Pragmatics: Assessment -Chapter 6 (pp. 186 – 198)

Ebert, E., & Culyer III, R. (2014). Pragmatics: Assessment and Classroom Management. In School: An introduction

to education. Belmont: Wadsworth.

Ice Breaker

• Complete the Ice Breaker on pp. 187 – 188• Do this based on EDU 216 – this class• Be prepared to justify your thinking!

• This is one of the most important chapters in the entire book from the perspective of teacher success. Again – “I always knew there were good teachers and not so good teachers. Now I know why!”

Syllabus Connection

• In this chapter, we will

– identify characteristics of the American education system as they relate to classroom management

– identify successful teaching methods at all education levels Pre-K-high school as they relate to classroom management

– evaluate effective teacher pedagogical competencies based on purpose, content, communication skills, and professional development as they relate to classroom management.

Classroom Pragmatics

• Teacher tasks beyond routine instruction including:– Assessment of progress

• Why we assess– For instructional purposes

– For grading purposes

• Types of assessment– Standardized

– Classroom

• Assigning of grades

Classroom Pragmatics (cont.)

– Classroom Management

• Planning educational environments

• Prevention of problem behaviors

Assessments

• For this chapter, you have a Wiki Assignment (assessment ) You will be asked to fill in these columns.

• Write a definition of “assessment”.• In each column, write down a reason we assess

students, teachers, curriculum, and programs.• For your reasons, write down 2 types of assessment for

that purpose.• Place an “i” for informal or an “f” for formal to

categorize each of your types of assessment.• If you can add a type of assessment for another’s

reason(s), feel free to add to their list

How Did We Do?

• Look at the lists others have created.

• What did you leave out? What did they leave out?

• Discuss: How accurate are the varying types of assessment you have listed for the purpose intended? How is the information helpful? What are limitations of each type of assessment?

Assessment

• “means by which information is gathered to make a variety of decisions ranging from what and how to teach a topic to determining what your students have learned”

– May be used to determine individual achievement

– May be used to determine group trends

– May be used for administrative decision-making

– May range from informal assessments, to teacher made assessments, to standardized assessments

Standardized Assessments

• Administered to a wide population of students

• Generally administered “under the same conditions and restrictions”

• The standard is set by a representative population and is called the norm group.

• The statistical model in the normal or the bell curve.

Bell Curve

Consider NCLB

• After reviewing the bell curve model, discuss the pros and cons of NCLB, “leveling the playing field”, stories such as The Blind Side, theories such as Multiple Intelligences and Learning Styles, the need for national vs. state standards, global testing comparisons, etc.

• Do we need another model to measure general and large population student achievement? If so, what would you suggest?

Classroom Assessment

• The students in one’s classroom are each teacher’s specific responsibility for both assessment and evaluation purposes

• How does that compare to the new standard of teachers as leaders and working collaboratively with the colleagues, both in their schools, school systems, and beyond?

Assessment

• Determining the “characteristics or qualities of something”.

• Assessments may be used to make changes in approaches

• Assessments may or may not include evaluations

Evaluations

• A type assessment that adds an academic value (a grade) to the information that was gathered

Formative Assessments

• Used for instructional purposes such as modifying instructional strategies

• “Formative assessments are among the most powerful contributors to learning” (Ebert, 2014)

• Generally quick and easy to implement– Questions

– Exit quizzes

– Rough drafts

Summative Assessments

• Used for assigning grades and determining mastery

• No plans to reteach the information

– Tests

– Final papers

– Final projects

Teacher Responsibilities as Related to Assessments

• Ensures that assessments are of high quality

• Uses formative assessments consistently and to adjust instruction

– Asks open-ended questions

– Uses ungraded means to assess

– Protects students’ self-concepts

Responsibilities (cont.)

• Uses summative assessments for their true purpose – to give a grade

• Ensures that the tests are representative of what has been taught.

• Recognizes that summative assessments may still indicate a need for further instruction

• See Table 6.2 (p. 194)

High Quality Assessments

• What is the purpose of the assessment? • How am I going to assess my students (what

method, what type questions, etc.)?• How do I know it is a reliable means for testing

the level of mastery I expect my students to have?

• Do I have sufficient questions to provide an adequate sample of the material I expect my students to have mastered?

• Are the questions well written and clear to the students?

Now What?

Suppose a teacher knows the students have mastered a topic but their test scores are poor. What would you suggest for that teacher? Go to Discussion Board and share your ideas.

• Used to demonstrate whether or not a student has met the objectives.

• “TSWBAT” – The student will be able to. . .

– Must be measurable

– Should have the conditions under which the objective is to be met

– Must have a specific degree of mastery

1. What About Effort?

• Debate the pros and cons of giving students grades for effort (see p. 196)

• How does this fit in with the NC DPI Code of Ethics? URL -http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/code-of-ethics.pdf

2. What About Gain Scores?

• See p. 196

• How does this compare to the “report cards” the NC public schools recently received? URL -http://www.ncpublicschools.org/newsroom/news/2014-15/20150205-01 (link opens in new window)

• “State Releases First School Report Cards” URL -http://www.wral.com/state-releases-first-school-report-cards/14422964/ (link opens in a new window)

3. What About Grade Inflation?

• See p. 197 - 198

• Consider the implications for gifted, typically developing, and EC students.

• What about the new 10 point grading scale being adopted in North Carolina for next year? URL -http://www.charlotteobserver.com/news/local/education/article9197324.html