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Why do we assess students?
To collect data about
• what students know and can do
• their attitudes, values, and dispositions
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What students should know
Students should learn the most essential of the following:
FactsConceptsPrinciplesFormulasProceduresMeasuring instruments
Essential ideas are those that will help students understand and appreciate the importance of the topic to daily life.
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What students should be able to do and demonstrate
Manipulative skills, e.g., handling equipment,
Basic thinking skills, e.g., observing, classifying, inferring, making conclusions, communicating
Integrated and higher-order thinking skills, e.g., investigating, creative thinking, problem solving, decision making
Scientific attitudes and values, e.g., curiosity, perseverance, open-mindedness, fair-mindedness
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What do we use to gather data on student learning?
Selected-response assessment formats Multiple choice True-false Matching
Performance-based assessment formats Constructed response Products Performance Process
Data from these assessment formats can be used for continuous assessment of student progress and in order to improve instruction.
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What are the strengths and weaknesses of selected-response formats (e.g., MCQ)?
Parameter
Strength Weakness
Construction of item stem
good distractors or alternative answers relatively difficult to construct
Scoring easy to score
Focus of assessment
facts, applications of concepts, usually low-level thinking skills
not enough opportunities for conceptual understanding, problem solving, explaining cause-effect relationships, cannot measure students’ communication skills & dispositions
Information obtained
broad range of topics
susceptible to guessing
Message to student
one right answer; education is focused on acquisition of facts
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What are examples of performance-based assessment formats?
Constructed- response
Products Performance
Process-based
Fill in the blankShort answerLabel a diagramVisual
representation (concept map, flowchart, illustration, diagram, matrix)
EssayResearch
paperJournalLaboratory
reportScience
projectsVideo or
audiotapeSpreadsheet
DebateOral
presentation
Oral questioning
Observation
Process description
Learning log
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What are the strengths and weaknesses of performance-based formats?
Parameter Strength Weakness
Construction of item stem
relatively easy
Scoring use of a well-articulated scoring criteria or rubrics allows fairness and objectivity in scoring
Scoring tool (e.g., rubric) difficult to construct
Focus of assessment
higher-order thinking skills; social, communication skills; scientific attitudes and values
Information obtained
content learned with greater depth
Less content covered
Message Beyond one-answer mentality; focus on real-life problem solving
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Which format is authentic?
Authentic assessment requires student’s active generation of a response that is observable, either directly or indirectly, via a permanent product.
The nature of the task and context in which the assessment occurs are relevant and develop students’ abilities needed to solve real-life problems.
Therefore, performance- based assessment is authentic assessment.
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What tools are commonly used for performance-based assessment?
Checklists
Rating scales
Rubrics
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Criteria Observed Not Observed
Criterion 1 Characteristic 1 Characteristic 2 Criterion 2 Characteristic 1 Characteristic 2 Characteristic 2. .
Format of a Checklist
A checklist determines the presence or absence of a certain characteristic of a performance or product.
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Criteria Observed Not Observed
Content The presentation contains an
evaluation of the benefits and risks associated with genetically modified foods
References are cited Team Learning Presentation is a result of group
effort
Example of a Checklist
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Format of a Rating Scale
Criteria Rating Category
1 2 3 4
Criterion 1 Characteristic 1 Characteristic 2
Criterion 2 Characteristic 1 Characteristic 2 Characteristic 3. .
11
111
22
222
33
333
44
444
A rating scale uses three or more categories to describe the characteristics of a performance or product
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Example of a Rating Scale
CriteriaRating Category
1(lowest
)
2 3 4(highe
st)
Content The presentation
contains an evaluation of the benefits and risks associated with genetically modified foods
References are cited
Team Learning The presentation is a
result of group effort
1
1
1
2
2
2
3
3
3
4
4
4
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CriteriaPerformance Level
Level 1 Level 2 Level 3 Level 4
Criterion 1
Characteristic 1
Characteristic 2
Specific description of best qualitiesSpecific description of best qualities
Specific description of better qualitiesSpecific description of better qualities
Specific description of good qualitiesSpecific description of good qualities
Specific description of inadequate qualitiesSpecific description of inadequate qualities
Other Criteria
Characteristic 1
Specific description of best qualities
Specific description of better qualities
Specific description of good qualities
Specific description of inadequate qualities
Format of a Rubric
A rubric specifies the exact qualities of a product or performance that distinguishes one level from another.
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Example of a Rubric
Level of Performance
Criteria
Terrific Very Good Average Needs improvem
ent
Content
The presentation contains an evaluation of the risks and benefits associated with genetically modified foods
References are properly cited
50 points
evaluates 4 or more potential benefits or risks of genetically modified foods
All references are listed using the APA format
40 points
evaluates 3 potential benefits or risks of genetically modified foods
Some references are listed using the APA format
30 points
evaluates 2 potential benefits or risks of genetically modified foods
References are listed but not in APA format
10 points
describes potential benefits or risks of genetically modified foods with little or no detail
References are not cited
Team learning
The presentation is a result of group effort
10 points
All members of the group contributed to the output
8 points
Most group members contributed to the output
5 points
Only some members contributed to the output
2 points
Output created by one member
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How are performance-based assessments consistently and objectively scored?
Use rubrics
or scoring keys.
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What are rubrics?
These are matrices of criteria
that define what is expected in
a learning situation.
Different rubrics are required
to assess different tasks.
They show levels of performance. Each level of performance has a specific standard.
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What are examples of levels of performance or scoring levels?
Needs improvement --- Satisfactory---Good --- Exemplary
Fully correct --- Partially correct ---Inadequate --- Wrong answer
Beginning ---- Developing ---Accomplished --- Exemplary
Novice --- Apprentice ---- Proficient ----Distinguished
Numerical scale ( 2-1-0; 4-3-2-1-0)
Needs improvement --- Satisfactory---Good --- Exemplary
Fully correct --- Partially correct ---Inadequate --- Wrong answer
Beginning ---- Developing ---Accomplished --- Exemplary
Novice --- Apprentice ---- Proficient ----Distinguished
Numerical scale ( 2-1-0; 4-3-2-1-0)
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What are the predominant types of rubrics?
Holistic Holistic RubricRubric
Assesses the overall
quality of the output by relating the
parts to the whole
Analytic RubricAnalytic Rubric
The whole output is broken up
or separated into parts and
scored accordingly.
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Holistic Rubric for a Student Multimedia Presentation
Level of Performance
Criteria/Descriptions
Terrific(100 points)
Evaluates more than three benefits or risks associated with GMOs using accurate information and appropriate media; references are cited using required format
Layout used is pleasing; design is consistent and reinforces content
Presentation is a result of group effort
Very Good(80 points)
Evaluates three benefits or risks associated with GMOs; has minor inaccuracies; most references cited in required format
Most media used are relevant; Layout and design generally pleasing
Most members contributed
Average(60 points)
Evaluates two benefits or risks associated with GMOs; has minor inaccuracies; references are listed but not in required format
At least 50% of media used are relevant; Layout is clear but design is distracting
Some members contributed
Needs Improvement(25 points)
Does not evaluate (e.g., only describes or identifies) benefits or risks associated with GMOs; info are inaccurate; references not cited
Layout and design not helpful to viewers Effort of only one member
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Analytic Rubric for a Student Multimedia Presentation (1/2)
Performance Levels
Criteria/AspectsTerrific Very Good Average Needs
Improvement
CONTENT
60 pts
Congruence with objectives
evaluates 4 or more benefits or risks of genetically modified foods
(40 points)
evaluates 3 benefits or risks of genetically modified foods
(30 points)
evaluates 2 benefits or risks of genetically modified foods
(20 points)
describes benefits or risks of genetically modified foods with little or no detail
(10 points)
accuracy All information are accurate
(15 points)
more than 90% but less than 100% of the information are accurate
(12 points)
more than 75% but less than 90% of the information are accurate
(10 points)
Less than 75% of the information are accurate
(6 points)
references All references are listed using the APA format
(5 points)
Some references are listed using the APA format
(4 points)
References are listed but not in APA format
(3points)
References are not cited
(0 points)
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Analytic Rubric for a Student Multimedia Presentation (2/2)
Performance Level
Criteria/Aspects
Terrific Very Good Average Needs Improvement
UseofICT
30 pts
Usefulness of media
All media used (graphics, video, sound etc.) reinforce content
(20 points)
At least 75% but less than 100% of the media used reinforce content
(18 points)
At least 50% of the media used reinforce content
(15 points)
Less than 50% of the media used reinforce content
(5 points)
design and layout of presentation
Layout makes all slides easy to read Design is consistent and appropriate to content
(10 points)
A few slides are not easy to readDesign used is consistent and appropriate to content
(8 points)
Layout of slides is pleasing but design is distracting
(6 points)
More than 50% of the slides are difficult to read
(2 points)
Cooperation10 pts
Every member contributed to the research work and output
(10 points)
Most group members contributed to the research work and output
(8 points)
Some members contributed to the research work and output
(6 points)
Output is a result of effort of only one member
(2 points)
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How are rubrics constructed?
1. Determine criteria from learning outcomes 2. Determine the levels of performance3. Decide whether to use an analytic or holistic
rubric 4. Use four levels of performance in order to
make each level distinct and avoid tendency to choose the middle ground”
5. First determine the qualities expected for the highest level, then those for the lowest level, and finally, the qualities for the levels that are in between
6. Use descriptors that convey a single interpretation
7. For the Content criterion, use topic-specific descriptors in every cell across the different levels
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Advantages of Using Rubrics in Assessment
allows assessment to
be more objective and
consistent
clearly shows the student
what is expected and
how their work will be
evaluated
promotes student
awareness of the criteria to
use in assessing
peer performanceallows the
teacher to clarify her/his
criteria in specific terms
provides useful
feedback regarding the effectiveness of instruction
provides benchmarks
against which to measure
and document progress
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Intel® Teach to the Future promotes authentic assessment
Teachers support students in creating evidences of learning: multimedia presentations, publications, web sites, spreadsheets, and other technology-based products
Teachers plan and implement assessment strategies that actively involve students in developing criteria and conducting assessment of own products and performances
Teachers are trained how to construct rubrics for use in assessing and evaluating student learning
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References
BooksBright, G. W. & Joyner, J. U. (1998). Classroom assessment
in mathematics. Maryland: University Press of America, Inc.
Doran, R., Chan, F., & Jamira, P. (1998). Science Educators’ Guide to Assessment. Virginia: National Science Teachers Association.
Freedman, R. L. H. (1994). Open-ended Questioning. USA: Addison-Wesley Co., Inc.
Kulm, G. (1994). Mathematics assessment. California: Jossey-Bass Publishers.
Stenmark, J. K., ed. (1991). Mathematics assessment, myths and models: Good questions and practical suggestions. Virginia: NCTM, Inc.