

ASSESSMENT WHAT MAKES GOOD PEDAGOGICAL

SENSE? Dr. Holli Schauber, Ed.D. ©

2005

THE GOOD SENSE PARADIGM

You don’t ask, you don’t get

Dr. Holli Schauber, Ed.D. © 2005

WORKSHOP AGENDAand GOALS

Improve understanding of the nature and role of assessment

Link assessment to your Qs Operationalize assessment Develop rubrics and templates Formulate some criteria and standards Eat and assess chocolate chip cookies

Dr. Holli Schauber, Ed.D. © 2005

ASSESSMENT DEFINED

“Systematic collection, review and use of information about student knowledge and performance undertaken for the purpose of improving and informing teaching, learning, development, and assessment.” Dr. Holli

Schauber, Ed.D. © 2005

SMALL GROUP EXERCISE WHAT GETS ASSESSED IN YOUR

CLASS AND WHY? WHO CONDUCTS THE ASSESSMENT? WHAT EXTERNAL FORCES HAVE AN

INFLUENCE ON YOUR ASSESSMENT DECISIONS?

HOW DO THE RESULTS FILTER BACK INTO THE CLASS? Dr. Holli Schauber, Ed.D. © 2005

THE TLA TRIADTEACHING

LEARNINGASSESSMENT

Dr. Holli Schauber, Ed.D. © 2005

STAKEHOLDERS STUDENTS TEACHERS EDUCATIONAL SYSTEM PARENTS

Dr. Holli Schauber, Ed.D. © 2005

PURPOSES OF ASSESSMENT Inform teaching

and learning Set goals Think critically Solve problems Practice self-

evaluation Transition data

Promote reflection and evaluation

Decision making Apply learning

strategies Develop awareness Stimulate self-

directednessDr. Holli Schauber, Ed.D. © 2005

KnowledgeComprehension

Applicationrecall

SynthesisAnalysis

ClassificationComparison

EvaluationCreationPrediction

Dr. Holli Schauber, Ed.D. © 2005

TYPES OF ASSESSMENT FORMATIVE Portfolios Rubrics Self and peer

review Reflection Checklists

SUMMATIVE Tests Exams Commercial

measures

Dr. Holli Schauber, Ed.D. © 2005

PORTFOLIO ASSESSMENT Harnessing process and product Making visible performance data Ongoing data collection and review Facilitating student investment Shifting focus of assessment Individualizing objectives

Dr. Holli Schauber, Ed.D. © 2005

RUBRICS Teacher/student

generated guide Tied to curriculum Dimensions of

performance Explicit

description of criteria and standards

‘What counts’

science DetailedComplete

strong

AdequtePresenceproficient

Beginng evidence

Basic

Little or no evidence

weak

observation

comparison

evaluation

conclusion

Dr. Holli Schauber, Ed.D. © 2005

USING A RUBRIC To ASSESS

Chocolate Chip Cookies

Create a rubric Eat some chocolate cookies Assess them

Dr. Holli Schauber, Ed.D. © 2005

LET’S TAKE A BREAK

Applying the Good Sense Paradigm

in Assessment

It informs teaching and learning It makes strengths and needs visible It is integrated and formative, discrete

and summative It is context relevant It is process, strategy, and product

sensitive It moves students toward

independence Dr. Holli Schauber, Ed.D. © 2005

Assessment: What makes good pedagogical sense?Dr. Holli Schauber, Ed.D. © 2005

Workshop for Teachers at College du Leman

November 22, 2005