Portafolio Evaluation and Assesment Techniques

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CONSTRUCTING TEST ITEMS

TEST ITEM TYPES

• Multiple choice• True or False• Completion/Short Answers• Matching• Essay Questions• Performance Assessment

MULTIPLE CHOICE• Multiple-choice items can be used to measure knowledge outcomes and

various types of learning outcomes.• They are most widely used for measuring knowledge, comprehension, and

application outcomes.• The multiple-choice item provides the most useful format for measuring

achievement at various levels of learning.• When selection-type items are to be used (multiple-choice, true-false,

matching, check all that apply) an effective procedure is to start each itemas a multiple-choice item and switch to another item type only when thelearning outcome and content make it desirable to do so.

For example(1) when there are only two possible alternatives, a shift can be made to a

true-false item; and(2) (2) when there are a number of similar factors to be related, a shift can

be made to a matching item.

STRENGTHS• Learning outcomes from simple to complex can be measured. • Highly structured and clear tasks are provided. • A broad sample of achievement can be measured. • Incorrect alternatives provide diagnostic information. • Scores are less influenced by guessing than true-false items. • Scores are more reliable than subjectively scored items (e.g., essays). • Scoring is easy, objective, and reliable. • Item analysis can reveal how difficult each item was and how well it discriminated

between the strong and weaker students in the class • Performance can be compared from class to class and year to year • Can cover a lot of material very efficiently (about one item per minute of testing

time). • Items can be written so that students must discriminate among options that vary

in degree of correctness. • Avoids the absolute judgments found in True-False tests.

LIMITATIONS• Constructing good items is time consuming. • It is frequently difficult to find plausible distracters. • This item is ineffective for measuring some types of problem solving and the ability

to organize and express ideas. • Real-world problem solving differs – a different process is involved in proposing a

solution versus selecting a solution from a set of alternatives. • Scores can be influenced by reading ability. • There is a lack of feedback on individual thought processes – it is difficult to

determine why individual students selected incorrect responses. • Students can sometimes read more into the question than was intended. • Often focus on testing factual information and fails to test higher levels of

cognitive thinking. • Sometimes there is more than one defensible “correct” answer. • They place a high degree of dependence on the student’s reading ability and the

instructor’s writing ability. • Does not provide a measure of writing ability. • May encourage guessing.

Helpful Hints• Base each item on an educational or instructional objective of the course, not

trivial information. • Try to write items in which there is one and only one correct or clearly best

answer. • The phrase that introduces the item (stem) should clearly state the problem. • Test only a single idea in each item. • Be sure wrong answer choices (distracters) are at least plausible. • Incorporate common errors of students in distracters. • The position of the correct answer should vary randomly from item to item. • Include from three to five options for each item. • Avoid overlapping alternatives (see Example 3 following). • The length of the response options should be about the same within each item

(preferably short). • There should be no grammatical clues to the correct answer. • Format the items vertically, not horizontally (i.e., list the choices vertically) • The response options should be indented and in column form.

• Word the stem positively; avoid negative phrasing such as “not” or“except.” If this cannot be avoided, the negative words shouldalways be highlighted by underlining or capitalization: Which of thefollowing is NOT an example ……

• Avoid excessive use of negatives and/or double negatives.• Avoid the excessive use of “All of the above” and “None of the

above” in the response alternatives.• In the case of “All of the above”, students only need to have partial

information in order to answer the question. Students need toknow that only two of the options are correct (in a four or moreoption question) to determine that “All of the above” is the correctanswer choice. Conversely, students only need to eliminate oneanswer choice as implausible in order to eliminate “All of theabove” as an answer choice.

• Similarly, with “None of the above”, when used as the correctanswer choice, information is gained about students’ ability todetect incorrect answers. However, the item does not reveal ifstudents know the correct answer to the question.

Multiple-Choice Item Writing Guidelines

Multiple-choice questions typically have 3 parts: STEM, KEY & DISTRACTERS

Procedural Rules:

• Use either the best answer or the correct answer format. • Best answer format refers to a list of options that can all be correct in the

sense that each has an advantage, but one of them is the best. • Correct answer format refers to one and only one right answer. • Format the items vertically, not horizontally (i.e., list the choices vertically) • Allow time for editing and other types of item revisions. • Use good grammar, punctuation, and spelling consistently. • Minimize the time required to read each item. • Avoid trick items. • Use the active voice. • The ideal question will be answered by 60-65% of the tested population. • Have your questions peer-reviewed. • Avoid giving unintended cues – such as making the correct answer longer

in length than the distracters.

Content-related Rules:

• Base each item on an educational or instructional objective of the course, not trivial information.

• Test for important or significant information. • Focus on a single problem or idea for each test item. • Keep the vocabulary consistent with the examinees’ level of

understanding. • Avoid cueing one item with another; keep items independent of one

another. • Use the author’s examples as a basis for developing your items. • Avoid overly specific knowledge when developing items. • Avoid textbook, verbatim phrasing when developing the items. • Avoid items based on opinions. • Use multiple-choice to measure higher level thinking. • Be sensitive to cultural and gender issues. • Use case-based questions that use a common text to which a set of

questions refers.

Stem Construction Rules:

• State the stem in either question form or completion form. • When using a completion form, don’t leave a blank for completion

in the beginning or middle of the stem. • Ensure that the directions in the stem are clear, and that wording

lets the examinee know exactly what is being asked. • Avoid window dressing (excessive verbiage) in the stem. • Word the stem positively; avoid negative phrasing such as “not” or

“except.” If this cannot be avoided, the negative words should always be highlighted by underlining or capitalization: Which of the following is NOT an example ……

• Include the central idea and most of the phrasing in the stem. • Avoid giving clues such as linking the stem to the answer (…. Is an

example of an: test-wise students will know the correct answer should start with a vowel)

General Option Development Rules:

• Place options in logical or numerical order. • Use letters in front of options rather than numbers; numerical answers in

numbered items may be confusing to students. • Keep options independent; options should not be overlapping. • Keep all options homogeneous in content. • Keep the length of options fairly consistent. • Avoid, or use sparingly, the phrase all of the above. • Avoid, or use sparingly, the phrase none of the above. • Avoid the use of the phrase I don’t know. • Phrase options positively, not negatively. • Avoid distracters that can clue test-wise examinees; for example, absurd options,

formal prompts, or semantic (overly specific or overly general) clues. • Avoid giving clues through the use of faulty grammatical construction. • Avoid specific determinates, such as never and always. • Position the correct option so that it appears about the same number of times in

each possible position for a set of items. • Make sure that there is one and only one correct option.

Distracter (incorrect options) Development Rules:

• Use plausible distracters. • Incorporate common errors of students in distracters. • Avoid technically phrased distracters. • Use familiar yet incorrect phrases as distracters. • Use true statements that do not correctly answer the item. • Avoid the use of humor when developing options. • Distracters that are not chosen by any examinees should be replaced. • Suggestions for Writing Good Multiple Choice Items: • Present practical or real-world situations to the students. • Present the student with a diagram of equipment and ask for application,

analysis or evaluation. • Present actual quotations taken from newspapers or other published

sources and ask for the interpretation or evaluation of these quotations. • Use pictorial materials that require students to apply principles and

concepts. • Use charts, tables or figures that require interpretation.

General Guidelines to Writing Test Items

• Begin writing items well ahead of the time when they will be used; allow time for revision. • Match items to intended outcomes at the proper difficulty level to provide a valid measure of the

instructional objectives. • Be sure each item deals with an important aspect of the content area and not with trivia. • Be sure that the problem posed is clear and unambiguous. • Be sure that each item is independent of all other items (i.e., a hint to an answer should not be

unintentionally embedded in another item). • Be sure the item has one correct or best answer on which experts would agree. • Prevent unintended clues to the answer in the statement or question (e.g., grammatical

inconsistencies such as ‘a’ or ‘an’ give clues). • Avoid duplication of the textbook in writing test items; don’t lift quotes directly from any textual

materials. • Avoid trick or catch questions in an achievement test. (Don’t waste time testing how well the

student can interpret your intentions). • On a test with different question formats (e.g., multiple choice and True-False), one should group

all items of similar format together. • Questions should follow an easy to difficult progression. • Space the items to eliminate overcrowding. • Have diagrams and tables above the item using the information, not below.

Examples & TipsBelow are some strategies to reduce the cognitive load of your test items.

1. Keep the stem simple, only including relevant information.

Example:Change[Stem]: The purchase of the Louisiana Territory, completed in 1803 and considered one of Thomas Jefferson's

greatest accomplishments as president, primarily grew out of our need for

a. the port of New Orleans*b. helping Haitians against Napoleonc. the friendship of Great Britaind. control over the Indians

To[Stem]: The purchase of the Louisiana Territory primarily grew out of our need for

a. the port of New Orleans*b. helping Haitians against Napoleonc. the friendship of Great Britaind. control over the Indians

*an asterisk indicates the correct answer.

Any additional information that is irrelevant to the question, such as the phrase "completed in 1803…," can distract or confuse the student, thus providing an alternative explanation for why the item was missed.

Keep it simple.

2. Keep the alternatives simple by adding any common words to the stem rather than including them in each alternative.

Example:

Change

When your body adapts to your exercise load,a. you should decrease the load slightly.

b. you should increase the load slightly.*c. you should change the kind of exercise you are doing.d. you should stop exercising.

ToWhen your body adapts to your exercise load, you should

a. decrease the load slightly.b. increase the load slightly.*c. change the kind of exercise you are doing.d. stop exercising.

Instead of repeating the phrase "you should" at the beginning each alternative add that phrase to the end of the stem. The less reading the student has to do the less chance there is for confusion.

3. Put alternatives in a logical order.

Example:

Change

According to the 1991 census, approximately what percent of the United States population is of Spanish or Hispanic descent?a. 25%b. 39%c. 2%d. 9%*

To

a. 2%b. 9%*c. 25%d. 39%

The more mental effort (or cognitive load) that students have to use to make sense of an item the more likely a comprehension error can occur that would provide another rival explanation. By placing the alternatives in a logical order the reader can focus on the content of the question rather than having to reorder the items mentally. Although such reordering might require a limited amount of cognitive load, such load is finite, and it does not take much additional processing to reach the point where concentration is negatively impacted. Thus, this guideline is consistently recommended (Haladyna, Downing, & Rodriguez, 2002).

http://jonathan.mueller.faculty.noctrl.edu/toolbox/references.htm

4. Limit the use of negatives (e.g., NOT, EXCEPT).

Example:

Change

Which of the following is NOT true of the Constitution?a. The Constitution sets limits on how a government can operateb. The Constitution is open to different interpretationsc. The Constitution has not been amended in 50 years*

To

Which of the following is true of the Constitution?a. The Constitution has not been amended in 50 yearsb. The Constitution sets limits on how a government can operate*c. The Constitution permits only one possible interpretation

Once again, trying to determine which answer is NOT consistent with the stem requires more cognitive load from the students and promotes the likelihood of more confusion. If that additional load or confusion

is unnecessary it should be avoided (Haladyna, Downing, & Rodriguez, 2002).

If you are going to use NOT or EXCEPT, the word should be highlighted in some manner so that students recognize a negative is being used.

5. Include the same number of alternatives for each item.

The more consistent and predictable a test is the less cognitive load that is required by the student to process it. Consequently, the student can focus on the questions themselves without distractions. Additionally, if students must transpose their answers onto a score sheet of some kind, there is less likelihood of error in

the transposition if the number of alternatives for each item is always the same.


Reducing the Chance of Guessing Correctly

• It is easy to inadvertently include clues in your test items that point to the correct answer, help rule out incorrect alternatives or narrow the choices.

• Any such clue would decrease your ability to distinguish students who know the material from those who do not, thus, providing rival explanations.

Keep the grammar consistent between stem and alternatives.

Example:ChangeWhat is the dietary substance that is often associated with heart disease when found

in high levels in the blood?a. glucoseb. cholesterol*c. beta carotened. proteins

To

a. glucoseb. cholesterol*c. beta carotened. protein

Obviously, "proteins" is inconsistent with the stem since it is singular and the others are plural. However, it can be easy for the test writer to miss such inconsistencies. As a result, students may more easily guess the correct answer without understanding the concept - a rival explanation.

Avoid including an alternative that is significantly longer than the rest.

Example:ChangeWhat is the best reason for listing information sources in your research assignment?

a. It is requiredb. It is unfair and illegal to use someone's ideas without giving proper credit*c. To get a better graded. To make it longer

To

a. It is required by most teachersb. It is unfair and illegal to use someone's ideas without giving proper credit*c. To get a better grade on the projectd. So the reader knows from where you got your information

Students often recognize that a significantly longer, more complex alternative is commonly the correct answer. Even if the longer alternative is not the correct answer, some students who might otherwise answer the question correctly could be misled by this common clue and

select the wrong answer. So, to be safe and avoid a rival explanation, keep the alternatives similar in length.

Make all distracters plausible.

Example:Change

Lincoln was assassinated bya. Lee Harvey Oswaldb. John Wilkes Booth*c. Oswald Garrison Villardd. Ozzie Osbourne

To

Lincoln was assassinated bya. Lee Harvey Oswaldb. John Wilkes Booth*c. Oswald Garrison Villardd. Louis Guiteau

If students can easily discount one or more distractors (obviously Ozzie Osbourne does not belong) then the chance of guessing is increased, reducing the discriminability of that item.

There is some limited evidence that including humor on a test can have certain benefits such as reducing the anxiety of the test-takers (Berk, 2000; McMorris, Boothroyd, & Pietrangelo, 1997). But humor can be included in a manner that does not reduce the discriminability of the item. For example, the nature of the question in the stem may be humorous but still

addresses the material in a meaningful way.

http://jonathan.mueller.faculty.noctrl.edu/toolbox/references



Avoid giving too many clues in your alternatives.

Example:Change"Yellow Journalism" is associated with what two publishers?

a. Adolph Ochs and Martha Grahamb. William Randolph Hearst and Joseph Pulitzer*c. Col. Robert McCormick and Marshall Field IIId. Michael Royko and Walter Cronkite

To

a. Adolph Ochs and Martha Grahamb. William Randolph Hearst and Joseph Pulitzer*c. Joseph Pulitzer and Adolph Ochsd. Martha Graham and William Randolph Hearst

Since both of the publishers in choice "b" are associated with yellow journalism and none of the other people mentioned is, the student only has to know of one

such publisher to identify that "b" is the correct answer. That makes the item easier than if just one name is listed for each alternative. To make the question

more challenging, at least some of the distracters could mention one of the correct publishers but not the other as in the second example (e.g., in distracter "c"

Pulitzer is correct but Ochs is not). As a result, the student must recognize both publishers associated with yellow journalism to be certain of the correct answer.

SCHOOL NAME GRADE: 3rd. Name Lesly Argueta MéndezLEVEL: INTERMEDIATE SECTION: "C"SUBJECT: SCIENCETEACHER: LESLY ARGUETA

Item Value Item Value Item Value Item Value Item Value Item ValueSeries Series Series Series Series Series PER CONTENT

11 12

7 8 4 4

7 8 5 6 7 8 2 2 1 1 1 1

5 6 5 6 13 13 5 6 5 6 1 1

2 2 2 2 7 8LEVEL 100ITEMS 32 16 27 7 6 2 90

SERIES I II III IV V TOTALPOINTS 12 12 26 38 12 100

TOTALS

TRAITS 26

PUNNENTS SQUARE 38

PEDIGREE 12

PEA EXPERIMENT 12

LEVEL REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING TOTALSCONTENTS

GREGOR MENDEL 12

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA TECNICAS DE EVALUACION 2011 No INDICATORS INEFFECTIVE DEVELOPING EFFECTIVE HIGHLY EFFECTIVE 1 Reflects on evidence of student

learning

Teacher does not examine and/or analyze formal and informal evidence of student learning to inform professional growth.

Teacher occasionally examines and/or analyzes formal and informal evidence of student learning; professional growth is only loosely aligned with the needs of students.

Teacher regularly examines and analyzes formal and informal evidence of student learning; professional growth is aligned with the needs of students.

Teacher engages in an ongoing examination and analysis of formal and informal evidence of student learning; professional growth is aligned with the needs of students. The teacher reviews the impact of professional learning on student achievement.

2 Communicates purposes and criteria

Teacher does not communicate purposes of assessments, the assessment criteria or the parameters for success to students.

Teacher communicates purposes of assessments, the assessment criteria or the parameters for success to students, but for some students, the explanation is unclear.

Teacher communicates purposes of assessments, the assessment criteria, and the parameters for success, and the explanation is clear to most students.

Teacher communicates purposes of assessments, the assessment criteria, and the parameters for success clearly to all students. Students are able to explain purposes and criteria to others.

3 Provides preparation and practice

Teacher does not prepare students for assessment formats using authentic curriculum and/or does not appropriately modify assessments or testing conditions for students with exceptional learning needs. Teacher rarely seeks out specialists to ensure modifications to meet individual student needs.

With limited success, teacher prepares students for assessment formats using authentic curriculum and modifies assessments and/or testing conditions for students with exceptional learning needs. Teacher occasionally seeks out specialists to ensure modifications meet individual student needs.

Teacher prepares students for assessment formats using authentic curriculum and appropriately modifies assessments and/or testing conditions for students with exceptional learning needs. Teacher frequently seeks out specialists to ensure modifications meet individual student needs.

Teacher prepares students for assessment formats using authentic curriculum and appropriately modifies assessments and/or testing conditions for students with exceptional learning needs. Teacher consistently seeks out specialists/resources to ensure modifications meet individual student needs.

4 Provides assessment skills and strategies

Teacher does not equip students with assessment skills and/or strategies.

Teacher equips students with some assessment skills and/or strategies. Some students apply the skills and/or strategies when coached by teacher.

Teacher equips students with several assessment skills and strategies. Students apply the skills and strategies when coached by teacher.

Teacher equips students with multiple assessment skills and strategies. Students independently apply the skills and strategies.

5 Designs instruction using current levels of student understanding

Teacher does not use students’ responses to questions, discussion or other work nor considers possible misconceptions when planning instruction.

Teacher uses students’ responses to questions, discussion or other work, and may or may not consider common misconceptions when planning instruction.

Teacher uses students’ responses to questions, discussion, and other work, and considers common misconceptions when planning instruction.

Teacher uses individual students’ responses to questions, discussion, and other work, and routinely considers common misconceptions when planning instruction.

6 Designs learning experiences using prior knowledge

Teacher does not design learning experiences that connect students’

Teacher designs some learning experiences that connect prior content

Teacher designs learning experiences that connect prior content knowledge

Teacher designs learning experiences that connect prior content knowledge

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

GROUP ASSESSING:______________

GROUP BEING ASSESSED:_________

COMMENTS:

SCORE:___________________________

prior content knowledge to new learning.

knowledge to new learning.

to new learning within and across disciplines.

to new learning. Teacher plans opportunities for students themselves to make connections to prior learning within and across disciplines.

7 Designs instruction to meet diverse learning needs of students

Teacher does not use a range of instructional strategies to design learning experiences that reflect the experiences, strengths, and learning needs of students.

Teacher uses few differentiated instructional strategies to design learning experiences that reflect the experiences, strengths, and learning needs of students. Teacher plans an alternate strategy to adapt instruction if needed.

Teacher uses several differentiated instructional strategies to design learning experiences that reflect the experiences, strengths, and learning needs of students with some differentiation for different groups of students and awareness of 21st Century Skills. Teacher plans several alternate strategies to adapt instruction as needed.

Teacher uses several differentiated instructional strategies to design learning experiences that reflect the experiences, strengths, and learning needs of all students. Instruction is differentiated, as appropriate, for individual learners and incorporate 21st Century Skills. Teacher plans alternate strategies to adapt instruction in anticipation of various levels of student understanding.

8 Plans for student strengths, interests, and experiences

Teacher does not plan instruction to address the strengths, interests, and experiences of students.

Teacher plans instruction to address the strengths, interests, and experiences of some students.

Teacher plans instruction to address the strengths, interests, and experiences of most students.

Teacher plans instruction to address the strengths, interests, and experiences of each student and is able to adapt the lesson as needed.

9 Gives and receives constructive feedback

Teacher does not give or receive constructive feedback to improve professional practice.

Teacher inconsistently gives or receives constructive feedback to improve professional practice

Teacher regularly gives, receives and acts upon constructive feedback to improve professional practice. Feedback to colleagues is conveyed in a professional and supportive manner.

Teacher regularly gives, receives, and reflects upon constructive feedback to improve professional practice. Feedback to colleagues is conveyed in a professional and supportive manner. Teacher encourages and engages in peer assessment to improve professional practice.

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS

LICDA. EVELYN QUIROA

NAME: Lesly Elizabeth Argueta Méndez ID: 076-09-1459

GUATEMALA, NOVEMBER 2011

SCHOOL NAME GRADE: 2nd. Name Lesly Argueta MéndezLEVEL: INTERMEDIATE SECTION: "B"SUBJECT: GRAMMARTEACHER: LESLY ARGUETA


4 5 2 3 4 5

4 5 4 5 4 5 4 5 3 4

4 5 2 3 2 3 1 1

5 7 4 5 5 7 4 5 5 7 5 7

2 3 2 3 2 3 2 3 1 1LEVEL 100ITEMS 19 14 17 11 9 5 75


TOTALS

ADJECTIVES 12

ADVERBS 38

PRONOUNS 13

VERBS 24


NOUNS 13

SCHOOL NAME GRADE: 1st. Grade Name Lesly Argueta MéndezLEVEL: INTERMEDIATE SECTION: "A"SUBJECT: SCIENCETEACHER: LESLY ARGUETA


4 7 3 5

3 5 3 5 1 2

8 13 5 8 3 5 3 5 2 3 2 3

3 5 3 5 3 5 3 5 3 5

2 3 2 3 2 3 1 2 2 3LEVEL 100ITEMS 20 16 9 7 7 2 61


37

25

TOTALSCREATING

14

12

12

TOTALS

LEVEL

CONTENTS

CELL THEORY

TYPES OF CELSS

CELL PARTS

MEIOSIS

MITOSIS

REMEMBERING APPLYING ANALYSING EVALUATINGUNDERSTANDING

TRUE/FALSE

TESTS

GROUP #3

October 22/2011

In the most basic format, true-false questions are those in which a statement is presented and thestudent indicates in some manner whether the

statement is true or false.

INTRODUCTION

True-false questions are well suited for testing studentrecall or comprehension. Students can generally respond tomany questions, covering a lot of content, in a fairly short

amount of time. From the teacher's perspective, thesequestions can be written quickly and are easy to score.

Skill levels evaluated by True/False tests

While true-false and other forced choice questions are generally used to measure knowledge and understanding,

they could also be used at higher levels. The student:

Analyzes a statementAssesses whether true or falseMarks an answer

Appropriate for all levels of cognitive ability objective Efficient in testing recall and comprehension of a broader content area

relative to other testing strategies Well suited to test recall, comprehension of simple logic or

understanding, as with "if-then" "causal/because" statements Useful for automated scoring Useful for item analysis, internal and over time

Advantages

Scoring tends to be highsince guessing yields a 50-50 score (half right half wrong) as a base. i.e. if there are 100 items, and the student knows the correct answer to 50, and guesses on the other half, the score will be 75 knowing only half the material.

Since the stem can cue a correct answer,guessing is enhanced without really understanding the question

The format does not provide diagnostic informationon why a student got it wrong

It may be easy to cheat

LIMITATIONS

Because random guessing will produce the correct answer half the time, true-false tests are less reliable than other types of exams. However, these items are appropriate for occasional use. Some faculty who use

true-false questions add an "explain" column in which students write one or two sentences justifying their response.

Words like "sometimes, often, frequently, ordinarily, generally" open up the possibilities of making accurate statements. They make more modest claims, are more likely to reflect reality, and usually indicate "true" answers.

Why do students tend to answer True or False?

Every part of a true sentence must be "true"If any part of the sentence is false,the whole sentence is false despite many other true statements.

Absolute words restrict possibilities."No, never, none, always, every, entirely, only"imply the statement must be true 100% of the time and usually indicate "false" answers

Research indicates that students tend to mark "true" when guessing blindly, thus false items discriminate better between high and low ability students. At the same time, students tend to quickly pick up on patterns of responding. To prevent response-bias and effectively assess understanding, instructors should include an equivalent number of true and false items within the assessment.

Why should be the True/False questions ratio?

To prevent rote memorization of trivial facts or general knowledge, avoid using exact wording from the textbook. A well-designed true-false item is very effective for assessing the accuracy of statements,

understanding of definitions, and novel applications of theories or principles.

Statements should be relatively short and simple. True statements should be about the same length as

false statements. (There is a tendency to add details in true statements to make them more precise.)

The answers should not be obvious to students whodon't know the material.

Some tips in reference to True or False tests:

Be sure to include directions that tell students how and where tomark their responses.

Finally, arrange the statements so that there is no discernible patternof answers (such as T, F, T, F, T, F and T, T, F, F, T, T, F, F) forTrue and False statements.

Avoid Unfamiliar vocabulary and concepts Long strings of statements Ambiguous statements and generalizations

T F Poor: "The Raven" was written by Edgar Allen Poe.

T F Better: "The Raven" was written by Edgar Allan Poe.

T F Poor: The square of the hypotenuse of a right triangle equals the sum of the squares of the other two sides.

T F Better: If the hypotenuse of an isosceles right triangle is 7 inches, each of the two equal sides must be more than 5 inches.

EXAMPLES

True/False tests can be used for different skill levels and they measure knowledge and

understanding as well as students recalling information.

CONCLUSION

THANK YOU FOR YOUR ATTENTION

GOD BLESS YOU!

Mixtures

A mixture is a combination of two or moresubstances.

Substances in a mixture can be separated.

This means that they are not chemicallycombined. Peas, carrots, and corn can becombined in a mixture.

In fact, you can buy a bag of frozen mixedvegetables at the store. Each vegetable can besorted into separate piles.

The peas, carrots and corn taste the samewhether they are separated or mixed together.

All substances in a mixture that are separated outhave the same properties as before they weremixed.

Some substances can mix physically with othersubstances. The makeup of a mixture can vary.A mixture does not necessarily contain a specificamount of each substance.

They are not joined together chemically, so eachsubstance in the mixture keeps its own properties.

You can separate the substances of a mixture, butyou cannot change the properties of any of theindividual substances.

Solutions

In a solution, one or more substances aredissolved in another substance. The mostcommon kind of solution is a solid dissolved in aliquid such as slat in water. In this kind of solution,the substance that is dissolved is the solute. In asolution of salt and water, the salt is the solute

A solvent is the substance that takes in, ordissolves the other substance. Usually there ismore solvent than solute. In salt water, thesolvent is the water.

Ocean water is a solution. But a solution does nothave to be a liquid. The air you breathe, forexample is a solution made up of gases. Thesteel used for buildings and cars is a solution.During the process of making steel, carbon andiron, two solids are melted into liquid form. Thecarbon is dissolved in the iron.

Solubility

No matter what you do, you cannot make sanddissolve in water. The ability of one substance todissolve in another is called its solubility. Solubilityis a measure of the amount of a substance thatwill dissolve in another substance.

Since sand does not dissolve in water, thesolubility of sand in water is zero. Sometimes youcan speed up the process of dissolving the soluteby raising the temperature of the solvent. This istrue for most solutes that are solids. For example,you can dissolve more sugar in warm water thanyou can in cold water.

A change in the size, shape, or state of matter isan example of a physical change. A physicalchange does not change the particles that makeup matter. The arrangement of the particles,however, may be moved around during a physicalchange.

Breaking a pencil is a physical change. Thepieces of the pencil are still made of wood andgraphite. If you sharpen the broken ends, you cankeep using the pencil. Another physical change istearing. If you tear a sheet of paper into tinypieces, it still is made of the same kind of matter.

Chemical Change

If you leave an iron nail in a damp place, it willrust. Suppose you compare the rust with the ironnail. You will find that the nail and the rust havedifferent properties. The color and harness ofrust and iron are different. But is a differentsubstance that results from a chemical change inthe iron nail.

Unlike a physical change, a chemical produces acompletely different kind of matter. In a chemicalchange particles of one substance are changed insome way to form particles of a new substancewith different properties.

INVESTIGATE How does matter change?

Please follow the instructions on your worksheet

C:\Documents and Settings\Edwin Del Cid\Escritorio\EVALUATION AND ASSESSMENT\EXERCISE 1.doc

INVESTIGATE How can you change theproperties of glue?

Mixing glue with another substance can change itsproperties.

The properties of the new substance are differentfrom the properties of the original substance.


INVESTIGATE How do substances mix?

Mixing candies with nuts can change itsproperties?


Lets see how much information we were able toacquire from this lesson

C:\Documents and Settings\Edwin Del Cid\Escritorio\EVALUATION AND ASSESSMENT\LESSON SCIENCDE.docx

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS ESCUELA DE IDIOMAS LICDA. EVELYN R. QUIROA

PROFESORADO EN EL IDIOMA INGLES CURSO: EVALUATION AND ASSESSMENT TECHNIQUES

COURSE DESCRIPTION

This course is dedicated in the study of the principle theories that inbound evaluation and assessment in the classroom. A critical analysis will be held in order to critique and put into practice the different perspectives, techniques and styles related to performance‐based assessment, summative and formative feedback methods to assess and evaluate student learning in the classroom.

COURSE GOAL

By the end of the course, students will be able to plan and create assessments and evaluations that provide their students with activities closely related to learning objectives and/or competences.

LEARNING OUTCOMES

Upon completion of the course, students will be able to:

1. Demonstrate development and use of academic standards across the curriculum and application of standards and objectives in classroom assessment and evaluation.

2. Match assessment to learning outcomes, develop rubric criteria and select appropriate assessment and evaluation choices using the tools proportioned by the course.

3. Apply current research tools to create authentic assessment, discourse analysis, self and peer evaluation, rubrics, surveys, tests and mini‐quizzes for self‐paced tutorials.

4. Evaluate and utilize appropriate tools such as grade books, calendars, spreadsheets and portfolios.

GENERAL AND SPECIFIC EXPECTATIONS OF THE COURSE Student Assessment and Evaluation General Expectation 1: to communicate an overview of evaluation frameworks and processes. Specific Expectations:

1. Identify the following: a) the purposes of evaluation, b) key terms relative to evaluation, c) types of evaluation, d) links between planning and evaluation

2. Develop student assessment and practice within a philosophical framework 3. Understand equity issues in evaluation and assessment.

General Expectation 2: to understand the purposes of various types of evaluation strategies. Specific Expectations:

1. Differentiate between diagnostic, formative, and summative evaluation 2. Compare the purpose and function of different information sources for evaluation 3. Identify a variety of evaluation and assessment procedures, their purposes, strengths, and

weaknesses 4. Discriminate between traditional and authentic assessment and appropriate application in

teaching/learning 5. Incorporate appropriate assessment and evaluation strategies into your teaching practice.

General Expectation 3: to place evaluation strategies in the context of a unit of study. Specific Expectations:

1. Design student assessment instruments (including rubrics) for a unit of study 2. Accommodate the needs of exceptional students within the unit and its evaluation

component. 3. Enhance research in teaching to improve their own practice. 4. Be capable of doing self assessment. 5. Share the knowledge acquired to benefit the school community to which they belong.

EXPECTATIONS:

• Students are expected to attend all classes. Class attendance will be a part of the final evaluation.

• Students are expected to arrive for class on time. Any student who arrives late will not be given additional time to complete quizzes, exams, or in‐class assignments.

• Students are expected to submit all assignments on time. Late submissions will be penalized or not be accepted depending on the particular case.

• Students are expected to come to class having read and completed all assignments. • Students are expected to participate in class discussions. • Students are expected to complete all quizzes and examinations in class on the date

specified by the teacher. • Students are expected to word process assignments as required, handwritten work will

not be excepted unless it is a test blueprint. CONTENTS:

EXAM DATE CONTENT

08‐27‐11

• The difference between evaluation and assessment • Types of evaluation (Diagnostic, Formative & Summative) • Establishing High‐Quality (Validity, Reliability etc. ) • Becoming aware of content, context and learners • Curriculum and Evaluation • Visualizing your actions: planning and testing • Objectives vs. Competences • Blooms Taxonomy • Designing a blueprint

10‐08‐11

• Test type items • Test item type instructions • Organizing test type items according to competencies and domain

levels • Analyzing test • Creating different core content tests

11‐19‐11

• Assessment strategies • Self Improvement through self assessment • Self assessment tools: rubrics, checklists, portfolios etc. • Differentiated learning • Declarative and procedural knowledge based assessment • Reflective Teaching and Learning • Administering and interpreting standardized tests

NOTE: Additional content may be added to list.

MEANS TO ACHIEVE OUR GOALS:

1. Summary on subject matter must be turned in weekly. (Except when having test) 2. Teacher and student exchange of knowledge and experiences. 3. Group discussions. Students must read the material in advance. 4. Individual research and enrichment. 5. Multimedia presentations. 6. Teaching Project 7. Portfolio 8. Exams

EVALUATION: Attendance 80% to apply for final term TOTAL ZONE…………………….……………………………………………10 PTS

• QUIZZES • CLASS ACTIVITIES • PRESENTATIONS

TWO MIDTERMS…….…………………………………………………….40PTS PORTFOLIO …….……………………………………………………………. 20 PTS FINAL EXAM ….…………..…………………………………………………. 30 PTS TOTAL …………………………………………………………………………..100PTS REFERENCES:

1. LANGUAGE PROGRAM EVALUATION, Brian K. Lynch Cambridge University applied linguistics

2. REFLECTIVE PLANNING, TEACHING AND EVALUATION. Judy W. Eby, Adrienne L. Herrell

& Jim Hicks 3rd. Edition Merill‐Prentice Hall. London 2002

3. PLANNING LESSONS AND COURSES. Tessa Woodward. Cambridge University Press. Cambridge 2001

4. CLASSROOM ASSESSMENT, PRINCIPLES AND PRACTICES FOR EFFECTIVE INSTRUCTION,

James H. McMillan. McMillan Press. Virginia 2001

CLASS REQUIREMENTS AND GUIDELINES Submitting Assignments: All assignments either have or will have an identified “due date”. Extensions beyond the designated due date are not granted except in the most extenuating of circumstances. With the exception of an immediate and pressing “emergency”, all requests for an extension will be written, signed, dated, and delivered in person to me, as your Professor, before the specified due date and in time for me to respond to your request in writing. All assignments are to include a title page that clearly identifies the assignment topic/title, course name and number, the date submitted, the teacher’s name, and the student’s name and I.D. number. All assignments are to be given, in person, directly to the teacher. I will take no responsibility for assignments that are given to other students or given to the personnel in the “Escuela de Idiomas” office. While I have not yet lost any student assignment; there is always the first time! Therefore, you would be well advised to back up your assignment electronically and if feasible, in hard copy. An assignment will be considered late if it is not directly handed to me, as your Professor, by the end of class on the specified “due date”. Late assignments will be penalized 5% for each day or part thereof following the specified “due date” [including Saturday(s) and Sunday(s)]. Attendance and Participation: Attendance will be taken at the beginning of each class period. Attendance in each class is mandatory; however, there is a proviso in the University regulations that students are permitted to miss the equivalent of 3 classroom contact hours. Beyond this limit, the student will be issued a warning that any more absences may result in being excluded from writing the final examination. Regular attendance, being prepared, and constructively participating in classroom activities, are all seen as integral components in the growth and development of becoming a professional teacher and in the establishment of a meaningful community of learnership in our class. Tardiness This can be extremely disruptive and disrespectful to members who strive to be on time. Naturally, we all encounter circumstances that occasionally cause us to be late – but habituated tardiness is not acceptable. If you are late for class, no material will be repeated. Therefore, you need to contact your classmates to be filled in on the material covered. If you arrive after attendance has been taken and you have no excuse, you will be marked as absent. Class Policy on Cell Phones Cell phones must be turned off at all times. If you are expecting an emergency call make sure to talk to me before class. Class Policy on Laptop Computers You may bring your laptop to class, but all work done on laptop computers must be related to the class work of that day. Academic Dishonesty Academic honesty is fundamental to the activities and principles of the University, and more broadly to society at large. All members of the academic community must be confident that each person’s work has been responsibly and honorably acquired, developed, and presented. References Use the A.P.A format 5th Edition.

What is an essay question?

It is a test item which requires a response

composed by the examinee, usually in the form of

one or more sentences or paragraphs, about a

presented situation or to required questions.

Contained elements

Requires examinees to compose rather than selecttheir response.

Elicits student responses that mus consist of more than one sentence.

Allows different or original responses or pattern of responses

Requires subjective judgment by a competentspecialist to judge the accuracy and quality of responses.

Essay question sample Education comes not from books but from

practical experience. Write a unified essay in which you perform the following tasks.

Explain what you think the above statement means.

Describe a specific situation in which books might educate students better than practical experience.

Discuss what you think determines when practical experience provides a better education than books do.

The statement means that at times practical experience can be a better method of education than pure classroom work.

The use of books to present abstract ideas is one kind of education that is better to learn from books than practical experience. Take math, for instance. Math concepts are best learned from books rather than practical experience. Also, history is best learned in the classroom since a person can't physically go back in time and watch a war.

Certain professions are learned on the job, like carpentry and plumbing. Practical experience is the primary method of education. It is the same way for surgery. You wouldn't want someone to take out your appendix unless they had practiced this procedure many times on someone else.

SAMPLE ESSAY

Essays are essential for development andevaluation of student’s skills – Writing andreading skills, analytical and criticalthinking skills, research skills, and theability to write under time pressure. All theseskills are assessed in the entire essay writingprocess.

Essay writing is a good way to internalize the facts that has beenheard or read. Writing activity stimulates the intellect and leadsto intellectual development and also is a healty way to improvewriting skills.

Essay are used to judge the mastery and comprenhension ofmaterial in fields such as the humanities and social sciences, alsoinclude non-literary types such as visual arts, music, films, andphotography

Though essay wrinting is not very easy and simple; it needspractice and the students have to learn essay writing rules andabout the collection of material.

A student must have a critical and analytical

mind that is keen to research on any specified

essay topic.

Knowledge internalization

Intellectual development

Feed Back Generation

Good Practice

Reaction: How the learners react to the learningprocess.

Learning: The extent to which the learners gainknowledge and skills.

Behavior: Capability to perform the learned skills whileon the job.

Results: Includes such items as monetary, efficiency,moral, etc.

Elements of an essay that can be assessedthrough an essay Evaluation

Content: Evidence of the use of appropriate material. There should be transition sentenceslinking the paragraph.

Idea: It directly answer the question of the essay.

Organization: Of material into a coherent structure: introduction, argument and evidence, coclusion.

Form: Clear style, including accurate spelling, clearsentence construction and punctuation.

Language: Avoidance of inappropriate slang, racist orsexist language.

Type of essay to test a specific topic and what does it consist in.

Extended Response: These answers have three parts:

a) Beginning: The first paragraph introduces your main idea orposition. Often it simply restates the questions.

a) Middle: The second paragraph provides information, examples and details to support your main idea of position.

a) Ending: The final paragraph sums up your main idea or position. Itrestates your topic sentence, this time with more feeling.

Restricted response: Relate more directly to a specific objective, generally assesses the lower complexity outcomes.

Process Essay: The writing project in which we describe how to dosomething or tell how to do something of tell how something happens.

Classification Essay: It is supposed to organize or sort the argumentsof the wssay in categories. An important thing to mention is that thecategories are to fully resemble the essence of the essay’s topic.

Comparison Essay: This type is focused on the comparison of things,people, facts or events. Its basic purpose it to find the most significantsimilarities of the differences of specific things, facts, evets, etc. First isdescribed the less significant points and up to the conclusion the mostsignificant point is revealed.

Problem Solving Essay: It is a kind of academic paper that describesone or more problems and provides possible variants for their solutions.It is crucial to remember that a problem solving papaer cannot bewritten without one definite solution. You cannot just dwell on theproblems for pages without providing your ideas of solving them.

“Advantanges” Assess complex learning outcomes and thoughtprocesses

Test writing skills

Promote original thinking

Stimulate increased studying

Simulate realistic tasks

Relatively simple to construct

Encourage the organization of knowledge, integrationof theories and expression of opinions

“Disadvantages”Time consuming to answer

Scoring is more subjective and time consuming

Grading can be influenced by context effects, expectations, or grading fatigue.

Grading may be influenced by factors extraneous to thecontent.

Students can submit an organized coherent essay of irrelevant material

Evaluation Tool used to avoid biasor Subjective Results

When evaluating an essay for professional rubrics, common assessment areas include focused thesisstatement, satisfactory grammar, organization, and conclusive sections that fully answer the questiontimeline can aid in correction and evaluation of professional writing to meet the standardizedobjectives.

Descriptions uses tools such as denotative language, connotative language, figurative language, metaphor, and sImile to arrive at a dominat impression.

Tips for using Essay QuestionFocus each question so that students know exactly what isexpected.

Provide specific guidelines about time limits, amount of info expected, weighting of questions, criteria forevaluating.

Limit the use of essay questions to objectives that benefitfrom them.

Avoid making optional essay questions so that differenttests.

Don’t give questions to students ahead of time, but youcan go through sample questions to prepare students.

HANDS ON !!

Politicians too often base their decisions on what will please the voters, not on what is best for the country. Write a unified essay in which you perform the following tasks. Explain what you think the above statement means. Describe a specific situation in which a politician might make an unpopular decision for the good of the country. Discuss the principles you think should determine whether political decisions should be made to please the voters or to serve the nation .


ASSESSMENT AND EVALUATION VOCABULARY (DIAGNOSTIC)

1. Action Research 2. Affective Outcomes 3. Annual Report 4. Assessment 5. Assessment Cycle 6. Assessment Tool 7. Assessment Literacy 8. Authentic Assessment 9. Benchmark 10. Cohort 11. Course‐embedded assessment 12. Course‐level assessment 13. Course mapping 14. Criterion Referenced Tests 15. Curriculum Map 16. Diagnostic Evaluation 17. Direct Assessment 18. Educational Goals 19. Formative assessment 20. General Education Assessment 21. Holistic Scoring 22. Learning outcomes 23. Measurable Criteria 24. Metacognition 25. Norm 26. Portfolio 27. Primary Trait Method 28. Process 29. Program assessment 30. Reliability 31. Rubric 32. Self‐efficacy 33. Senior Project 34. Summative assessment 35. Validity

Short-answer questions are similar to

objective items in that a clearly-defined

answer is required, but differ from the

latter in that the answer has to be

generated and supplied by the learner

rather than chosen from a number of

options provided.

They can have extremely high reliability, thus minimizing possible marker subjectivity.

While short answer items often target knowledge or comprehension understanding, effectively developed completion items can also be utilized to assess application, synthesis, analysis, and evaluation levels. One means of measuring this type of higher-order understanding is to utilize combinations of short answer statements within a given paragraph. When implementing the paragraph format, be sure that desired knowledge is clearly specified.

Easy to construct.

Minimizes guessing

Encourages more intensivestudy-student must knowthe answer vs. Recognizingthe answer.

Short-answer tests are also fairly simple to administer and mark.

Effective as either a written or oral assessment.

Effective for assessing who, what, where, and when information.

May overemphasizememorization of facts.

Take care – questions mayhave more than onecorrect answer.

Scoring is laborious.

they are not particularly well suited for testing some types of higher-cognitive and non-cognitive outcomes

Not suitable for item-analysis

Often criticized for encouraging rote memorization

When using with definitions: supply term, not thedefinition-for a better judge of student knowledge.

For numbers, indicate the degree of precision/unitsexpected.

Use direct questions, not an incomplete statement.

If you do use incomplete statements, don´t use more than 2 blanks within an item.

Arrange blank to make scoring easy.

Try to phrase question so there is only one answerpossible.

Do instructions clearly specify the desired knowledge and specificity of response?

Is there only one clearly correct answer?

Completion items

In their simplest form, these consist of

incomplete statements, the learner having to

supply the missing words, terms, symbols, etc.

Four typical examples are shown below.

Example 1 (a simple completion item that only

requires a single answer to be provided)

1. How you call a person who studies space?

(answer: astronomer)

Completion items can also be built round

things like tables, maps, diagrams, drawings

and photographs, with the learner again

having to supply missing pieces of

information.

These take the form of actual questions (or

instructions that imply questions), with the

learner having to supply the answer(s). Such

items can themselves take a wide range of

forms, some of the possibilities being shown

below.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(Executive) (Legislature) (Judiciary)

Example 2 (a similar question that requires more

than one answer)

'Name the three basic branches of government.'

These are similar to unique-answer questions

except that they allow for some variation in the

nature of the answer, either in terms of its

intrinsic content or in terms of the way in which

it is expressed.

Example 1 (a question that has several

acceptable answers)

Two planets that have rings are ___________

and ________________.

(Jupiter, Saturn, Uranus, or Neptune)

Example 2 (a similar question that requires slightly longer answers)

'Outline four fundamental differences between the

systems of government of the United States of

America and the United Kingdom'.

(Possible answers might include: The USA's head of state is a president while that of the UK is a constitutional monarch; the USA has a federal structure while the UK has not; in the USA, the executive and legislative arms of government are separate, while in the UK they are not; the upper legislative house in the USA is elected whereas that in the UK is not; the USA has a written constitution whereas the UK has not; the USA has a supreme court whereas the UK has not)

Like objective questions, they are of limited use

in testing non-cognitive skills such as

communication skills, interpersonal skills and

psychomotor skills. Thus, the first thing that

anyone thinking of making use of short-answer

questions should do is check that the learning

outcomes that it is wished to assess are in fact

suited to this form of assessment; if they are not,

some other assessment technique should be

employed.

The most common method of evaluating a

short-answer question (or, more usually, a test

composed of such questions) is to have it

checked by a colleague or validation panel. In

order to enable such an evaluation to be

carried out in a meaningful and systematic

way.

Is a short answer item an appropriate

assessment of the learning objective?

Does the content of the short answer

question measure knowledge appropriate to

the desired learning goal?

Is the item clearly worded and stated in

language appropriate to the student

population?

Does the positioning of the item blank

promote efficient scoring?

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA ESCUELA DE IDIOMAS PROFESORADO EN INGLES LICDA. EVELYN R.QUIROA 2011

TEST ITEM PRESENTATION QUESTIONS

GROUP 1: PERFORMANCE ASSESSMENT

PRESENTATION SCORE: 10/10

QUESTIONS:

1. WHAT DOES PERFORMANCE ASSESSMENT CONSIST IN? DEMONSTRATIONS, HANDS ON ACTIVITIES

2. WHY ISN’T POSSIBLE TO USE PERFORMANCE TEST FOR SMALL CHILDREN? 3. GIVE EXAMPLE OFACTIVITIES PERTAINING TO THIS TYPE OF TESTS 4. MENTION A FEW TIPS ON HOW TO WRITE A PERFORMANCE TEST. 5. MENTION ONE MAJOR LIMITATION FOR THIS TYPE OF TEST. 6. WHAT FIELDS OF STUDY ARE PERFORMANCE TESTS GOOD FOR? 7. PERFORMANCE ASSESSMENT ACTIVITIES TEND TO BE DESCRIPTIVE WHAT TYPE OF

EVALUATION TOOL CAN BE USED TO AVOID BIAS RESULTS.

GROUP 2: MATCHING


QUESTIONS:

1. WHAT ARE MATCHING TEST USED FOR? 2. DESCRIBE THE BASIC PHYSICAL STRUCTURE OF A MATCHING ITEMS TEST. 3. MENTION AND EXPLAIN WHAT TYPES OF ASSESSMENT ITEMS WE CAN USE.

• REARRANGMENT • RANKING

4. MENTION 2 ANDVANTAGES AND 2 LIMITATIONS THAT THIS TPE OF TESTS MIGHT HAVE. 5. MENTION A FEW TIPS ON HOW TO WRITE A MATCHING TEST. 6. WHAT SKILL LEVELS CAN BE REINFORCED THROUGH THIS TYPE OF TEST ITEMS? 7. MENTION ONE MAJOR LIMITATION FOR THIS TYPE OF TEST. 8. WHAT ARE THE NAMES OF THE COLUMNS?

• A: PREMISE • B:RESPONSES

GROUP 3: TRUE OR FALSE


QUESTIONS:

1. WHAT SKILL LEVELS DO TRUE OR FALSE TESTS EVALUATE? 2. MENTION WHAT ARE THE ADVANTAGES AND LIMITATIONS FOR THIS TYPE OF TEST? 3. WHY DO STUDENTS TEND TO ANSWER TRUE ON A TRUE OR FALSE TEST? 4. WHAT SHOULD BE THE TRUE OR FALSE QUESTION RATIO? 6:4 5. MENTION SOME TIPS IN REFERENCE TO TRUE OR FALSE TESTS.

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA ESCUELA DE IDIOMAS PROFESORADO EN INGLES LICDA. EVELYN R.QUIROA 2011

GROUP 4: ESSAYS


QUESTIONS:

1. WHAT SKILL LEVEL ARE ESSAYS GOOD FOR? 2. WHAT ARE THE 4 EVALUATION LEVELS AND WHAT DO THEY CONSIST IN? 3. WHAT ARE ESSAY EVALUTAION GOOD FOR? 4. WHAT SUBJECT AREAS CAN BE TESTED BY USING ESSAYS? 5. WHAT ARE THE ELEMTS OF AN ESSAY THAT CAN BE ASSESSED THROUGH AN ESSAY

EVALUATION? • CONTENT • IDEAS • ORGANIZATION • FORM • LANGAUGE

6. WHAT TYPES OF ESSAYS CAN WE USE TO TEST A SPECIFIC TOPIC AND WHAT DO THEY CONSIST IN?

• EXTENSE RESPONSE • RESTRICTED RESPONSE • PROCESS ESSAY • CLASSFICATION ESSAY • CUSE AND EFFECT ESSAY • COMPARISON ESSAY • PROBLEM SOLVING ESSAYS

7. MENTION SOME ADVANTAGES AND LIMITATIONS THAT THIS TYPE OF TEST ITEM MIGHT HAVE.

8. ESSAY TEST ITEMS TEND TO BE DESCRIPTIVE WHAT TYPE OF EVALUATION TOOL CAN BE USED TO AVOID BIAS OR SUBJCTIVE RESULTS.

9. MENTION SOME TIPS FOR ESSAY TEST ITEMS.

GROUP 5: COMPLETION / SHORT ANSWERS


QUESTIONS:

1. MENTION A FEW CHARACTERISTICS OF SHORT STORIES. 2. MENTION A FEW CHARACTERISTICS OF SHORT ANSWERS 3. MENTION ADVANTAGES AND LIMITATIONS TO SHORT ANSWER TEST ITEMS. 4. TIPS ON WRITING SHORT ANSWER TEST ITEMS.

HOW DO SUBSTANCES MIX? Mixtures You may have eaten a snack made from a mixture of nuts, dried apricots and raisins. Each ingredient is a mixture keeps its own taste and shape.

A mixture is a combination of two or more substances. Substances in a mixture can be separated. This means that they are not chemically combines. Peas, carrots, and corn can be combined in a mixture. In fact, you can buy a bag of frozen mixed vegetables at the store. Each vegetable can be sorted into separate piles. The peas, carrots and corn taste the same whether they are separated or mixed together. All substances in a mixture that are separated out have the same properties as before they were mixed.

Some substances can mix physically with other substances. The makeup of a mixture can vary. A mixture does not necessarily contain a specific amount of each substance. They are not joined together chemically, so each substance in the mixture keeps its own properties. You separate the substances of a mixture, but you cannot change the properties of any of the individual substances. Solutions If you stir salt and water together, you make a mixture. You cannot see the salt in a mixture because it has broken into very small particles. It has dissolved in the water. The salt and water is a special kind of mixture called a solution. In a solution, one or more substances are dissolved in another substance. The most common kind of solution is a solid dissolved in a liquid such as slat in water. In this kind of solution, the substance that is dissolved is the solute. In a solution of salt and water, the salt is the solute. A solvent is the substance that takes in, or dissolves the other substance. Usually there is more solvent than solute. In salt water, the solvent is the water. Common solutions Oceanwater is a solution. But a solution does not have to be a liquid. The air you breathe, for example is a solution made up of gases. The steel used for buildings and cars is a solution. During the process of making steel, carbon and iron, two solids are melted into liquid form. The carbon is dissolved in the iron.

Solubility No matter what you do, you cannot make sand dissolve in water. The ability of one substance to dissolve in another is called its solubility. Solubility is a measure of the amount of a substance that will dissolve in another substance. Since sand does not dissolve in water, the solubility of sand in water is zero. Sometimes you can speed up the process of dissolving the solute by raising the temperature of the solvent. This is true for most solutes that are solids. For example, you can dissolve more sugar in warm water than you can in cold water.

Physical Changes A change in the size, shape, or state of matter is an example of a physical change. A physical change does not change the particles that make up matter. The arrangement of the particles, however, may be moved around during a physical change. Breaking a pencil is aphysical change. The pieces of the pencil are still made of wood and graphite. If you sharpen the broken ends, you can keep using the pencil. Another physical change is tearing. If you tear a sheet of paper into tiny pieces, it still is made of the same kind of matter. Chemical Change If you leave an iron nail in a damp place, it will rust. Suppose you compare the rust with the iron nail. You will find that the nail and the rust have different properties. The color and harness of rust and iron are different. But is a different substance that results from a chemical change in the iron nail. Unlike a physical change, a chemical produces a completely different kind of matter. In a chemical change particles of one substance are changed in some way to form particles of a new substance with different properties.

http://www.google.com.gt/imgres?q=how+do+substances+mix&hl=es&sa=X&biw=1072&bih=563&tbm=isch&prmd=ivns&tbnid=oeZvgIjUxguBuM:&imgrefurl=http://www.education.com/science-fair/article/separate-substances-mixture/&docid=JLOUBigWvhknuM&w=414&h=341&ei=XP0xTvCLIcPu0gG597DmCw&zoom=1

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Science Primary Level Name:_____________________________________________________________________ Date: ____________________ INVESTIGATE How does matter change? Physical change Materials - A sheet of paper - Instructions for the origami sculpture WHAT TO DO 1. Follow the instructions to fold your paper. 2. Observe its property. 3. Observe what happens. 4. Is it still made of the same kind of matter? 5. A change in the size, shape, or state of matter is an example of a _________ 5. Does it suffer a chemical or physical change? Science Primary Level Name:_____________________________________________________________________ Date: ____________________ INVESTIGATE How can you change the properties of glue? Mixing glue with another substance can change its properties. The properties of the new substance are different form the properties of the original substance. Materials - Small measuring cup - Glue - Food coloring - Cup - Spoon - Water - Borax solution

WHAT TO DO 1. Measure 30 ml of glue into a small measuring cup. Pour it into a large cup. For fun, add food coloring 2. Add 15 mL of water to the cup. Stir the mixture. Observe its properties. 3. Add 15 mL of borax solution. Stir. 4. Observe what happens. 5. Play with the new mixture. Investigate its properties. 6. Record the data you collect about the properties of the glue and of the new substances.

OBSERVATIONS

Property Glue New Substances Color Texture State of Matter (solid, liquid, gas)

Odor Explain Your Results 1. Based on the data you collected, tell how the physical properties of the new substance and the glue are alike. What differences did you observe? Possible answer:Both substances are the same color, white. The glue is thick liquid and behaves like a liquid. The new substance is like a solid but also has some characteristics of a liquid. It is like putty or clay. 2. Would the new substance be good glue? Possible answer:No, it is not sticky.

Science Primary Level Name:_____________________________________________________________________ Date: ____________________ INVESTIGATE How do substances mix? Mixing candies with nuts can change its properties? Materials - candies - nuts - raisins WHAT TO DO 1. Combine all the ingredients. 2. Observe their properties. 3. Observe what happens. 4. Record the data you collect about the properties and changes. 5. Does it suffer a chemical or physical change? 6. It is a mixture or a solution? 7. Can the substances be separated? OBSERVATIONS

Property candies raisins nuts Colors Texture State of Matter (solid, liquid, gas)

Taste Odor

Science Primary Level Name:_____________________________________________________________________ Date: ____________________ INVESTIGATE How do substances mix? Mixing candies with nuts can change its properties? Materials - candies - nuts - raisins WHAT TO DO 1. Combine all the ingredients. 2. Observe their properties. 3. Observe what happens. 4. Record the data you collect about the properties and changes. 5. Does it suffer a chemical or physical change? 6. It is a mixture or a solution? 7. Can the substances be separated? OBSERVATIONS

Property candies raisins nuts Colors Texture State of Matter (solid, liquid, gas)

Taste Odor

Performance AssessmentWHAT IS IT? Performance assessment, also

known as alternative or authentic assessment,

is a form of testing that requires students to

perform a task rather than select an answer

from a ready-made list. For example, a student

may be asked to explain historical events,

solve math problems, converse in a foreign

language, or conduct research on an

assigned topic.

performance assessments can be divided into

two rough categories:

Task-Centered performance assessments that

are primarily intended to tap into and evaluate

specific skills and competencies.

Construct-Centered performance assessments

that are intended to tap into and sample from

a domain of skills and competencies.

The performance assessment could consist of a

single task and a scoring method, or it could consist

of multiple tasks and one or multiple scoring

methods

Performance assessment measures students skills

based on authentic tasks such as activities,

exercises, or problems that require students to

show what they can do.

In some cases performance tasks are used to

have students demonstrate their understanding

of a concept or topic by applying their

knowledge to a particular situation.

We can`t use the performance assessment for kids

because it is made by hight levels skills and we must

to have high care on the kinds of assessments.

Small children are used to have short activities and

we as teachers check our students knowledge

while they are working.

Small children don`t notice when your are checking

their work. They are always imitating what the

teacher or other students do , so we can`t check

what they really think.

An example of the performance test is

when you are on a driving test. The person

is able to perform the functions of a

competent driver of an automobile.

Another sample are the rubrics they show

us a kind of testing of different skills.

Let students have an introduction about the topic they are going to work on.

Give specific instructions and roles when they work in groups.

Be specific and let them know what are you going to evaluate or score.

Omit scoring creativity, decoration, writen works and other that may distract students from the main objective… that is to perform.

Make sure to give different assigments to each student, so all students can present somenthingdifferent.

Make sure to ask the audience to listen to each classmate when presenting.

One of the major limitations when testing

by performances is to loose the object of

evaluating.

Another one might be the level of

difficulty in the assigment.

An the last one is that, if the teacher

does not take the time to explain the

topic it may not be clear for all the

students.

Performance assessments use grading strategies that are

commonly used in the performing arts, fine arts, and Olympic

competitions. In the context of the science laboratory, students are

graded on the performance of manipulating variables, using

scientific apparatus, identifying hypotheses, making measurements

and calculations, organizing and managing data, and the

communication of results. Graded laboratory performances go far

beyond grading a final field report - this strategy considers the

processes that become the laboratory report as well. In the

evaluation of a performance

task, the process of performing the task is emphasized more than

the final product itself.

Clearly define the knowledge and skills students need to apply or demonstrate in solving a problem.Determine the criteria (standards) against which students will be judged and define indicators of “levels” of competence.Inform students of your expectations that students have every opportunity to clearlydemonstrate to that course learning objectives have been masteredDesign an authentic task that is somewhat undefined, complex, and has multiple entry and exit

Holistic Scoring Example, The Telescope Task

Your task is to set up and align the 8” telescope, find three different sky objects, and accurately describe some aspects of these objects that astronomers consider to be important.

Level 3: Student completes all aspects of task quickly and efficiently and is able to answer questions about the equipment used and objects observed beyond what is obvious. The tasks are:1. align telescope mount with north celestial pole;2. align finder telescope with primary telescope;3. center on target object;4. select and focus appropriate eyepiece;5. provide information about the target beyond the literal descriptive level; and6. answer questions about the target correctly.

Level 2: Student completes all aspects of task and provides descriptive information about the equipment and objects observed.

Level 1: Student is not able to complete all aspects of task or is not able to sufficient provide information about the equipment used or objects observed.

Level 0: No attempt or meaningful effort obvious.

# OF ITEMS ON TEST: 75

CONTENT # OF WEEK # OF PERIODS REMEMBERING UNDERSTNADING APPLYING ANALYSING EVALUATING CREATING

CELL THEORY 1 5 3 2

TYPES OF CELLS 1 5 2 2 1

CELL PARTS 3 15 5 3 2 2 1 2

MITOSIS 2 10 2 2 2 2 2

MEIOSIS 1 5 1 1 1 1 1

TOTAL 8 WEEKS 40 PERIODS


CONTENT # OF WEEK

# OF PERIODS REMEMBERING UNDERSTNADING APPLYING ANALYSING EVALUATING CREATING

GREGOR MENDEL 1 5 5

PEA EXPERIMENT 1 5 3 2

TRAITS 2 10 2 2 3 1 1 1

PUNNET SQUARE 3 15 2 2 6 2 2 1

PEDIGREE 1 5 1 1 3




NOUNS 1 5 2 1 2

VERBS 2 10 2 2 2 2 2

ADJECTIVES 1 5 2 1 1 1

ADVERBS 3 15 3 2 3 2 3 2

PRONOUNS 1 1 1 1 1 1 1

TOTAL 8 WEEKS


NOUNS 1 5 2 1 2

VERBS 2 10 2 2 2 2 2

ADJECTIVES 1 5 2 1 1 1

ADVERBS 3 15 3 2 3 2 3 2

PRONOUNS 1 5 1 1 1 1


BLUE PRINT CLASSWORK


What is assessment and evaluation?

Assessment is defined as data‐gathering strategies, analyses, and reporting processes that provide information that can be used to determine whether or not intended outcomes are being achieved: Evaluation uses assessment information to support decisions on maintaining, changing, or discarding instructional or programmatic practices. These strategies can inform:

• The nature and extent of learning,

• Facilitate curricular decision making,

• Correspondence between learning and the aims and objectives of teaching, and

• The relationship between learning and the environments in which learning takes place.

Evaluation is the culminating act of interpreting the information gathered for the purpose of making decisions or judgments about students' learning and needs, often at reporting time.

Assessment and evaluation are integral components of the teaching‐learning cycle. The main purposes are to guide and improve learning and instruction. Effectively planned assessment and evaluation can promote learning, build confidence, and develop students' understanding of themselves as learners.

Assessment data assists the teacher in planning and adapting for further instruction. As well, teachers can enhance students' understanding of their own progress by involving them in gathering their own data, and by sharing teacher‐gathered data with them. Such participation makes it possible for students to identify personal learning goals.

Types of Assessment and Evaluation

There are three types of assessment and evaluation that occur regularly throughout the school year: diagnostic, formative, and summative.

Diagnostic assessment and evaluation usually occur at the beginning of the school year and before each unit of study. The purposes are to determine students' knowledge and skills, their learning needs, and their motivational and interest levels. By examining the results of diagnostic assessment, teachers can determine where to begin instruction and what concepts or skills to emphasize. Diagnostic assessment provides information essential to teachers in selecting relevant learning objectives and in designing appropriate learning experiences for all students, individually and as group members. Keeping diagnostic instruments for comparison and further reference enables teachers and students to determine progress and future direction.

Diagnostic assessment tools such as the Writing Strategies Questionnaire and the Reading Interest/Attitude Inventory in this guide can provide support for instructional decisions.

Formative assessment and evaluation focus on the processes and products of learning. Formative assessment is continuous and is meant to inform the student, the parent/guardian, and the teacher of the student's progress toward the curriculum objectives. This type of assessment and evaluation provides information upon which instructional decisions and adaptations can be made and provides students with directions for future learning.

Involvement in constructing their own assessment instruments or in adapting ones the teacher has made allows students to focus on what they are trying to achieve, develops their thinking skills, and helps them to become reflective learners. As well, peer assessment is a useful formative evaluation technique. For peer assessment to be successful, students must be provided with assistance and the opportunity to observe a model peer assessment session. Through peer assessment students have the opportunity to become critical and creative thinkers who can clearly communicate ideas and thoughts to others. Instruments such as checklists or learning logs, and interviews or conferences provide useful data.

Summative assessment and evaluation occur most often at the end of a unit of instruction and at term or year end when students are ready to demonstrate achievement of curriculum objectives. The main purposes are to determine knowledge, skills, abilities, and attitudes that have developed over a given period of time; to summarize student progress; and to report this progress to students, parents/guardians, and teachers.

Summative judgements are based upon criteria derived from curriculum objectives. By sharing these objectives with the students and involving them in designing the evaluation instruments, teachers enable students to understand and internalize the criteria by which their progress will be determined.

Often assessment and evaluation results provide both formative and summative information. For example, summative evaluation can be used formatively to make decisions about changes to instructional strategies, curriculum topics, or learning environment. Similarly, formative evaluation assists teachers in making summative judgements about student progress and determining where further instruction is necessary for individuals or groups. The suggested assessment techniques included in various sections of this guide may be used for each type of evaluation.

Name Lesly Argueta Méndez

KIDS PARIDISE SCHOOL….LEVEL: INTERMEDIATE SECTION: "B"SUBJECT: GRAMMAR IITEACHER: LESLY ARGUETA

CONTENT # OF PERIODS REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING TOTAL

PAST CONTINUOUS AND FUTURE TENSE 9 2 2 2 2 1 6

QUESTIONS (WHO/WHOSE, HOW OFTEN, IS THERE THERE ARE, HOW MUCH/HOW MANY) 12 4 4 3 2 1 1 7

FOCUS LANGUAGE (SEQUENCES, ZERO CONDITIONALS, BEFORE/AFTER) 8 3 3 3 1 5

PART OF SPEECH (POSSESSIVES, PREPOSITIONS) 8 2 2 2 2 1 5

CAN / COULD 3 1 1 1 1 1 2

40 ITEMS 25

OBJETIVOS vs.

COMPETENCIAS

Classwork

Create a Venn Diagram estableshing the

differences and similarities between

objectives and competences.


Assessment and Evaluation Defined

Assessment is the act of gathering information on a daily basis in order to understand individual students' learning and needs.

Evaluation is the culminating act of interpreting the information gathered for the purpose of making decisions or judgments about students' learning and needs, often at reporting time.

Assessment and evaluation are integral components of the teaching‐learning cycle. The main purposes are to guide and improve learning and instruction. Effectively planned assessment and evaluation can promote learning, build confidence, and develop students' understanding of themselves as learners.

Assessment data assists the teacher in planning and adapting for further instruction. As well, teachers can enhance students' understanding of their own progress by involving them in gathering their own data, and by sharing teacher‐gathered data with them. Such participation makes it possible for students to identify personal learning goals.

This curriculum advocates assessment and evaluation procedures which correspond with curriculum objectives and instructional practices, and which are sensitive to the developmental characteristics of early adolescents. Observation, conferencing, oral and written product assessment, and process (or performance) assessment may be used to gather information about student progress.

Guiding Principles

The following principles are intended to assist teachers in planning for student assessment and evaluation:

• Assessment and evaluation are essential components of the teaching‐learning process. They should be planned, continuous activities which are derived from curriculum objectives and consistent with the instructional and learning strategies.

• A variety of assessment and evaluation techniques should be used. Techniques should be selected for their appropriateness to students' learning styles and to the intended purposes. Students should be given opportunities to demonstrate the extent of their knowledge, abilities, and attitudes in a variety of ways.

• Teachers should communicate assessment and evaluation strategies and plans in advance, informing the students of the objectives and the assessment procedures relative to the objectives. Students should have opportunities for input into the evaluation process.

• Assessment and evaluation should be fair and equitable. They should be sensitive to family, classroom, school, and community situations and to cultural or gender requirements; they should be free of bias.

• Assessment and evaluation should help students. They should provide positive feedback and encourage students to participate actively in their own assessment in order to foster lifelong learning and enable them to transfer knowledge and abilities to their life experiences.

• Assessment and evaluation data and results should be communicated to students and parents/guardians regularly, in meaningful ways.

Using a variety of techniques and tools, the teacher collects assessment information about students' language development and their growth in speaking, listening, writing, and reading knowledge and abilities. The data gathered during assessment becomes the basis for an evaluation. Comparing assessment information to curriculum objectives allows the teacher to make a decision or judgment regarding the progress of a student's learning.

Types of Assessment and Evaluation

There are three types of assessment and evaluation that occur regularly throughout the school year: diagnostic, formative, and summative.

Diagnostic assessment and evaluation usually occur at the beginning of the school year and before each unit of study. The purposes are to determine students' knowledge and skills, their learning needs, and their motivational and interest levels. By examining the results of diagnostic assessment, teachers can determine where to begin instruction and what concepts or skills to emphasize. Diagnostic assessment provides information essential to teachers in selecting relevant learning objectives and in designing appropriate learning experiences for all students, individually and as group members. Keeping diagnostic instruments for comparison and further reference enables teachers and students to determine progress and future direction.

Diagnostic assessment tools such as the Writing Strategies Questionnaire and the Reading Interest/Attitude Inventory in this guide can provide support for instructional decisions.

Formative assessment and evaluation focus on the processes and products of learning. Formative assessment is continuous and is meant to inform the student, the parent/guardian, and the teacher of the student's progress toward the curriculum objectives. This type of assessment and evaluation provides information upon which instructional decisions and adaptations can be made and provides students with directions for future learning.

Involvement in constructing their own assessment instruments or in adapting ones the teacher has made allows students to focus on what they are trying to achieve, develops their thinking skills, and helps them to become reflective learners. As well, peer assessment is a useful formative evaluation technique. For peer assessment to be successful, students must be provided with assistance and the opportunity to observe a model peer assessment session. Through peer assessment students have the opportunity to become critical and creative thinkers who can clearly communicate ideas and thoughts to others. Instruments such as checklists or learning logs, and interviews or conferences provide useful data.

Summative assessment and evaluation occur most often at the end of a unit of instruction and at term or year end when students are ready to demonstrate achievement of curriculum objectives. The main purposes are to determine knowledge, skills, abilities, and attitudes that have developed over a given period of time; to summarize student progress; and to report this progress to students, parents/guardians, and teachers.

Summative judgments are based upon criteria derived from curriculum objectives. By sharing these objectives with the students and involving them in designing the evaluation instruments, teachers enable students to understand and internalize the criteria by which their progress will be determined.

Often assessment and evaluation results provide both formative and summative information. For example, summative evaluation can be used formatively to make decisions about changes to instructional strategies, curriculum topics, or learning environment. Similarly, formative evaluation assists teachers in making summative judgments about student progress and determining where further instruction is necessary for individuals or groups. The suggested assessment techniques included in various sections of this guide may be used for each type of evaluation.

The Evaluation Process

Teachers as decision makers strive to make a close match between curriculum objectives, instructional methods, and assessment techniques. The evaluation process carried out parallel to instruction is a cyclical one that involves four phases: preparation, assessment, evaluation, and reflection.

In the preparation phase, teachers decide what is to be evaluated, the type of evaluation to be used (diagnostic, formative, or summative), the criteria upon which student learning outcomes will be judged, and the most appropriate assessment techniques for gathering information on student progress. Teachers may make these decisions in collaboration with students.

During the assessment phase, teachers select appropriate tools and techniques, then collect and collate information on student progress. Teachers must determine where, when, and how assessments will be conducted, and students must be consulted and informed.

During the evaluation phase, teachers interpret the assessment information and make judgments about student progress. These judgments (or evaluation) provide information upon which teachers base decisions about student learning and report progress to students and parents/guardians. Students are encouraged to monitor their own learning by evaluating their achievements on a regular basis. Encouraging students to participate in evaluation nurtures gradual acceptance of responsibility for their own progress and helps them to understand and appreciate their growth as readers and writers.

The reflection phase allows teachers to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, teachers evaluate the utility, equity, and appropriateness of the assessment techniques used. Such reflection assists teachers in making decisions concerning improvements or adaptations to subsequent instruction and evaluation.

Student Assessment and Evaluation

When implementing assessment and evaluation procedures, it is valuable to consider the characteristics of early adolescents. Developmentally, Middle Level students are at various cognitive, emotional, social, and physical levels. Assessment and evaluation must be sensitive to this range of transitions and address individual progress. It is unrealistic and damaging to expect students who are at various stages of development to perform at the same level. It is necessary to clarify, for Middle Level students, the individual nature of the curriculum and the assessment strategies used; students should recognize that they are not

being compared to their peers, but that they are setting their own learning goals in relation to curriculum objectives.

Insensitive evaluation of the early adolescent can result in the student feeling low self‐worth and wanting to give up. Regular, positive feedback is a valuable part of the learning process and helps students identify how well they have achieved individual goals and curriculum objectives. As students begin to achieve success, their sense of self‐esteem increases and the need for extrinsic rewards gives way to the development of intrinsic motivation.

Early adolescents are vulnerable to peer approval or rejection, and they harbor a strong sense of fairness and justice. Because Middle Level students find it more satisfying to strive for immediately achievable goals rather than long‐term goals, they will respond positively to a system of continuous assessment and evaluation.

Effective evaluators of Middle Level students are astute observers who use a variety of monitoring techniques to collect information about students' knowledge, skills, attitudes, values, and language competencies. Well organized, concise, and accessible records accommodate the large quantities of data likely to be collected, and assist teachers' decision making and reporting.

Some effective techniques for monitoring student progress in the areas of oracy and literacy include the following:

• Make video and audio recordings of a variety of formal and informal oral language experiences, and then assess these according to pre‐determined criteria which are based upon student needs and curriculum objectives.

• Use checklists as concise methods of collecting information, and rating scales or rubrics to assess student achievement.

• Record anecdotal comments to provide useful data based upon observation of students' oral activities.

• Interview students to determine what they believe they do well or areas in which they need to improve.

• Have students keep portfolios of their dated writing samples, and language abilities checklists and records.

• Keep anecdotal records of students' reading and writing activities and experiences. • Have students write in reader response journals. • Confer with students during the writing and reading processes, and observe them during peer

conferences.

Self‐assessment promotes students' abilities to assume more responsibility for their own learning by encouraging self‐reflection and encouraging them to identify where they believe they have been successful and where they believe they require assistance. Discussing students' self‐assessments with them allows the teacher to see how they value their own work and to ask questions that encourage students to reflect upon their experiences and set goals for new learning.

Peer assessment allows students to collaborate and learn from others. Through discussions with peers, Middle Level students can verbalize their concerns and ideas in a way that helps them clarify their thoughts and decide in which direction to proceed.

The instruments for peer and self‐assessment should be collaboratively constructed by teachers and students. It is important for teachers to discuss learning objectives with the students. Together, they can develop assessment and evaluation criteria relevant to the objectives, as well as to students' individual and group needs.

Assessment and Evaluation Strategies

Assessment data can be collected and recorded by both the teacher and the students in a variety of ways. Through observation of students, and in interviews or conferences with students, teachers can discover much about their students' knowledge, abilities, interests, and needs. As well, teachers can collect samples of students' work in portfolios and conduct performance assessments within the context of classroom activities. When a number of assessment tools are used in conjunction with one another, richer and more in‐depth data collection results. Whatever method of data collection is used, teachers should:

• meet with students regularly to discuss their progress

• adjust rating criteria as learners change and progress.

Observation

Observation occurs during students' daily reading, writing, listening, and speaking experiences. It is an unobtrusive means by which teachers (and students) can determine their progress during learning. Observations can be recorded as anecdotal notes, and on checklists or rating scales. When teachers attach the data collection sheets to a hand‐held clipboard, data can be recorded immediately and with little interruption to the student. Alternatively, adhesive note papers can be used to record data quickly and unobtrusively.

Anecdotal Records

Anecdotal records are notes written by the teacher regarding student language, behavior, or learning. They document and describe significant daily events, and relevant aspects of student activity and progress. These notes can be taken during student activities or at the end of the day. Formats for collection should be flexible and easy to use.

Guidelines for use include the following:

• Record the observation and the circumstance in which the learning experience occurs. There will be time to analyze notes at another time, perhaps at the end of the day, or after several observations about one student have been accumulated.

• Make the task of daily note taking manageable by focusing on clearly defined objectives or purposes, and by identifying only a few students to observe during a designated period of time. However, learning and progress cannot be scheduled, and it is valuable to note other observations of importance as they occur.

• Record data on loose‐leaf sheets and keep these in a three‐ring binder with a page designated for each student and organized alphabetically by students' last names or by class. This format allows the teacher to add pages as necessary.

• Write the notes on recipe cards and then file these alphabetically. • Use adhesive note papers that can be attached to the student's pages or recipe card files. • Design structured forms for collection of specific data.

• Use a combination of the above suggestions.

Teachers may choose to keep running written observations for each student or they may use a more structured approach, constructing charts that focus each observation on the collection of specific data. A combination of open‐ended notes and structured forms may also be used. It is important to date all observations recorded.

Checklists

Observation checklists, usually completed while students are engaged in specific activities or processes, are lists of specific criteria that teachers focus on at a particular time or during a particular process. Checklists are used to record whether students have acquired specific knowledge, skills, processes, abilities, and attitudes. Checklists inform teachers about where their instruction has been successful and where students need assistance or further instruction. Formats for checklists should be varied and easy to use.

Guidelines for using checklists include the following:

• Determine the observation criteria from curriculum, unit, and lesson objectives. • Review specific criteria with students before beginning the observation. • Involve students in developing some or all of the criteria whenever it will be beneficial to do so. • Choose criteria that are easily observed to prevent vagueness and increase objectivity. • Use jargon‐free language to describe criteria so that data can be used in interviews with students

and parents. • Make the observation manageable by keeping the number of criteria to less than eight and by

limiting the number of students observed to a few at one time. • Have students construct and use checklists for peer and self‐assessments. • Summarize checklist data regularly. • Use or adapt existing checklists from other sources. • Use yes‐no checklists to identify whether a specific action has been completed or if a particular

quality is present. • Use tally checklists to note the frequency of the action observed or recorded. • Construct all checklists with space for recording anecdotal notes and comments.

Rating Scales and Rubrics

Rating scales record the extent to which specific criteria have been achieved by the student or are present in the student's work. Rating scales also record the quality of the student's performance at a given time or within a given process. Rating scales are similar to checklists, and teachers can often convert checklists into rating scales by assigning number values to the various criteria listed. They can be designed as number lines or as holistic scales or rubrics. Rubrics include criteria that describe each level of the rating scale and are used to determine student progress in comparison to these expectations. All formats for rating student progress should be concise and clear.


• Determine specific assessment criteria from curriculum objectives, components of a particular activity, or student needs.

• Discuss or develop the specific criteria with students before beginning the assessment. • Choose criteria that are easily observed in order to prevent vagueness and increase objectivity.

• Select criteria that students have had the opportunity to practice. These criteria may differ from student to student, depending upon their strengths and needs.

• Use jargon‐free language to describe criteria so that data can be used effectively in interviews with students and parents.

• Make the assessment manageable by keeping the number of criteria to less than eight and by limiting the number of students observed to a few at one time.

• Use or adapt rating scales and rubrics from other sources. • Use numbered continuums to measure the degree to which students are successful at

accomplishing a skill or activity. • Use rubrics when the observation calls for a holistic rating scale. Rubrics describe the attributes of

student knowledge or achievements on a numbered continuum of possibilities.

Portfolios

Portfolios are collections of relevant work that reflect students' individual efforts, development, and progress over a designated period of time. Portfolios provide students, teachers, parents, and administrators with a broad picture of each student's growth over time, including the student's abilities, knowledge, skills, and attitudes. Students should be involved in the selection of work to be included, goal setting for personal learning, and self‐assessment. The teacher can encourage critical thinking by having students decide which of their works to include in their portfolios and explain why they chose those particular items. Instruction and assessment are integrated as students and teachers collaborate to compile relevant and individual portfolios for each student.


• Brainstorm with students to discover what they already know about portfolios. • Share samples of portfolios with students. (Teachers may need to create samples if student ones

are not available; however, samples should be as authentic as possible.) • Provide students with an overview of portfolio assessment prior to beginning their collections. • Collaborate with students to set up guidelines for the content of portfolios and establish evaluation

criteria for their portfolio collections. Consider the following: o What is the purpose of the portfolio? (Is it the primary focus of assessment or is it

supplemental? Will it be used to determine a mark or will it simply be used to inform students, teachers, and parents about student progress?)

o Who will be the audience(s) for the portfolio? o What will be included in the portfolio (e.g., writing samples only, samples of all language

processes)? o What are the criteria for selecting a piece of work for inclusion? When should those

selections be made? o Who will determine what items are included in the portfolio (e.g., the student, the

teacher, the student and teacher in consultation)? o When should items be added or removed? o How should the contents be organized and documented? Where will the portfolios be

stored? o What will be the criteria for evaluation of the portfolio? o What form will feedback to the students take (e.g., written summaries, oral interviews/

conferences)? o How will the portfolio be assessed/evaluated (e.g., list of criteria)?

• Assemble examples of work that represent a wide range of students' developing abilities, knowledge, and attitudes including samples of work from their speaking, listening, reading, writing, representing, and viewing experiences.

• Date all items for effective organization and reference. • Inform parents/guardians about the use and purposes of portfolios (e.g., send letters describing

portfolios home, display sample portfolios on meet‐the‐teacher evening to introduce parents to the concept).

• Consider the following for inclusion: o criteria for content selection o table of contents or captioned labels that briefly outline or identify the contents o samples of student writing (e.g., pre‐writing, multiple drafts, final drafts, published pieces) o sample reading logs o samples of a variety of responses from reader response journals (originals or photocopies

of originals) o evidence of student self‐reflection (e.g., summaries, structured reflection sheets) o audiotapes and videotapes of student work o photographs o collaborative projects o computer disks.

Formats for portfolio assembly should be easily organized, stored, and accessed. Some possibilities include the following:

• Keep file folders or accordion folders in classroom filing cabinet drawers, cupboards, or boxes. • Use three‐ring binders for ease of adding and removing items as students progress. • Store scrapbooks in boxes or crates.

Evaluating Student Portfolios

At the end of the term/semester/year when the portfolio is submitted for summative evaluation, it is useful to review the contents as a whole and record data using the previously set criteria. One method of recording data is to prepare a grid with the criteria listed down one side and the checklist or rating scale across the top. If there is need to assign a numerical grade, designate numbers to each set of criteria on the checklist/rating scale and convert the evaluation into a number grade. Some examples of portfolio assessment and recording forms follow. The teacher can adapt these sample forms or create new ones.

INTRODUCTION

In the following content I am presenting my documents that help me to understand and comprehend the importance about the Evaluation and Assessment

Techniques Subject to become a better teacher.

In this content you will have the opportunity to learn step by step the difference between evaluation and assessment and how you can create good tests in order to

evaluate the students’ knowledge, you will find some presentations based on evaluations, so it would help you in some cases that you need an advice how to

manage or prepare good evaluations and create checklist in order to get the domains that the students have.

KIDS PARIDISE SCHOOL…. GRAMMAR II SECOND GRADE SECTION “B” FOURTH BIMESTER 2011 CLASS HOURS: 8:00 – 10:00 MONDAY AND FRIDAY

FINAL EXAM

SERIES I:

DIRECTIONS: Choose the correct answer to complete the sentence in Past Continues and Future tenses. (20pts.) 1) "What __________ when you leave university?" "I want to go back to London"

a) do you do b) are you going to do c) are you doing d) will you do

2) If the plane gets in late I __________ my train connection. a) am missing b) will miss c) am going to miss d) will be missing 3) It is half past eight and it takes twenty minutes to get to the station. My train leaves in fifteen minutes. I___________________. a) am late b) will be late c) am going to be late d) am being late

4) I am sitting in class right now. I in class at this exact same time yesterday.

a) was sitting b) sat c) will be sitting d) am sitting

5) At eight o’clock last night, I .

a) am studying b) studied c) was studying d) will study.

SERIES II:

DIRECTIONS: Answer the following questions, give short answers. (32pts).

1) How you call a person who studies space? _______________________________________________

2) Who opened the door? ______________________________________________

3) Whose are theses keys? ______________________________________________

4) How many cars are there?

______________________________________________

5) How much money do you have?

______________________________________________

6) How do you like your coffee?

______________________________________________

7) How many pencils are in the box?

______________ 13 pencil in the box.

8) How many telephones are on the desk?

________________ a telephone on the desk.

SERIES III:

DIRECTIONS: Write true (T) or false (F) in the blanks according the sequences in the following short paragraph (20pts).

Let’s try one more! Bill wants to tell a friend what he does in the morning before going to school. First, I get out of bed. Next, I get dressed. Then, I eat breakfast. After breakfast, I brush my teeth and make my lunch. Finally, I get on the bus and go to school.

5 Finally, I get on the bus and go to school ______ _____

3 After breakfast, I brush my teeth and make my lunch _____

2 Then, I eat breakfast. _____________

4 Next, I get dressed. _____________

1 First, I get out of bed. _____________

SERIES IV:

DIRECTIONS: Write a brief essay using possessives and prepositions words about the following topic. (20pts.) What kind of movie is your favorite? (Give the movie´s name) ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ SERIES IV: DIRECTIONS: Match the modal sentences on the left with their appropriate function on the right. (8pts.) 1) Can I borrow your lecture notes please? POSSIBILTY 2) He can run for hours. PERMISSION

Sun Mon Tue Wed Thu Fri Sat

3

4 5 Topic: Introduce past

continuous

Objective: Identifying past

continuous

Assessment Activity: Circle the

past continuous in the story.

(Remember)

6 Topic: Past Continuous

Objective: Comparing the

past continuous

Assessment Activity:

Matching sentences with the

picture.

(Understand)

7 Topic: Past continuous

Objective: Use past

continuous.

Assessment Activity: Write a

story using past continuous.

(Apply)

8 Topic: Review past continuous.

Objective: Differentiating past

simple/past continuous

Assessment Activity: Select past

simple/continuous to complete the

story.

(Analyze)

9 Topic: Question with who /

whose.

Objective: Identifying question

with who / whose.

Assessment Activity: Writes 5

questions. (Remember)

10

11 12 Topic: Question with who /

whose

Objective: Understand the

question.


Answer the questions.

(Understand)

13 Topic: Introduce how of-

ten…?

Objective: Identifying and

representing it in different con-

tent.


Interview a friend. (Remember

and Understand)

14 Topic: How often…?

Objective: Use how often…?


Interview a friend.

(Apply)

15 Topic: How often…?

Objective: Organizing it in

different content.

Assessment Activity: Say haw

often you do some activities.

(Analyze)

16 Topic: Is there/are there

Objective: Recognizing and

understand them.


correct option.

(Remember and understand)

17

18 19 Topic: Is there/are there

Objective: Illustrating them in

context.

Assessment Activity: Look at

the picture and write 5

sentences.

(Apply)

20 Topic: Is there/are

there any / some

Objective: Differentiating

them in context.

Assessment Activity: Look at

the picture and write 5

sentences. (Analyze)

21 Topic: Is there/are there

Objective: Checking the

grammar structure

Assessment Activity: Answer

the questions. (Evaluate)

22 Topic: Review is there / are

there

Objective: Planning them in a

dialogue.


matching exercise.

(Create)

23 Topic: How much / how many

Objective: Identify and

understand the difference.

Assessment Activity: Complete

the questions. (Remember and

understand)

24

25 26 Topic: How much / how

many

Objective: Exemplifying and

use them in the correct way.

Assessment Activity: Circle

the correct option. (Apply)

27 Topic: Possessive’s and

possessive s’

Objective: Identifying and

translating possessive ‘s, s’

Assessment Activity: Look

and match. (Remember and

understand)

28 Topic: Possessives

Objective: Use possessives in

the correct way


Complete the sentences.

(Apply)

29 Topic: Review of

possessives

Objective: Focusing

possessives in context.


short story. (Analyze)

30 Topic: Possessive’s and

possessive s’

Objective: Detecting the different

possessives listening a short dia-

logue.

Assessment Activity: Complete the

dialogue. (Evaluate)

September 2011

October 2011 Su Mon Tue Wed Thu Fri Sat

1

2 3 Topic: Future with going to

Objective: Identifies the correct

structure.


Underline the correct

structure of going to.

(Remember)

2 Topic: Future with going to.

Objective: Students interpret the

correct structure to describe

activities in future.


Students write and talk about their

plans for the next week.

(Understand)

5 Topic: Future with will/won’t

Objective: Implementing ideas

about future using will as tool.

Assessment Activity: Write 5

sentences using will and won’t

to predict ideas. (Apply)

6 Topic: Future might/ might not

Objective: Students differentiate

and organize the structure.

Assessment Activity: In a reading

circle the correct structure.

(Analyze)

7 Topic: Review of future

Objective: Detecting the

correct structure of the future.


Complete the sentences with

the correct structure.

(Evaluate)

8

9 10 Topic: Sequences

Objective: Identifies

sequences.


In a reading circle the

correct sequence.

(Remember)

11 Topic: Sequences

Objective: Matching

sequences in a context.

Assessment Activity: Label

sequences with pictures.

(Understand)

12 Topic: Sequencing past

events.

Objective: Implementing

sequences in correct order

using previously knowledge.

Assessment Activity: Read the

text and number in correct

order. (Apply)

13 Topic: Zero Conditional (when)

Objective: Identifying and understand

the structure and use.

Assessment Activity: Complete the

sentences.


14 Topic: Zero

Conditional with when

Objective: Uses and

applies the correct

structure.

Assessment Activity: Read

and complete the

sentences. (Apply)

15

16 17 Topic: Zero Conditional

Objective: Selecting in the

context.


short history using zero

conditional. (Analyzes)

18 Topic: Before/ after

Objective: Recalling and

clarify the differences

between them.

Assessment Activity: Match

them with the correct option.


19 Topic: Before/ after

Objective: Use them in the

correct way. Assessment Activity: Look at

the picture and write after or

before. (Apply)

20 Topic: Can / Could

Objective: Identifying and Compre-

hend the meaning and the difference


correct option.

(Remember and Understand)

21 Topic: Can / Could

Objective: uses and applies

the correct structure.


Complete the paragraph.

(Apply)

22

23 24 Topic: Review Can /

Could

Objective: Differentiating

and testing in any context.

Assessment Activity: Create

and present a dialogue using

can and could.

(Analyze and evaluate)

25 Topic: Prepositions of time .

Objective: Recognizing and

understand the

correct preposition.

Assessment Activity: Read the

sentences and circle the correct

option. (Remember and Under-

stand)

26 Topic: Prepositions of

place

Objective: Implementing and

use them in correct way.


Complete the sentences.

(Apply)

27 Topic: Prepositions

Objective: Distinguishing the

information to choice the correct

preposition.

Assessment Activity: Label

preposition to complete the story.

(Analyze)

28 Topic: Review of

prepositions

Objective: Checking the

preposition in any content.


Role play

(Evaluate)

29

SCHOOL NAME GRADE: Name

LEVEL: SECTION:

SUBJECT:

TEACHER:


LEVEL 100 pointsITEMS 0 0 0 0 0 0 0.00

SERIESTOTAL

POINTS 0

ANALYSING EVALUATINGUNDERSTANDINGTOTALS

CREATING

TOTALS

LEVEL

CONTENTS

REMEMBERING APPLYING

CONCLUSSIONS

In this short time that I shared with my classmates to improve my knowledge about Assessment and Evaluation, I learnt how to create evaluations

in order to get the students’ score.

I had the opportunity to comprehend and understand the importance that the test types items have, which helps us to evaluate

the skills that our students have.

Share these months has been a great motivation in a personal level because this helps me to move forward in this career

and everyday be a better teacher.

GRADE: 3rd. Name Lesly Argueta MéndezLEVEL: INTERMEDIATE SECTION"B"SUBJECT: GRAMMAR IITEACHER: LESLY ARGUETA


1 4 1 4 1 4 1 4 1 4

2 8 2 8 1 4 1 4 1 4 1 4

2 8 1 4 1 4 1 4

1 4 1 4 1 4 1 4 1 4

1 4 1 4LEVEL 28 24 16 16 12 4 100ITEMS 7 6 4 4 3 1 25


KIDS PARIDISE SCHOOL….

TOTALS

FOCUS LANGUAGE (SEQUENCES, ZERO CONDITIONALS, BEFORE/AFTER)

20

PART OF SPEECH (POSSESSIVES, PREPOSITIONS) 20

CAN / COULD 8

QUESTIONS (WHO/WHOSE, HOW OFTEN, IS THERE THERE ARE, HOW MUCH/HOW MANY)

32


PAST CONTINUOUS AND FUTURE TENSE 20

Chapter 9. Assessment Vocabulary The definitions in this list were derived from several sources, including:

• Glossary of Useful Terms Related to Authentic and Performance Assessments. Grant Wiggins

• SCASS Arts Assessment Project Glossary of Assessment Terms • The ERIC Review: Performance-Based Assessment. Vol. 3 Issue 1, Winter, 1994. • Assessment: How Do We Know What They Know? ASCD. 1992. • Dissolving the Boundaries: Assessment that Enhances Learning. Dee Dickinson • http://www.newhorizons.org/strategies/assess/terminology.htm

Accountability – The demand by a community (public officials, employers, and taxpayers) for school officials to prove that money invested in education has led to measurable learning. "Accountability testing" is an attempt to sample what students have learned, or how well teachers have taught, and/or the effectiveness of a school's principal's performance as an instructional leader. School budgets and personnel promotions, compensation, and awards may be affected. Most school districts make this kind of assessment public; it can affect policy and public perception of the effectiveness of taxpayer-supported schools and be the basis for comparison among schools. It has been suggested that test scores analyzed in a disaggregated format can help identify instructional problems and point to potential solutions. Action Plans – The statement that indicates the specific changes that a given area plans to implement in the next cycle based on assessment results. "The biology faculty will introduce one special project in the introductory class that will expose the students to the scientific method." "Career Services is implementing a software program called ‘1st Place’. This software will allow better tracking of job openings."

Action Research – Classroom-based research involving the systematic collection of data in order to address certain questions and issue so as to improve classroom instruction and educational effectiveness. Affective Outcomes – Outcomes of education that reflect feelings more than understanding; likes, pleasures, ideals, dislikes, annoyances, values. Annual Report: A report from each academic program based on its assessment plan that is submitted annually, which outlines how evidence was used to improve student learning outcomes through curricular and/or other changes or to document that no changes were needed. Assessment – The systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. In general

terms, assessment is the determination of a value, or measurement, based on a "standard." We often refer to this standard as a "target." Standard-based measurement, or assessment, is useful in education for both the placement of students in initial course work and ascertaining the extent of students' acquisition of skills/knowledge. Assessment Cycle – The assessment cycle in higher education is generally annual and fits within the academic year. Outcomes, targets and assessment tools are established early in the fall semester; data is collected by the end of spring semester; results are analyzed during the summer and early fall. Assessment Tool – An instrument that has been designed to collect objective data about students' knowledge and skill acquisition. An appropriate outcomes assessment test measures students' ability to integrate a set of individual skills into a meaningful, collective demonstration. Some examples of assessment tools include standardized tests, end-of-program skills tests, student inquiries, common final exams, and comprehensive embedded test items. Assessment Literacy – The possession of knowledge about the basic principals of sound assessment practice, including terminology, the development and use of assessment methodologies and techniques, familiarity with standards of quality in assessment. Increasingly, familiarity with alternatives to traditional measurements of learning.

Authentic Assessment – A circumstance in which the behavior that the learning is intended to produce is evaluated and discussed in order to improve learning. The concept of model, practice, feedback in which students know what excellent performance is and are guided to practice an entire concept rather than bits and pieces in preparation for eventual understanding. A variety of techniques can be employed in authentic assessment. Benchmark – Student performance standards (the level(s) of student competence in a content area).

Cohort – A group whose progress is followed by means of measurements at different points in time. Course-embedded assessment – A method in which evidence of student learning outcomes for the program is obtained from assignments in particular courses in the curriculum. Course-level assessment – Assessment to determine the extent to which a specific course is achieving its learning goals. Course mapping – A matrix showing the coverage of each program learning outcome in each course. It may also indicate the level of emphasis of each outcome in each course. Criterion Referenced Tests – A test in which the results can be used to determine a student's progress toward mastery of a content area. Performance is compared to an expected level of

mastery in a content area rather than to other students' scores. Such tests usually include questions based on what the student was taught and are designed to measure the student's mastery of designated objectives of an instructional program. The "criterion" is the standard of performance established as the passing score for the test. Scores have meaning in terms of what the student knows or can do, rather than how the test-taker compares to a reference or norm group. Curriculum Map – A matrix showing where each goal and/or learning outcome are covered in each program course. Direct Assessment – Assessment to gauge student achievement of learning outcomes directly from their work. Educational Goals – The knowledge, skills, abilities, capacities, attitudes or dispositions students are expected to acquire as a result of completing your academic program. Goals are sometimes treated as synonymous with outcomes, though outcomes are the behavioral results of the goals, and are stated in precise operational terms. Formative assessment – The assessment of student achievement at different stages of a course or at different stages of a student’s academic career. The focus of formative assessment is on the documentation of student development over time. It can also be used to engage students in a process of reflection on their education. General Education Assessment – Assessment that measures the campus-wide, general education competencies agreed upon by the faculty. General education assessment is more holistic in nature than program outcomes assessment because competencies are measured across disciplines, rather than just within a single discipline. Holistic Scoring – In assessment, assigning a single score based on an overall assessment of performance rather than by scoring or analyzing dimensions or traits individually. The product is considered to be more than the sum of its parts and so the quality of a final product or performance is evaluated rather than the process or dimension of performance. A holistic scoring rubric might combine a number of elements on a single scale. Focused holistic scoring may be used to evaluate a limited portion of a learner's performance. Indirect Assessment – Assessment that deduces student achievement of learning outcomes through the reported perception of learning by students and other agents. Institutional assessment – Assessment to determine the extent to which a college or university is achieving its mission. Learning outcomes – Operational statements describing specific student behaviors that evidence the acquisition of desired goals in knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational goals of a program, and, ultimately, whether overall program goals are being successfully met. Outcomes are sometimes treated as synonymous with objectives, though objectives are usually more general statements of what

students are expected to achieve in an academic program. Measurable Criteria – An intended student outcome, or administrative objective, restated in a quantifiable, or measurable, statement. "60% of biology students will complete an experiment/project using scientific methods in fall 2003;" "75% of responding MU students will indicate on a survey in fall 2003 that they have read materials about career opportunities on campus." Metacognition – The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies.

Norm – A distribution of scores obtained from a norm group. The norm is the midpoint (or median) of scores or performance of the students in that group. Fifty percent will score above and fifty percent below the norm. Performance-Based Assessment – Direct, systematic observation and rating of student performance of an educational objective, often an ongoing observation over a period of time, and typically involving the creation of products. The assessment may be a continuing interaction between teacher and student and should ideally be part of the learning process. The assessment should be a real-world performance with relevance to the student and learning community. Assessment of the performance is done using a rubric, or analytic scoring guide to aid in objectivity. Performance-based assessment is a test of the ability to apply knowledge in a real-life setting or performance of exemplary tasks in the demonstration of intellectual ability. Portfolio – A systematic and organized collection of a student's work that exhibits to others the direct evidence of a student's efforts, achievements, and progress over a period of time. The collection should involve the student in selection of its contents, and should include information about the performance criteria, the rubric or criteria for judging merit, and evidence of student self-refection or evaluation. Portfolio Assessment – Portfolios may be assessed in a variety of ways. Each piece may be individually scored, or the portfolio might be assessed merely for the presence of required pieces, or a holistic scoring process might be used and an evaluation made on the basis of an overall impression of the student's collected work. It is common that assessors work together to establish consensus of standards or to ensure greater reliability in evaluation of student work. Established criteria are often used by reviewers and students involved in the process of evaluating progress and achievement of objectives. Primary Trait Method – A type of rubric scoring constructed to assess a specific trait, skill, behavior, or format, or the evaluation of the primary impact of a learning process on a designated audience. Process – A generalizable method of doing something, generally involving steps or operations which are usually ordered and/or interdependent. Process can be evaluated as part of an assessment, as in the example of evaluating a student's performance during prewriting exercises

leading up to the final production of an essay or paper. Program assessment – Assessment to determine the extent to which students in a departmental program can demonstrate the learning outcomes for the program. Reliability – An assessment tool’s consistency of results over time and with different samples of students. Rubric – A set of criteria specifying the characteristics of a learning outcome and the levels of achievement in each characteristic. Self-efficacy – Students’ judgment of their own capabilities for a specific learning outcome. Senior Project – Extensive projects planned and carried out during the senior year as the culmination of the undergraduate experience. Senior projects require higher-level thinking skills, problem-solving, and creative thinking. They are often interdisciplinary, and may require extensive research. Projects culminate in a presentation of the project to a panel of people, usually faculty and community mentors, sometimes students, who evaluate the student's work at the end of the year. Summative assessment – The assessment of student achievement at the end point of their education or at the end of a course. The focus of summative assessment is on the documentation of student achievement by the end of a course or program. It does not reveal the pathway of development to achieve that endpoint. Triangulation – The collection of data via multiple methods in order to determine if the results show a consistent outcome Validity – The degree to which an assessment measures (a) what is intended, as opposed to (b) what is not intended, or (c) what is unsystematic or unstable

TEACHING ASSESSMENT & EVALUATION

CONTENTS

• Introduction ....................................... 1

• Need for the Guide ............................ 1

• What is Quality Teaching? ................. 2

• Formative Assessment ...................... 2

• Summative Evaluation ....................... 2

• Overview of Assessment andEvaluation Strategies:

1. Teaching dossiers ........................ 32. Student ratings ............................ 43. Peer observations ........................ 54. Letters & individual interviews ...... 65. Course portfolios ......................... 66. Classroom assessment ............... 7

• Classroom Assessment Techniques .. 8

The Teaching Assessment and Evaluation Guide© is published by the Senate Committee on Teaching and Learning(SCOTL),York University www.yorku.ca/secretariat/senate/committees/scotl/ (revised January 2002)

INTRODUCTION

The Teaching Assessment and Evaluation Guide providesinstructors with starting-points for reflecting on theirteaching, and with advice on how to gather feedback ontheir teaching practices and effectiveness as part of asystematic program of teaching development. As well, theGuide provides guidance on how teaching might be fairlyand effectively evaluated, which characteristics ofteaching might be considered, and which evaluationtechniques are best suited for different purposes. TheTeaching Assessment and Evaluation Guide is acompanion to the Teaching Documentation Guide (1993),also prepared by the Senate Committee on Teaching andLearning (SCOTL). The Documentation Guide (availableat the Centre for the Support of Teaching and on theSCOTL website) aims to provide instructors with adviceand concrete suggestions on how to document the varietyand complexity of their teaching contributions.

NEED FOR THE GUIDE

Teaching is a complex and personal activity that is bestassessed and evaluated using multiple techniques andbroadly-based criteria. Assessment for formativepurposes is designed to stimulate growth, change andimprovement in teaching through reflective practice.Evaluation, in contrast, is used for summative purposes togive an overview of a particular instructor’s teaching in aparticular course and setting. Informed judgements onteaching effectiveness can best be made when bothassessment and evaluation are conducted, using severaltechniques to elicit information from various perspectiveson different characteristics of teaching. There is no onecomplete source for information on one’s teaching, and nosingle technique for gathering it. Moreover, thetechniques need to be sensitive to the particular teachingassignment of the instructor being assessed or evaluated,as well as the context in which the teaching takes place. Ifmultiple perspectives are represented and differenttechniques used, the process will be more valued, theconclusions reached will be more credible, andconsequently more valuable to the individual beingassessed or evaluated.

Current practices at York University are varied. In mostdepartments and units, teaching is systematicallyevaluated, primarily for summative purposes. Individualinstructors are free, if they wish, to use the data sogathered for formative purposes, or they may contact theCentre for the Support of Teaching which providesfeedback and teaching analysis aimed at growth,development and improvement. Without denying thevalue of summative teaching evaluation, the mainpurpose of this Guide is to encourage committees andindividuals to engage in reflective practice through theongoing assessment of teaching for formative purposesand for professional development. Research indicatesthat such practice leads to heightened enthusiasm forteaching, and improvement in teaching and learning, bothof which are linked to faculty vitality.

S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O

Y O R K U N I V E R S I T Y

2

consideration the level of the course, the instructor’sobjectives and style, and the teaching methodologyemployed. Nonetheless, the primary criterion must beimproved student learning. Research indicates thatstudents, faculty and administrators alike agree thatquality teaching:

• establishes a positive learning environment;• motivates student engagement;• provides appropriate challenges;• is responsive to students’ learning needs; and• is fair in evaluating their learning.

Concretely, indicators of quality teaching can include:

• effective choice of materials;• organization of subject matter and course;• effective communication skills;• knowledge of and enthusiasm for the subject matter

and teaching;• availability to students; and• responsiveness to student concerns and opinions.

Some characteristics are more easily measured thanothers. Furthermore, since instructors are individuals andteaching styles are personal, it is all the more important torecognize that not everyone will display the same patternsand strengths.

ASSESSMENT OF TEACHING FORFORMATIVE PURPOSES

Formative assessment of teaching can be carried out atmany points during an instructional period, in theclassroom or virtual environment, to compare theperceptions of the instructor with those of the students,and to identify gaps between what has been taught andwhat students have learned. The purpose of assessment isfor instructors to find out what changes they might makein teaching methods or style, course organization orcontent, evaluation and grading procedures, etc., in orderto improve student learning. Assessment is initiated bythe instructor and information and feedback can besolicited from many sources (for example, self, students,colleagues, consultants) using a variety of instruments(surveys, on-line forms, etc. - see classroom assessmentbelow). The data gathered are seen only by the instructorand, if desired, a consultant, and form the basis forongoing improvement and development.

SUMMATIVE EVALUATION

Summative evaluation, by contrast, is usually conducted atthe end of a particular course or at specific points in aninstructor’s career. The purpose is to form a judgmentabout the effectiveness of a course and/or an instructor.The judgment may be used for tenure and promotiondecisions, to reward success in the form of teachingawards or merit pay, or to enable departments to make

WHAT IS QUALITY TEACHING?

All assessment and evaluation techniques contain implicitassumptions about the characteristics that constitutequality teaching. These assumptions should be madeexplicit and indeed should become part of the evaluationprocess itself in a manner which recognizes instructors’rights to be evaluated within the context of their ownteaching philosophies and goals. First and foremost then,“teaching is not right or wrong, good or bad, effective orineffective in any absolute, fixed or determined sense.”¹Instructors emphasize different domains of learning(affective, cognitive, psychomotor, etc.) and employdifferent theories of education and teachingmethodologies (anti-racist, constructivist, critical,feminist, humanistic, etc.)². They encourage learning indifferent sites (classrooms, field locations, laboratories,seminar rooms, studios, virtual classrooms, etc.). Theyuse different instructional strategies and formats (usingcase studies, coaching, demonstrating, facilitatingdiscussions,lecturing, problem-based learning,online delivery, etc.),and they do thiswhile recognizingthat students havediverse backgroundsand levels ofpreparedness. In onesituation, instructorsmay see their role astransmitting factualinformation, and inanother as facilitatingdiscussion andpromoting criticalthinking.

As variable anddiverse as qualityteaching might be,generalizations maynevertheless be madeabout its basiccharacteristics asdescribed in the accompanying text box.

The criteria for evaluating teaching vary betweendisciplines and within disciplines, and should take into

______1. Mary Ellen Weimer (1990). Improving College Teaching(CA: Jossey Bass Publishers), 202.

2. Adapted from George L. Geis (1977), “Evaluation:definitions, problems and strategies,” in Chris Knapper etal Eds., Teaching is Important (Toronto: Clarke Irwin inassociation with CAUT).

QUALITY TEACHING

Put succinctly, quality teaching isthat activity which brings about themost productive and beneficiallearning experience for students andpromotes their development aslearners. This experience mayinclude such aspects as:

• improved comprehension ofand ability to use the ideasintroduced in the course;

• change in outlook, attitude andenthusiasm towards thediscipline and its place in theacademic endeavour;

• intellectual growth; and• improvement in specific skills

such as critical reading andwriting, oral communication,analysis, synthesis, abstraction,and generalization.

Teaching Assessment and Evaluation Guide

1. TEACHING DOSSIERS

A teaching dossier orportfolio is a factualdescription of aninstructor’s teachingachievements andcontains documentationthat collectivelysuggests the scope andquality of his or herteaching. Dossiers canbe used to presentevidence about teachingquality for evaluativepurposes such as T&Psubmissions, teachingaward nominations,etc., as they can provide a useful context for analyzingother forms of teaching evaluation. Alternatively, dossierscan provide the framework for a systematic program ofreflective analysis and peer collaboration leading toimprovement of teaching and student learning. For furtherinformation on how to prepare a teaching dossier, pleaseconsult SCOTL’s Teaching Documentation Guide(available at the Centre for the Support of Teaching andfrom the SCOLT website).

OVERVIEW OF STRATEGIES FOR ASSESSING AND EVALUATINGQUALITY TEACHING AND STUDENT LEARNING

3

This section describes six strategies that teachers may use to assess and evaluate the quality of their teaching and its impacton student learning: 1) teaching dossiers; 2) student ratings; 3) peer observations; 4) letters and individual interviews; 5)course portfolios; and 6) classroom assessment. These descriptions draw on current research in the field (available at theCentre for the Suppport of Teaching, 111 Central Square, www.yorku.ca/cst) and practices and procedures at otheruniversities in Canada and abroad. All evaluation and assessment efforts should use a combination of strategies to takeadvantage of their inherent strengths as well as their individual limitations.

To focus on:

§ Appraisal of instructor’steaching and learning context

§ Soundness of instructor’sapproach to teaching andlearning

§ Coherence of teachingobjectives and strategies

§ Vigour of professionaldevelopment, contributionsand accomplishments in thearea of teaching.

Benefits: Dossiers provide an opportunity for instructorsto articulate their teaching philosophy, review theirteaching goals and objectives, assess the effectiveness oftheir classroom practice and the strategies they use toanimate their pedagogical values, and identify areas ofstrength and opportunities for improvement. They alsohighlight an instructor’s range of responsibilities,accomplishments, and contributions to teaching andlearning more generally within the department, universityand/or scholarly community.

Limitations: It is important to note that dossiers are notmeant to be an exhaustive compilation of all thedocuments and materials that bear on an instructor’steaching performance; rather they should present aselection of information organized in a way that gives acomprehensive and accurate summary of teachingactivities and effectiveness._______For further information on teaching dossiers see:

Teaching Documentation Guide (1993, Senate Committeeon Teaching and Learning).

Peter Seldin “Self-Evaluation: What Works? WhatDoesn’t?” and John Zubizarreta “Evaluating Teachingthrough Portfolios” in Seldin and Associates (1999).Changing Practices in Evaluating Teaching: A PracticalGuide to Improved Faculty Performance and Promotion/Tenure Decisions (MA: Anker Press).


informed decisions about changes to individual courses,the curriculum or teaching assignments.

At most universities, summative evaluation includes theresults of teaching evaluations regularly scheduled at theend of academic terms. However, to ensure thatsummative evaluation is both comprehensive andrepresentative, it should include a variety of evaluationstrategies, among them:

• letters from individual students commenting on theeffectiveness of the instructor’s teaching, the quality ofthe learning experience, and the impact of both on theiracademic progress;

• assessments by peers based on classroom visits;

• samples and critical reviews of contributions to courseand curriculum development, as well as ofcontributions to scholarship on teaching; and

• evidence of exceptional achievements andcontributions to teaching in the form of awards, andcommittee work.

One’s teaching dossier (see below) is an ideal format forpresenting these types of evaluation as a cumulative andlongitudinal record of one’s teaching.

Important note: It is crucial that the two processes –summative evaluation and formative assessment – be keptstrictly apart if the formative assessment of teaching is tobe effective and achieve its purpose. This means that theinformation gathered in a program of formativeassessment should not be used in summative evaluationunless volunteered by instructors themselves. It alsomeans that persons who are or have been involved inassisting instructors to improve their teaching should notbe asked to provide information for summative evaluationpurposes.

4

2. STUDENT RATINGS OF TEACHING

Student ratings ofteaching or studentevaluations are the mostcommonly used sourceof data for bothsummative andformative information.In many academic unitsthey are mandatory, andin several units, they arealso standardized. Forpurposes such as tenureand promotion, datashould be obtained overtime and across coursesusing a limited numberof global or summarytype questions. Suchdata will provide acumulative record andenable the detection ofpatterns of teachingdevelopment1. Information obtained by means of studentratings can also be used by individual instructors toimprove the course in future years, and to identify areas ofstrength and weakness in their teaching by comparisonwith those teaching similar courses. Longer and morefocussed questionnaires are also useful in a program offormative evaluation when designed and administered byan instructor during a course.

Benefits: The use of a mandatory, standardizedquestionnaire puts all teaching evaluations on a commonfooting, and facilitates comparisons between teachers,courses and academic units. The data gathered also servethe purpose of assessing whether the educational goals ofthe unit are being met. Structured questionnaires areparticularly appropriate where there are relatively largenumbers of students involved, and where there are eitherseveral sections of a single course, or several courses withsimilar teaching objectives using similar teachingapproaches.

Questionnaires are relatively economical to administer,summarize and interpret. Provided that students are askedto comment only on items with which they have directexperience, student responses to questionnaires have beenfound to be valid. While questionnaire forms withopen-ended questions are more expensive to administer,they often provide more reliable and useful sources ofinformation in small classes and for the tenure andpromotion process. Also, open-ended questions provideinsight into the numerical ratings, and provide pertinentinformation for course revision.

Limitations: While students’ perceptions providevaluable feedback to instructors, recent research hasidentified specific areas of teaching quality on whichstudents are not able to make informed judgments. Theseinclude the appropriateness of course goals, content,design, materials, and evaluation of student work.

3 Thus,

the use of a variety of techniques as described elsewherein this document can help to address the gaps andshortcomings in the student rating data.

Further, recent research indicates that care should be takento control for possible biases based on gender, race,discipline, and teaching approach, particularly for thoseusing non-traditional teaching methods and curriculum.Likewise, ratings can be affected by factors for which it isdifficult to control, such as student motivation, complexityof material, level of course, and class size. Care should betaken, therefore, to create an appropriate context forinterpreting the data in light of other sources of data andin comparison with other courses. One way to ensurefairness and equity is to ask students to identify thestrengths of the instructor’s approach as well asweaknesses, and to ask for specific suggestions forimprovement.

Teachers have such different perspectives, approaches,and objectives that a standardized questionnaire may notadequately or fairly compare their performance. Forexample, the implicit assumption behind the design ofmany evaluation forms is that the primary mode ofinstruction is the lecture method. Such a form will beinadequate in evaluating the performance of instructorswho uses different teaching methods, for examplecollaborative learning. One way to overcome thislimitation and to tailor the questionnaire to the objectivesand approaches of a specific course or instructor is todesign an evaluation form with a mandatory core set ofquestions and additional space for inserting questionschosen by the instructor.

Note: The Centre for the Support of Teaching has sampleteaching evaluation forms from numerous Faculties anddepartments, as well as books and articles which arehelpful resources for individuals and committeesinterested in developing questionnaires. In addition, webresources are posted on the SCOTL website._____For further information on student ratings of teaching see:

1. Cashin, William (1995), “Student ratings of teaching:The research revisited.” Idea Paper, Number 32 (KansasState University, Centre for Faculty Development)

2. See, for example, The Teaching Professor, Vol. 8, No.4, 3-4

3. See also Theall, Michael and Franklin, Jennifer,Eds.(1990). Student Ratings of Instruction: Issues forImproving Practice, New Directions in Teaching andLearning, No. 43 (CA: Jossey-Bass Inc.).

To focus on:

§ Effectiveness of instructor

§ Impact of instruction onstudent learning

§ Perceived value of the courseto the student

§ Preparation and organization

§ Knowledge of subject matterand ability to stimulateinterest in the course

§ Clarity and understandability

§ Ability to establish rapportand encourage discussionwithin the classroom

§ Sensitivity to and concernwith students’ level of under-standing and progress


5

3. PEER OBSERVATIONS

Peer observations offercritical insights into aninstructor’sperformance,complementing studentratings and other formsof evaluation tocontribute to a fullerand more accuraterepresentation ofoverall teaching quality.Research indicates thatcolleagues are in thebest position to judgespecific dimensions ofteaching quality,including the goals,content, design andorganization of thecourse, the methods andmaterials used indelivery, and evaluation of student work.

Peer observation may be carried out for both summativeand formative purposes. For summative evaluation, it isrecommended that prior consensus be reached about whatconstitutes quality teaching within the discipline, what theobservers will be looking for, and the process for carryingout and recording the observations. To ensure that a fullpicture of an instructor’s strengths and weaknesses isobtained, some observers find checklists useful and somedepartments may choose to designate the responsibility ofmaking classroom observations to a committee. Given therange of activities in a class, some observers find it helpfulto focus on specific aspects of the teaching and learningthat takes place. It is also advisable that more than onecolleague be involved, and that more than one observationtake place by each colleague. This will counteractobserver bias towards a particular teaching approach andthe possibility that an observation takes place on anunusually bad day. These precautions also provide forgreater objectivity and reliability of the results.

Before an observation, it is important that the observerand instructor meet to discuss the instructor’s teachingphilosophy, the specific objectives and the strategies thatwill be employed during the session to be observed, andthe materials relevant to the course: syllabus, assignments,online course components, etc. Likewise, discussions ofthe criteria for evaluation and how the observations willtake place can help to clarify expectations and procedures.A post-observation meeting allows an opportunity forconstructive feedback and assistance in the developmentof a plan for improvement.

Peer observation is especially useful for formativeevaluation. In this case, it is important that the results ofthe observations remain confidential and not be used forsummative evaluation. The process of observation in thiscase should take place over time, allowing the instructorto implement changes, practice improvements and obtainfeedback on whether progress has been made. It may alsoinclude video-taping the instructor’s class. This process isparticularly helpful to faculty who are experimenting withnew teaching methods.

A particularly valuable form of observation for formativepurposes is peer-pairing. With this technique, twoinstructors provide each other with feedback on theirteaching on a rotating basis, each evaluating the other fora period of time (anywhere between 2 weeks and a fullyear). Each learns from the other and may learn as muchin the observing role as when being observed. Fullguidelines for using this technique, as well as advice andassistance in establishing a peer-pairing relationship, areavailable from the Centre for the Support of Teaching.

Benefits: Peer observations can complete the picture of aninstructor’s teaching obtained through other methods ofevaluation. As well, observations are an importantsupplement to contextualize variations in student ratingsin situations, for example, where an instructor’s teachingis controversial because experimental or non-traditionalteaching methods are being used, or where other uniquesituations exist within the learning environment.Colleagues are better able than students to comment uponthe level of difficulty of the material, knowledge ofsubject matter and integration of topics, and they canplace the teaching within a wider context and suggestalternative teaching formats and ways of communicatingthe material.

Limitations: There are several limitations to using peerobservations for summative purposes. First, unlesssafeguards are put in place to control for sources of bias,conflicting definitions of teaching quality, andidiosyncrasies in practice, inequities can result in howclassroom observations are done1. For example,instructors tend to find observations threatening and theyand their students may behave differently when there is anobserver present. Also, there is evidence to suggest thatpeers may be relatively generous evaluators in someinstances. A second limitation is that it is costly in termsof faculty time since a number of observations arenecessary to ensure the reliability and validity of findings.Since observers vary in their definitions of qualityteaching and some tact is required in providing feedbackon observations, it is desirable that observers receivetraining before becoming involved in providing formativeevaluation. The approaches described above can help tominimize these inequities and improve the effectiveness ofpeer observation. Finally, to protect the integrity of this

To focus on:

§ Quality of the learningenvironment (labs, lecturehalls, online discussiongroups, seminars, studios,etc.)

§ Level of student engagement

§ Clarity of presentation, andability to convey coursecontent in a variety of ways

§ Range of instructionalmethods and how theysupport studentunderstanding

§ Student-instructor rapport

§ Overall effectiveness


6

technique for both formative and summative purposes, itis critical that observations for personnel decisions be keptstrictly separate from evaluations for teachingimprovement.______For further information on colleague evaluation ofteaching see:

1. DeZure, Deborah. “Evaluating teaching through peerclassroom observation,” in Peter Seldin and Associates(1999). Changing Practices in Evaluating Teaching: APractical Guide to Improved Faculty Performance andPromotion/Tenure Decisions (MA: Anker Press).

4. LETTERS AND INDIVIDUALINTERVIEWS

Letters and/orindividual interviewsmay be used in teachingaward nominations,tenure and promotionfiles, etc. to obtaingreater depth ofinformation for thepurpose of improvingteaching, or forproviding details andexamples of aninstructor’s impact onstudents.

Benefits: Interviewsand letters elicitinformation not readilyavailable through student ratings or other forms ofevaluation. Insights, success stories, and thoughtfulanalyses are often the outcomes of an interview or requestfor a written impressions of an instructor’s teaching.Students who are reluctant to give information on a ratingscale or in written form, often respond well to a skilled,probing interviewer.

Limitations: The disadvantage of letters is that theresponse rate can be low. The major disadvantage ofinterviews is time. Interviews can take approximately onehour to conduct, about 30 minutes to arrange, and anotherblock of time for coding and interpretation. A structuredinterview schedule should be used to eliminate the biasthat may result when an untrained interviewer asksquestions randomly of different students.

5. COURSE PORTFOLIOS

A course portfolio is avariant on the teachingdossier and is theproduct of focussedinquiry into the learningby students in aparticular course. Itrepresents the specificaims and work of theinstructor and isstructured to explainwhat, how and whystudents learn in a class.It generally comprisesfour main components:1) a statement of theaims and pedagogicalstrategies of the courseand the relationshipbetween the method andoutcomes; 2) ananalysis of studentlearning based on key assignments and learning activitiesto advance course goals; 3) an analysis of studentfeedback based on classroom assessment techniques; and4) a summary of the strengths of the course in terms ofstudents’ learning, and critical reflection on how thecourse goals were realised, changed or unmet. The finalanalysis leads to ideas about what to change in order toenhance student learning, thinking and development thenext time the course is taught.1

Course portfolios have been described as being closelyanalogous to a scholarly project, in that:

“a course, like a project, begins with significant goalsand intentions, which are enacted in appropriate waysand lead to relevant results in the form of studentlearning. Teaching, like a research project, isexpected to shed light on the question at hand and theissues that shape it; the methods used to complete theproject should be congruent with the outcomes sought.The course portfolio has the distinct advantage ofrepresenting – by encompassing and connectingplanning, implementation and results – the intellectualintegrity of teaching as reflected in a single course.” 2

Benefits: The focus on a specific course allows theportfolio to demonstrate student understanding as an indexof successful teaching. For instructors, course portfoliosprovide a framework for critical reflection and continuousimprovement of teaching, and deep insight into how theirteaching contributes to students’ knowledge and skills.

To focus on:

§ Appropriateness of coursegoals and objectives

§ Quality of instructionalmaterials and assignments

§ Coherence of courseorganization, teachingstrategies and modes ofdelivery

§ Comprehensiveness ofmethods for appraisingstudent achievement

§ Level of student learning andcontribution of teaching tostudents’ progress

§ Innovations in teaching andlearning

To focus on:

§ Effectiveness of instructorthrough detailed reflection

§ Impact of instruction onstudent learning andmotivation over the longerterm

§ Preparation and organization

§ Clarity and understandability

§ Ability to establish rapportand encourage discussion

§ Sensitivity to and concernwith students’ level ofunderstanding and progress


7

For departments, they can highlight cohesion and gapswithin the curriculum and enable continuity within thecourse over time and as different instructionaltechnologies are incorporated. As well, course portfolioscan collectively promote course articulation and providemeans of assessing the quality of a curriculum andpedagogical approaches in relation to the overall goalsand outcomes of a program of study.

Limitations: Because course portfolios focus on onecourse, they do not reflect the full range of an instructor’saccomplishments, responsibilities, and contributions (suchas curriculum development and work with graduatestudents) that would be documented in a teaching dossier.Also, course portfolios take time to prepare and evaluate,and instructors should not be expected to build a portfoliofor every course taught; rather they should concentrate onthose courses for which they have the strongest interest orin which they invest the majority of their energy,imagination and time.3

______For further information on course portfolios see:

1. Cerbin, William (1994), “The course portfolio as a toolfor continuous improvement of teaching and learning.”Journal on Excellence in College Teaching, 5(1), 95-105.

2. Cambridge, Barbara. “The Teaching Initiative: Thecourse portfolio and the teaching portfolio.” AmericanAssociation for Higher Education.

3. Cutler, William (1997). The history course portfolio.Perspectives 35 (8): 17-20.

6. CLASSROOM ASSESSMENT*

Classroom assessmentis method of inquiryinto the effects ofteaching on learning. Itinvolves the use oftechniques andinstruments designed togive instructorsongoing feedback aboutthe effect their teachingis having on the leveland quality of studentlearning; this feedbackthen informs theirsubsequentinstructional decisions.Unlike tests and quizzes, classroom assessment can beused in a timely way to help instructors identify gaps

between what they teach and what students learn andenable them to adjust their teaching to make learning moreefficient and effective. The information should always beshared with students to help them improve their ownlearning strategies and become more successful self-directed learners.

There are a variety of instruments for classroomassessment, either in class or electronically, such as one-minute papers, one-sentence summaries, critical incidentquestionnaires, focus groups, and mid-year mini surveys(see page 8). Generally, the instruments are created,administered, and results analysed by the instructor tofocus on specific aspects of teaching and student learning.Although the instructor is not obligated to share the resultsof classroom assessment beyond the course, the resultsmay usefully inform other strategies for evaluatingteaching quality.

Classroom assessment can be integrated into aninstructor’s teaching in a graduated way, starting out witha simple assessment technique in one class involving fiveto ten minutes of class time, less than an hour for analysisof the results, and a few minutes during a subsequent classto let students know what was learned from the assessmentand how the instructor and students can use thatinformation to improve learning. After conducting one ortwo quick assessments, the instructor can decide whetherthis approach is worth further investment of time andenergy.

Benefits: Classroom assessment encourages instructors tobecome monitors of their own performance and promotesreflective practice. In addition, its use can promptdiscussion among colleagues about their effectiveness,and lead to new and better techniques for elicitingconstructive feedback from students on teaching andlearning.

Limitations: As with student ratings, the act of solicitingfrank, in-the-moment feedback may elicit criticalcomments on the instructor and his/her approach toteaching. However, it is important to balance the positiveand negative comments and try to link negativecommentary to issues of student learning. New users ofclassroom assessment techniques might find it helpful todiscuss the critical comments with an experiencedcolleague.

______

Adapted from Core: York’s newsletter on universityteaching (2000) Vol 9, No. 3.

To focus on:

§ Effectiveness of teaching onlearning

§ Constructive feedback onteaching strategies andclassroom/online practices

§ Information on what studentsare learning and level ofunderstanding of material

§ Quality of student learningand engagement

§ Feedback on course design


* “Classroom Assessment” is a term used widely byscholars in higher education; it is meant to include alllearning environments. For examples, see referenceson page 8.

8

ONE-MINUTE PAPERThe One-Minute Paper, or a brief reflection, is a tech-nique that is used to provide instructors with feedback onwhat students are learning in a particular class. It may beintroduced in small seminars or in large lectures, in firstyear courses or upper year courses, or electronically usingsoftware that ensures student anonymity. The One-Minute Paper asks students to respond anonymously to thefollowing questions:

One-Minute Paper

1. What is the most important thing you learnedtoday?

2. What question remains uppermost in yourmind?

Depending upon the structure and format of the learningenvironment, the One-Minute Paper may be used in avariety of ways:

• During a lecture, to break up the period into smallersegments enabling students to reflect on the materialjust covered.

• At the end of a class, to inform your planning forthe next session.

• In a course comprising lectures and tutorials, theinformation gleaned can be passed along to tutorialleaders giving them advance notice of issues that theymay wish to explore with students.

THE MUDDIEST POINTAn adaptation of the One-Minute Paper, the MuddiestPoint is particularly useful in gauging how well studentsunderstand the course material. The Muddiest Point asksstudents:

What was the ‘muddiest point’ for you today?

Like the One-Minute Paper, use of the Muddiest Point canhelpfully inform your planning for the next session, andsignal issues that it may be useful to explore.

ONE SENTENCE SUMMARIESOne Sentence Summaries can be used to find out howconcisely, completely and creatively students cansummarize a given topic within the grammaticalconstraints of a single sentence. It is also effective forhelping students break down material into smaller unitsthat are more easily recalled. This strategy is mosteffective for any material that can be represented indeclarative form – historical events, story lines, chemicalreactions and mechanical processes.

A SAMPLING OF CLASSROOM ASSESSMENT TECHNIQUES

The One Sentence Summary technique involves askingstudents to consider the topic you are discussing in terms ofWho Does/Did What to Whom, How, When, Where andWhy, and then to synthesize those answers into a singleinformative, grammatical sentence. These sentences canthen be analyzed to determine strengths and weaknesses inthe students’ understanding of the topic, or to pinpointspecific elements of the topic that require further elabora-tion. Before using this strategy it is important to make surethe topic can be summarized coherently. It is best toimpose the technique on oneself first to determine itsappropriateness or feasibility for given material.

For further information on these and other classroomassessment strategies see:

Cross, K. P. and Angelo, T. A, Eds. (1988) ClassroomAssessment Techniques: A Handbook for Faculty (MI: NationalCenter for Research to Improve Post-Secondary Teaching andLearning).

CRITICAL INCIDENT QUESTIONNAIRESThe Critical Incident Questionnaire is a simple assessmenttechnique that can be used to find out what and howstudents are learning, and to identify areas whereadjustments are necessary (e.g., the pace of the course,confusion with respect to assignments or expectations).

On a single sheet of paper, students are asked fivequestions which focus on critical moments for learning ina course. The questionnaire is handed out about tenminutes before the final session of the week.

Critical Incident Questionnaire

1. At what moment this week were you mostengaged as a learner?

2. At what moment this week were you mostdistanced as a learner?

3. What action or contribution taken this week byanyone in the course did you find most affirmingor helpful?

4. What action or contribution taken this week byanyone in the course did you find most puzzlingor confusing?

5. What surprised you most about the course thisweek?

Critical Incident Questionnaires provide substantivefeedback on student engagement and may also revealpower dynamics in the classroom that may not initially beevident to the instructor.

For further information on Critical Incident Questionnaires seeBrookfield, S. J. and Preskill, S. (1999) Discussion as a Way ofTeaching: Tools and Techniques for a Democratic Classroom.(CA: Jossey Bass), page 49.


Higher-order of thinking

Higher-order thinking essentially means thinking that takes place in the higher-levels of the

hierarchy of cognitive processing. Bloom‟s Taxonomy is the most widely accepted hierarchical

arrangement of this sort in education and it can be viewed as a continuum of thinking skills

starting with knowledge-level thinking and moving eventually to evaluation-level of thinking. A

common example, used by Dr. Chuck Weiderhold of the application of the major categories in

Bloom‟s Taxonomy, is show below, applying the taxonomy to the Pledge of Allegiance:

Knowledge statements ask the student to recite the pledge. Example: “Say the pledge.”

Comprehension statements ask the student to explain the meaning of words contained in the

pledge. Example: “Explain what indivisible, liberty, and justice mean.”

Application statements ask the student to apply understandings. Example: “Create your own

pledge to something you believe in.”

Analysis statements ask the student to interpret word meanings in relation to context. Example:

“Discuss the meaning of „and to the Republic for which it stands‟ in terms of its importance to

the pledge.”

Synthesis statements ask the student to apply concepts in a new setting. Example: “Write a

contract between yourself and a friend that includes an allegiance to a symbol that stands for

something you both believe in.”

Evaluation statements ask the student to judge the relative merits of the content and concepts

contained in the subject. Example: “Describe the purpose of the pledge and assess how well it

achieves that purpose. Suggest improvements.”

(Wiederhold, C. (1997). The Q-Matrix/Cooperative Learning & Higher-Level Thinking. San

Clemente, CA: Kagan Cooperative Learning.)

When we promote higher-order thinking then, we are simply promoting thinking, along with the

teaching methodologies that promote such thinking, that takes place at the higher levels of the

hierarchy just provided, notably application, analysis, synthesis, and evaluation.

Critical/creative/constructive thinking is closely related to higher-order thinking; they are

actually inseparable. Critical/creative/constructive thinking simply means thinking processes that

progress upward in the given direction. First one critically analyzes the knowledge, information,

or situation. Then they creatively consider possible next-step options, and then finally, they

construct a new product, decision, direction, or value. The evaluation step listed above with the

Pledge of Allegiance would require this sort of thinking.

Reading Beyondthe Lines

Another way to look at higher-order thinking is to look at the reading process in typical terms

and then extend the terms one step to reach higher-order thinking. That is, being able to read,

being literate, typically means having the ability to decode words and understand their meanings

individually and collectively. Being able to read and to comprehend the reading is generally

considered thinking and involves “reading the lines” and “reading between the lines.” Higher-

order thinking or literacy though, is the next crucial step, often not even thought of in the reading

process, that being “reading beyond the lines.” This is so crucial because it is in reading beyond

the lines that reading the lines and reading between the lines have their real value.

Instructional Elements for Fostering Higher-Order

Thinking in the Classroom

(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and

UlaManzo, 1995)

1. Remember to ask for it; that is, for discovery, invention, and artistic/literary creation.

2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable

“teachable moments.”

3. Expose learners to new twists on old patterns and invite looking at old patterns from new

angles.

4. Constructively critique new ideas because they almost always require some fine-tuning.

5. Reset our expectations to the fact that there will be many more “misses” than “hits” when

reaching for workable new ideas.

6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this

way and existing thoughts, patterns, and beliefs can be tested and strengthened.

Questions that Invite Higher-Order Thinking


UlaManzo, 1995)

· How is this study like another you/we have read? This question encourages students to make

connections and see analogies.

· Does this story/information make you aware of any problems that need attention? This amounts

to asking students to see themselves as active participants in problem identification as well as

problem solving.

· What does this mean to you and how might it affect others? This pair of questions gives

students a chance to express their own interests but also to empathetically consider and

understand the views of, and possible consequences to, others.

· Is there anything wrong with this solution, and how else might this problem be solved? These

questions are the heart of successful critical analysis.

· What more needs to be known or done to understand or do this better? This is a pointed request

for creative problem solving that invites thinking “beyond the lines.”

· What is a contrary way of seeing this? Being able to examine issues from multiple points of

view helps the students to clarify their thoughts.

Questioning for Quality Thinking at Each Level of Bloom’s

Taxonomy

Knowledge: Identification and recall of information

Who, what, when, where, how?

Describe ___________________.

Comprehension: Organization and selection of facts and ideas

Retell ___________ in your own words.

What is the main idea of ___________________?

Application: Use of facts, rules, principles

How is __________ and example of _______________?

How is __________ related to _________________?

Why is _________________ significant?

Analysis: Separation of the whole into component parts

What are the parts or features of ________________?

Classify _______________ according to ________________.

Outline/diagram/web ____________________.

How does ______________ compare/contrast with __________________?

What evidence can you list for _____________________?

Synthesis: Combination of ideas to form a new whole

What would you predict/infer from __________________?

What ideas can you add to __________________?

How would you create/design a new __________________?

What might happen if you combine _______________ with ________________?

What solutions would you suggest for __________________?

Evaluation: Development of opinions, judgments, or decisions

Do you agree with _________________?

What do you think about _______________?

What is the most important _____________?

Prioritize ________________.

How would you decide about ________________?

What criteria would you use to assess ______________________?

Head-on Approaches to Teaching Higher-Order Thinking

“Thinking Thursdays” o Consider setting aside a given amount of time on a regular basis to try some of

these direct approaches to teaching critical and creative thinking.

Word Creation: o Define the word “squallizmotex” and explain how your definition fits the word.

o If dried grapes are called raisins, and dried beef is called beef jerky, what would

you call these items if they were dried: lemons, pineapple, watermelon, chicken.

Unusual Uses: o Have students try to think of as many unusual uses as they can for common

objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track

cassette tapes.

Circumstances and Consequences: What would happen if . . .

o school was on weekends and not during the week?

o water stuck like glue?

o gravity took a day off?

o there were no colors?

o everyone in the country could vote on every issue that is now decided by

government representatives?

Product Improvements: o How could school desks be improved?

o How could living room furniture be improved to provide better storage and even

exercise while watching television?

o How can we better equip book-carrying bags to handle lunches and other needs

that you can think of?

Systems and Social Improvements: o A sample question that could lead into plenty of higher-level discussion and a

good give-and-take of views and needs could be: “How can schools be made

more fun without hurting learning?”

Higher-Order Thinking & REAP

Read-Encode-Annotate-Ponder (REAP) is a teaching method developed by M.G. Eanet& A.V.

Manzo at University of Missouri- Kansas City. It is a strategy developed for students to use to

improve writing, thinking, and reading. As a teaching method, it is intended to teach students a

variety of ways to respond to any text. The responses are brief and poignant ways to critique or

annotate what they have read. There are different types of annotations which range from simple

summary (reconstructive) to highly challenging critical-creative responses (constructive).

Value of Annotating

In writing annotations the readers discriminate and synthesize ideas presented by the author, then

translate it into their own language. Writing and annotations enrich reflective thinking and

reading. The readers analyze the author's purpose and explore their own feelings about the

written material. Students who write about what they have learned gain from the reading process.

Consequently, writing should be an integral part (a vital component) in the classroom setting.

Writing serves as a catalyst in improving one's reading, thinking and comprehension abilities.

Learning the routine to write after reading ignites ACTIVE THINKING before, during and after

a reading selection. Annotations ensure meaningful reading and encourage clear and concise

thinking and writing. Annotations enhance reader's knowledge base as well as improve thinking

and writing skills.

Steps in REAP:

R: Read to discern the writer's message.

E: Encode the message by translating it into your own words.

A: Annotate by cogently writing the message in notes for yourself, or in a thought book or on an

electronic response system.

P: Ponder, or further reflect on what you have read and written, through discussion and by

reviewing others' response to the same materials and/or your own annotation.

Using REAP as a Rubric for Monitoring Progress Toward Higher-Order Thinking

REAP may be used as a way to monitor a student's progress toward higher-order thinking. By

using examples of the various types of annotations, a teacher may compare and appraise the

characteristic way in which the student responds to text. The annotation types listed above are

roughly in order of difficulty. Lower numbers indicate more concrete thinking (or literalness)

and higher numbers more personal and abstract patterns of response.

Annotation Types

Reconstructive... requires literal-level response to a text.

Constructive... requires reading and thinking between and beyond the lines.

------------------------------------------------------------------------

Reconstructive Responses

1. Summary response. States the basic message of the selection in brief form. In fiction, it is the

basic story line; in nonfiction, it is a simple statement of the main ideas.

2. Precise response. Briefly states the author's basic idea or theme, with all unnecessary words

removed. The result is a crisp, telegram like message.

3. Attention-getting or heuristic response. Restates a snappy portion of the selection that makes

the reader want to respond. It is best to use the author's own words.

4. Question response. Turns the main point of the story or information into an organizing

question that the selection answers.

Constructive Responses

5. Personal view or transactional response. Answers the question "How do your views and

feelings compare with what you perceive the author to have said?"

6. Critical response. Supports, reject s, or questions the main idea, and tells why. The first

sentence of this type of response should restate the author's position. The next sentence should

state the writer's position. Additional sentences should explain how the two differ.

7. Contrary response. Attempts to state a logical alternative position, even if it is not one that the

student necessarily supports.

8. Intention response. States and briefly explains what the responder thinks is the author's

intention, plan, and purpose in writing the selection. This is a special version of the critical

response that causes the reader/responder to try to think like the author or from the author's

perspective.

9. Motivation response. States what may have caused the author to create or write the story or

selection. This is another special version of critical responding. It is an attempt to discover the

author's personal agenda and hence areas of writing or unwitting biases.

10. Discovery response. States one or more practical questions that need to be answered before

the story or facts can be judged for accuracy or worth. This type of response to text is the mode

of thinking that leads to more reading and research and occasionally to a reformulated position or

view.

11. Creative response. Suggests different and perhaps better solutions or views and/or

connections and applications to prior learning and experiences. Students usually need some

guidance and/or examples to produce this type of response. Once they begin thinking in this way,

the results can be remarkably constructive.

For more information about REAP, especially if you are interested in being involved with a current on-line

REAP pilot study, please visit REAP Central Today

Writing to Promote Higher-Order Thinking


UlaManzo, 1995)

Advantages

http://members.aol.com/ReadShop/REAP1.html

Writing activates the reader‟s background knowledge before reading/thinking.

Writing builds anticipation of upcoming learning events.

Writing raises the reader‟s level of intellectual activity.

Writing encourages meaningful comparisons of the student‟s perspective with that of the

writer (in reading situations)

Writing helps students better formulate their world view.

Writing allows students to examine their perspectives on key issues.

Writing builds metacognitive as well as cognitive abilities because writing forces deeper

levels of introspection, analysis, and synthesis than any other mediational process.

Suggestions Related to Using Writing to Promote Higher-Order Thinking

Write daily or frequently rather than sporadically.

Write for real audiences and purposes.

Allot sufficient time for stages of thought and editing to occur.

Encourage peer review

Write with an initial emphasis on thinking rather than on proofreading and editing.

Contributed by Barbara Fowler, Longview Community College.

Bloom's Revised Taxonomy divides the way people learn into three domains. One of these is the

cognitive domain which emphasizes intellectual outcomes. This domain is further divided into

categories or levels. The key words used and the type of questions asked may aid in the

establishment and encouragement of critical thinking, especially in the higher levels.

Level 1: Remembering - exhibits previously learned material by recalling facts, terms, basic

concepts and answers.

Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show,

spell, list, match, name, relate, tell, recall, select

Questions:

What is . . . ? How is . . . ?

Where is . . . ? When did _______ happen?

How did ______ happen? How would you explain . . . ?

Why did . . . ? How would you describe . . . ?

When did . . . ? Can you recall . . . ?

How would you show . . . ? Can you select . . . ?

Who were the main . . . ? Can you list three . . . ?

Which one . . . ? Who was . . . ?

Level 2: Understanding - demonstrating understanding of facts and ideas by organizing,

comparing, translating, interpreting, giving descriptions and stating main ideas.

Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline,

relate, rephrase, translate, summarize, show, classify

Questions:

How would you classify the type of . . . ?

How would you compare . . . ? contrast . . . ?

Will you state or interpret in your own words . . . ?

How would you rephrase the meaning . . . ?

What facts or ideas show . . . ?

What is the main idea of . . . ?

Which statements support . . . ?

Can you explain what is happening . . . what is meant . . .?

What can you say about . . . ?

Which is the best answer . . . ?

How would you summarize . . . ?

Level 3: Applying - solving problems by applying acquired knowledge, facts, techniques and

rules in a different way.

Key words: apply, build, choose, construct, develop, interview, make use of, organize,

experiment with, plan, select, solve, utilize, model, identify

Questions:

How would you use . . . ?

What examples can you find to . . . ?

How would you solve _______ using what you have learned . . . ?

How would you organize _______ to show . . . ?

How would you show your understanding of . . . ?

What approach would you use to . . . ?

How would you apply what you learned to develop . . . ?

What other way would you plan to . . . ?

What would result if . . . ?

Can you make use of the facts to . . . ?

What elements would you choose to change . . . ?

What facts would you select to show . . . ?

What questions would you ask in an interview with . . . ?

Level 4: Analyzing - examining and breaking information into parts by identifying motives or

causes; making inferences and finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine,

inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships,

function, motive, inference, assumption, conclusion

Questions:

What are the parts or features of . . . ?

How is _______ related to . . . ?

Why do you think . . . ?

What is the theme . . . ?

What motive is there . . . ?

Can you list the parts . . . ?

What inference can you make . . . ?

What conclusions can you draw . . . ?

How would you classify . . . ?

How would you categorize . . . ?

Can you identify the difference parts . . . ?

What evidence can you find . . . ?

What is the relationship between . . . ?

Can you make a distinction between . . . ?

What is the function of . . . ?

What ideas justify . . . ?

Level 5: Evaluating - presenting and defending opinions by making judgments about

information, validity of ideas or quality of work based on a set of criteria.

Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate,

judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret,

explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess,

influence, perceive, value, estimate, influence, deduct

Questions:

Do you agree with the actions . . . ? with the outcomes . . . ?

What is your opinion of . . . ?

How would you prove . . . ? disprove . . . ?

Can you assess the value or importance of . . . ?

Would it be better if . . . ?

Why did they (the character) choose . . . ?

What would you recommend . . . ?

How would you rate the . . . ?

What would you cite to defend the actions . . . ?

How would you evaluate . . . ?

How could you determine . . . ?

What choice would you have made . . . ?

What would you select . . . ?

How would you prioritize . . . ?

What judgment would you make about . . . ?

Based on what you know, how would you explain . . . ?

What information would you use to support the view . . . ?

How would you justify . . . ?

What data was used to make the conclusion . . . ?

Why was it better that . . . ?

How would you prioritize the facts . . . ?

How would you compare the ideas . . . ? people . . . ?

Level 6: Creating - compiling information together in a different way by combining elements in

a new pattern or proposing alternative solutions.

Key Words: build, choose, combine, compile, compose, construct, create, design, develop,

estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution,

suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete,

theorize, elaborate, test, improve, happen, change

Questions:

What changes would you make to solve . . . ?

How would you improve . . . ?

What would happen if . . . ?

Can you elaborate on the reason . . . ?

Can you propose an alternative . . . ?

Can you invent . . . ?

How would you adapt ________ to create a different . . . ?

How could you change (modify) the plot (plan) . . . ?

What could be done to minimize (maximize) . . . ?

What way would you design . . . ?

What could be combined to improve (change) . . . ?

Suppose you could _______ what would you do . . . ?

How would you test . . . ?

Can you formulate a theory for . . . ?

Can you predict the outcome if . . . ?

How would you estimate the results for . . . ?

What facts can you compile . . . ?

Can you construct a model that would change . . . ?

Can you think of an original way for the . . . ?

UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA

FACULTAD DE HUMANIDADES / ESCUELA DE IDIOMAS EVALUATION AND ASSESSMENT TECHNIQUES

LICDA. EVELYN R. QUIROA

CLASS LOG

DATE: November 5th. 2011 TOPIC: Test types items In this opportunity I could learn about the different test type items, which can help us to construct a test that the students have to fill and pass the subject. These presentations tough us step by step how to construct test types items and when and how we have to apply them. There are different test type item which are the following: Multiple choice Matching True / False Essay Questions Completion / Short Answers Performance Assessment

With those types we can get a good test which the students may pass if they study and the teacher get the results about their skills and improve their knowledge. We could get tips and examples that will help us to construct several tests in order to get a good result.

THE MATCHING

TESTFORMAT

The matching test item format provides a way for learners to connect a word, sentence or phrase in one column to a corresponding word, sentence or phrase in a second column. The items in the first column are called premises and the answers in the second column are the responses.

The convention is for learners to match the premise on the left with a given response on the right. By convention, the items in Column A are numbered and the items in Column B are labeled with capital letters.

EXAMPLE

PREMISES RESPONSE

COLUMN A COLUMN B

___1. Person who performsmysterious tasks no oneunderstands

A. Facilitator

___2. Person who providesschooling for children

B. Trainer

___3. Person who enables a groupto find solutions

C. Instructional Designer

___4. Person who instructs adultsin a classroom

D. Meeting Organizer

E. Teacher

Many authoring tools come with a pre-built matching test item template, which may involve dragging responses to the premise or typing the letters from Column B into Column A. The authoring tool templates may vary from the conventions of the written format.

WHEN TO USE MATCHING

The matching test item format provides a change of pace, particularly for self-check and review activities. Many instructional designers employ them in quizzes and tests too. They are effective when you need to measure the learner’s ability to identify the relationship or association between similar items.

THEY WORK BEST WHEN THE COURSECONTENT HAS MANY PARALLEL CONCEPTS, FOR EXAMPLE:

Terms and Definitions Objects or Pictures and Labels Symbols and Proper Names Causes and Effects Scenarios and Responses Principles and Scenarios to which they apply

CONSTRUCTIONGUIDELINES

If you decide to use a matching format, take the time to construct items that are valid and reliable. Here are some guidelines for this.

1. Two-part directions. Your clear directions at the start of each question need two parts: 1) how to make the match and 2) the basis for matching the response with the premise. You can also include whether items can be re-used, but often pre-built templates don’t allow for this.

Example for exercise above: Drag each career name in Column B to the best definition in Column A. No items may be used more than once.

2. Parallel content. Within one matching test item, use a common approach, such as all terms and definitions or all principles and the scenarios to which they apply.

3. Plausible answers. All responses in Column B should be plausible answers to the premises in Column A. Otherwise, the test loses some of its reliability because some answers will be “give-aways.”

4. Clueless. Ensure your premises don’t include hints through grammar (like implying the answer must be plural) or hints from word choice (like using the term itself in a definition).

5. Unequal responses. In an ideal world, you should present more responses than premises, so the remaining responses don’t work as hints to the correct answer. This is not often possible when using a template.

6. Limited premises. Due to the capacity limitations of working memory, avoid a long list of premises in the first column. A number that I’ve come across is to keep the list down to six items. Even less might be better, depending on the characteristics of your audience.

7. One correct answer. Every premise should have only one correct response. Obvious, but triple-check to make sure each response can only work for one premise.

REARRANGMENT ITEMS

Rearrangment items: rearrange and skip certain items in order to better estimate the examinees' abilities, without allowing them to cheat on the test.

The rearrangement procedure is effective in reducing the standard error of the Bayesian ability estimates and in increasing the reliability of the same estimates.

RANKING ITEMS

A ranking is a relationship between a set of items such that, for any two items, the first is either 'ranked higher than', 'ranked lower than' or 'ranked equal to' the second. It is not necessarily a total order of objects because two different objects can have the same ranking. The rankings themselves are totally ordered. For example, materials are totally preordered by hardness, while degrees of hardness are totally ordered.

By reducing detailed measures to a sequence of ordinal numbers, rankings make it possible to evaluate complex information according to certain criteria. Analysis of data obtained by ranking commonly requires non-parametric statistics.

ADVANTAGES AND LIMITATIONSTHAT THIS TYPE OF TEST MIGHTHAVE

Advantages: Relatively easy to construct Easy to score

Disadvantages: Time consuming for students Not good for higher levels of learning

TIPS FOR WRITING GOOD MATCHING ITEMS:

Need 15 items or less. Give good directions on basis for matching. Use items in response column more than once

(reduces the effects of guessing). Use homogenous material in each exercise. Make all responses plausible. Put all items on a single page. Put response in some logical order (chronological,

alphabetical, etc.). Responses should be short.

SKILL LEVELS THAT CAN BE REINFORCEDTHROUGH THIS TYPE OF TEST ITEM

Good for: Knowledge level Some comprehension level, if appropriately

constructed

Types: Terms with definitions Phrases with other phrases Causes with effects Parts with larger units Problems with solutions

MAJOR LIMITATIONS FOR THIS TYPE OFTEST

They are time consuming for students They are not good for higher levels of learning They have difficulty measuring learning

objectives requiring more than simple recall of information

They are difficult to construct due to the problem of selecting a common set of stimuli and responses

They place a high degree of dependence on the student's reading ability and instructor's writing ability.

WHAT ARE THE NAMES OF THECOLUMNS?

The items in the first column are called premises and the answers in the second column are the responses.

PREMISE A previous statement or proposition from which another is inferred or follows as a conclusion. In tests: Words or phrases.

RESPONSEWritten answer.

When there are exactly as many premises as there are responses and when each response is used once and only once in the matching process, the test item is said to have perfect matching. When some of the responses are used more than once or not at all, the item is said to have imperfect matching. Imperfect matching makes guessing more difficult.

PERFECT MATCHING

COLUMN A COLUMN B______1. James Michener A. History______2. Stephen King B. Horror______3. Erma Bombeck C. Humor______4. Agatha Christie D. Mystery______5. Walt Whitman E. Poetry______6. Danielle Steele F. Romance______7. Isaac Asimov G. Science Fiction

IMPERFECT MATCHING

COLUMN A COLUMN B______1. James Michener A. History______2. Stephen King B. Horror______3. Erma Bombeck C. Humor______4. Agatha Christie D. Mystery______5. Walt Whitman E. Poetry______6. Danielle Steele F. Romance______7. Isaac Asimov G. Science Fiction

H. Tragedy

THANK YOU


FACULTAD DE HUMANIDADES / ESCUELA DE IDIOMAS LICDA. EVELYN R. QUIROA

CLASS LOG

DATE: July 23rd. 2011 TOPIC: Assessment Formal and Informal In this topic I could get information about the difference between evaluation and assessment in which I can say that evaluation is get information about student’s learning in a specific time and assessment is get strategies, analyzes and reporting process that prove information in which we can do activities in the classroom like worksheets, games, role plays, presentations, random questions etc., so we can observe if the student achieve the objective and/or competences. In this subject I can find some types of assessment and evaluation as diagnostic, formative, summative, formal and informal which can help us the progress of our students´ knowledge. After that I have the opportunity to watched a video that helped us to understand more this topic and practice in our daily activities. About this topic we share in group, so I had the opportunity to work with some classmates in which we gave some opinions per topic and change ideas. So, based in that; the experience of share with my classmates and listened them about their opinions and knowledge was good, because I learnt and improved my knowledge in those topics so I can prepare more.




CLASS LOG

DATE: August 20th. 2011 TOPIC: Objectives vs. Competences In this topic I can understood about the difference between objectives and competences in which objectives specify what learners will be able to do, or perform, to be considered competent they provide clear reasons for training I think that objectives are goals redrafted to state performances in terms that are clearly tangible to the reader and competence is how the learners would achieve their skills I think that ccompetence is the combination of skills, attitude and behavior which leads to an individual being able to perform a certain task to a given level. Also I encourage about Bloom’s Taxonomy that help us to how we can lead our topics in which our students can understand and improve their knowledge about those topics. NAME: Lesly Argueta Méndez ID: 076-09-1459




CLASS LOG

DATE: July 30th. 2011 TOPIC: Formal and Informal Assessment In this topic I could review about formal and informal assessment so I could encourage that the formal assessment is when we as a teacher make a complete activity given to our students instructions applying in the classroom and the informal assessment is share in class and that the students share their ideas. You had the opportunity to share with us something that you made with your students in which I learnt that there are many activities which we as a teacher can do and so our students can encourage and improve their knowledge about wherever topic we are teaching them. I worked in group where we made a lesson plan to apply the two different assessments in which we can interchange ideas and to learn more activities to do in class and with our students.

Revised Bloom’s Taxonomy

Revised Bloom’s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Bloom’s Revised Taxonomy

• Taxonomy of Cognitive Objectives• 1950s- developed by Benjamin Bloom• Means of expressing qualitatively different kinds of

thinking• Been adapted for classroom use as a planning tool• Continues to be one of the most universally applied

models • Provides a way to organise thinking skills into six levels,

from the most basic to the more complex levels of thinking• 1990s- Lorin Anderson (former student of Bloom) revisited

the taxonomy• As a result, a number of changes were made

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Original Terms New Terms

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)


Change in Terms• The names of six major categories were changed from noun to

verb forms. • As the taxonomy reflects different forms of thinking and thinking

is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also

replaced by verbs and some subcategories were reorganised.• The knowledge category was renamed. Knowledge is an

outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.

http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html


BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

AnalysingAnalysingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingUnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

RememberingRememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding



The Cognitive Dimension Process

Level 1 - C1

Categories & Cognitive Processes

Alternative Names

Definition

Remember Retrieve knowledge from long-term memory

Recognizing Identifying Locating knowledge in long-term memory that is consistent with presented material

Recalling Retrieving Retrieving relevant knowledge from long-term memory

Level 2 – C2


Alternative Names

Definition

Understand Construct meaning from instructional messages, including oral, written, and graphic communication

Interpreting Clarifying Paraphrasing Representing Translating

Changing from one form of representation to another

Exemplifying Illustrating Instantiating

Finding a specific example or illustration of a concept or principle

Classifying Categorizing Subsuming

Determining that something belongs to a category

Summarizing Abstracting Generalizing

Abstracting a general theme or major point(s)

Inferring Concluding Extrapolating Interpolating Predicting

Drawing a logical conclusion from presented information

Comparing Contrasting Mapping Matching

Detecting correspondences between two ideas, objects, and the like

Explaining Constructing models

Constructing a cause and effect model of a system

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York. Longman Publishing.

Level 3 – C3


Alternative Names

Definition

Apply Applying a procedure to a familiar task

Executing Carrying out Applying a procedure to a familiar task

Implementing Using Applying a procedure to an unfamiliar task

Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Differentiating Discriminating Distinguishing Focusing Selecting

Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material

Organizing Finding coherence Integrating Outlining Parsing Structuring

Determining how elements fit or function within a structure

Attributing Deconstructing Determine a point of view, bias, values, or intent underlying presented material

Evaluate Make judgments based on criteria and standards

Checking Coordinating Detecting Monitoring Testing

Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented

Critiquing Judging Detecting inconsistencies between a product and external criteria; determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem


Categories &

Cognitive Processes Alternative

Names Definition

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

Generating Hypothesizing Coming up with alternative hypotheses based on criteria

Planning Designing Devising a procedure for accomplishing some task

Producing Constructing Inventing a product

The Knowledge Dimension

Dimension Definition Factual Knowledge The basic elements students must

know to be acquainted with a discipline or solve problems in it

Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together

Procedural Knowledge How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition


Potential Activities and Products

Remembering: Potential Activities and Products

• Make a list of the main events of the story.• Make a time line of events.• Make a facts chart.• Write a list of any pieces of information

you can remember.• What animals were in the story?• Make a chart showing…• Make an acrostic.• Recite a poem.

Understanding: Potential Activities and Products

• Cut out, or draw pictures to show a particular event.• Illustrate what you think the main idea may have been.• Make a cartoon strip showing the sequence of events.• Write and perform a play based on the story.• Retell the story in your own words.• Write a summary report of the event• Prepare a flow chart to illustrate the sequence of events.• Make a coloring book.• Cut out, or draw pictures to show a particular event. Illustrate what you think the main

idea was.• Make a cartoon strip showing the sequence of events.• Write and perform a play based on the story.• Retell the story in your own words.• Write a summary report of the event• Prepare a flow chart to illustrate the sequence of events.• Cut out, or draw pictures to show a particular event. Illustrate what you think the main

idea was.• Make a cartoon strip showing the sequence of events.• Write and perform a play based on the story.



Applying: Potential Activities and Products

• Construct a model to demonstrate how it works• Make a diorama to illustrate an event• Make a scrapbook about the areas of study.• Make a papier-mache map / clay model to include

relevant information about an event.• Take a collection of photographs to demonstrate a

particular point.• Make up a puzzle or a game about the topic.• Write a textbook about this topic for others.• Dress a doll in national costume.• Make a clay model.• Paint a mural using the same materials.• Design a marketing strategy for your product using a

known strategy as a model.

Analyzing: Potential Activities and Products

• Design a questionnaire to gather information.• Write a commercial to sell a new product• Make a flow chart to show the critical stages.• Construct a graph to illustrate selected information.• Make a family tree showing relationships.• Devise a play about the study area.• Write a biography of a person studied.• Prepare a report about the area of study.• Conduct an investigation to produce information to

support a view.• Review a work of art in terms of form, color and texture.



Evaluating: Potential Activities and Products

• Prepare a list of criteria to judge…• Conduct a debate about an issue of special

interest.• Make a booklet about five rules you see as

important. Convince others.• Form a panel to discuss views.• Write a letter to. ..advising on changes needed.• Write a half-yearly report.• Prepare a case to present your view about...

Creating: Potential Activities and Products

• Invent a machine to do a specific task.• Design a building to house your study.• Create a new product. Give it a name and plan a

marketing campaign.• Write about your feelings in relation to...• Write a TV show play, puppet show, role play, song or

pantomime about..• Design a record, book or magazine cover for...• Sell an idea• Devise a way to...• Make up a new language and use it in an example.



Assessment

Questions for Remembering• What happened after...?• How many...?• What is...?• Who was it that...?• Can you name ...?• Find the meaning of…• Describe what happened after…• Who spoke to...?• Which is true or false...?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Understanding• Can you write in your own words? • How would you explain…?• Can you write a brief outline...?• What do you think could have happened next...?• Who do you think...?• What was the main idea...?• Can you clarify…?• Can you illustrate…?• Does everyone act in the way that …….. does?




Questions for Applying

• Do you know of another instance where…?

• Can you group by characteristics such as…?

• Which factors would you change if…?• What questions would you ask of…?• From the information given, can you

develop a set of instructions about…?


Question for Analysing• Which events could not have happened?• If. ..happened, what might the ending have been?• How is...similar to...?• What do you see as other possible outcomes?• Why did...changes occur?• Can you explain what must have happened when...?• What are some or the problems of...?• Can you distinguish between...?• What were some of the motives behind..?• What was the turning point?• What was the problem with...?




Questions for Evaluating• Is there a better solution to...?• Judge the value of... What do you think about...?• Can you defend your position about...?• Do you think...is a good or bad thing?• How would you have handled...?• What changes to.. would you recommend?• Do you believe...? How would you feel if. ..?• How effective are. ..?• What are the consequences..?• What influence will....have on our lives?• What are the pros and cons of....?• Why is ....of value? • What are the alternatives?• Who will gain & who will loose?


Questions for Creating• Can you design a...to...?• Can you see a possible solution to...?• If you had access to all resources, how would

you deal with...?• Why don't you devise your own way to...?• What would happen if ...?• How many ways can you...?• Can you create new and unusual uses for...?• Can you develop a proposal which would...?







CLASS LOG

DATE: August 6th. 2011 TOPIC: Presentation about Formal and Informal Assessment In this review in which the participation of my classmate was very interesting because I had the opportunity to know some experiments and more information about volcanoes, to keep healthy, recycle things and so on. I learnt many things in which I remembered that I had learnt since I was young but I didn’t remember how I learnt that, so I improve my knowledge to know how to teach those interesting topics as a formal and informal assessment. These activities were interesting and funny in which the students got the attention and participate in the classroom. NAME: Lesly Argueta Méndez ID: 076-09-1459

LESSON TEST SCIENCE Name: ___________________________________________________________________________________________ Date: ________________________________________________________________________ Key: ________________

Chemical change density mixture physical change solubility solute Solution solvent

Series 1. (1 point each) Vocabulary. Instructions: Use the vocabulary term from the list above that completes each sentence. 1. ______________________ is the ability of one substance to dissolve in another substance. 2. The property that compares the mass of an object with its volume is ______________________. 3. In a solution, the ____________________ is the substance that takes in, or dissolves the other substance. 4. A change in size, shape, or state of matter is a ___________________________. 5. The substance in a solution that is dissolved s called the _____________________________. 6. the quarters, dimes, nickels, and pennies in a coin purse are a ______________________________________. 7. New substances with different properties are formed by a __________________________. 8. In a _____________________________________, substances are dissolved in other substances. Series 2. (1 point each) Instructions: Choose the letter that best completes the statement or answers the question. 1. A chemical change results in a ______________. a. loss of matter or energy b. solution c. phase change d. different kind of matter 2. You make a solution when you mix _____________. a. salt and water b. sugar and cinnamon. h. vegetables in a salad. g. cheese sauce and macaroni 3. Which would make a sugar and water solution more dilute? a. Let water evaporate away b.Add sugar and stir c.Add water and stir. d. Heat to boil away water. 4. Which mixture is most likely a solution? a. muddy water b. cranberry juice c, potting soil d. milk Series 3. (1 point each) Instructions: Using your crayons, match the concept with the given picture. A physical change begins and ends with the same type of matter. An 1. example is folding paper. A change of state is a physical change From one state of matter to another. 2. A chemical change forms a new substance with different properties from the original matter. 3.

TABLE CONTENT

INTRODUCTION

CLASS LOG

ASSESSMENT AND EVALUATION DOCUMENTS

PRESENTAIONS

BLUE PRINT o GRAMMAR o SCIENCE # 1 o SCIENCE # 2

TEST ITEM TYPES PRESENTATIONS QUESTIONS

o TRUE / FALSE o PERFORMANCE ASSESSMENT o COMPLETION/SHORT ANSWERS o MATCHING FORMAT o ESSAY QUESTIONS

CONCLUSION

ANEXES

o EVALUATION AND ASSESSMENT SYLLABUS o BLU PRINT

FINAL EXAM

o MONTLY PLANNER o BLUE PRINT CONTENT o BLUE PRINT o FINAL EXAM

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