Principle number one What is authentic assessment When something is authentic what is it What is the opposite of authentic What kinds of assessment are NOT authentic Why Down with the Traditional ID: 549301
Download Presentation The PPT/PDF document "Four Principles of Assessment" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Four Principles of Assessment
Principle number oneSlide2
What is authentic assessment?
When something is authentic what is it?
What is the opposite of authentic?
What kinds of assessment are NOT authentic? Why?Slide3
Down with the Traditional
The aim:
to supplement
traditional
assessment practices with ‘
alternative
’ approaches that offer more meaningful and productive ways of assessing students.
Which Traditional practices work for you in your classroom?Slide4
Assessment Reform
Greater authenticity
Too often we assess what is easiest to measure and neglect what is more difficult to assess yet important.
Supporting learning
Often assessment interrupts or discourages learning
Fairness of all Students
Some students are penalized by current practices due to the methods and conditions under which assessment occurs.
Slide5
Assessing your Assessment
Dr. Case’s Research Report marking sheet
Activity:
Turn to page 320 of Case’s article
Read the upper half of the page describing the background, activity and his first worksheet.
In pairs, mark the Research Report Assessment. That is, give him ‘your’ grade.Slide6
Principle #1
Focus on What Really Matters
Is the material we are using (consciously or not) to judge students’ work reflective of the most important educational objectives?
Assessments that are skewed towards a limited range of desired outcomes—outcomes related exclusively to factual knowledge—fail to assess and encourage student growth along other desired dimensions.Slide7
Principle #1 continues
Many standardized tests used to evaluate students, teachers, and schools focus on those curriculum outcomes that are easily measured by machine-
scoreable
questions. This leaves a considerable gap between the outcomes that schools are expected to promote and the outcomes used to measure school performance.
(Case, 2009, p. 321) Slide8
Principle #1 continues
What skills (understandings, abilities) do you find difficult to assess?
Reading comprehension
Mathematics
Science
Writing
OtherSlide9
Principle #1 continues
Imbalance
in Marking:
How much weight are you placing on the most important criteria
?
Turn to your rubric and check it out:
What categories comprise the greatest percent of the overall mark?Slide10
Table of SpecificationsSlide11
Table of Specifications
Unit goals
Quizzes
Activity
Sheets
Group Project
In-class observation
Research report
Critical thinking
15
-
-
20
25
Info gathering
15
-
20
-
25
Recall of factual info
50
30
-
-
-
Understanding key concepts
20
20
70
-
50
Cooperation
with others
-
-
30
10
-
Total
100
50
120
30
100Slide12
Principle #1
Be prepared for a
surprize
when you discover the importance you actually attached to the various goals. The actual weighting of marks should be matched against the importance these goals deserve according to the curriculum and your own professional sense of what really matters, given the students you teach.Slide13
Principle #1 Summary
It comes down to:
What you ‘are’ assessing and what importance do you place on each skill,
relative to the total grade of the assignment
.
Closing ‘
Quescussion
’Slide14
Raising important Questions
An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious - just dead wrong.
Russell Baker
Slide15
Aims of Education
An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't.
Anatole
France