Assessment Table of Contents How Is Assessment
Description: Assessment Table of Contents How Is Assessment Defined? Assessment Design Reliability Validity Norm-referenced Criterion-referenced Types of Assessment Summative Assessment Formative Assessment Diagnostic Assessment Purposes of Assessment
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slide1. Assessment<br>
slide2. Table of Contents How Is Assessment Defined?
Assessment Design
Reliability
Validity
Norm-referenced
Criterion-referenced
Types of Assessment
Summative Assessment
Formative Assessment
Diagnostic Assessment
Purposes of Assessment
Knowing Your Students
Knowing Where Your Students Are in Relation to Curricular Expectations
Developing Performance Tasks
Grading
Homework
Group work<br>
slide3. Think Back… Memories of taking high-stakes testing?
Memories of completing projects (group or individually)?<br>
slide4. How Is Assessment Defined? According to the Merriam-Webster online dictionary, assessment is defined as “the act of making a judgment about something.”
Without the act of thoughtful consideration, teachers are not actually assessing their students.
Not only do effective teachers gather assessment data, but more importantly, they know how to analyze the data to make informed decisions about their subsequent instruction.<br>
slide5. Assessment Design Reliability Reliability refers to the consistency of results.
A test with a high degree of reliability would yield the same results repeatedly, independent of outside factors.
For example, when you go to order a 20-ounce coffee at your favorite coffee shop, you expect to receive 20 ounces of coffee. It does not matter what time of day it is or what part of town you are traveling through; if you receive 20 ounces each time, then the coffee shop is producing reliable results. The same is true for a reliable assessment. The time of day, location of the school, or any other factors should not influence the results of the given assessment if it is deemed reliable. Validity Validity refers to the accuracy of the assessment.
It examines if the assessment actually measures what it intends to measure.
Imagine if you were perpetually late for any engagement, you might set all your clocks ahead by 15 minutes so that you had a better chance of being punctual. All of your clocks would still be considered reliable because they can still tell time accurately, but they would no longer be valid since the time reported is no longer aligned with Greenwich Mean Time (GMT).<br>
slide6. Assessment Design Norm-Referenced Norm-referenced assessments purport to measure individual student achievement in relative comparison with a larger population of similar students.
This similarity is usually defined by chronological age. Therefore, the achievement of a third grader who is 9 years and 7 months old would be compared with a large group of other children who are also 9 years and 7 months old to determine if the student is progressing at a similar rate. Criterion-Referenced Criterion-referenced assessments, on the other hand, do not compare students against similar peers, but instead confirm whether or not students have met a predetermined or established criterion.
Though some standardized tests fit this description, many criterion-referenced assessments are created by teachers.<br>
slide7. types of assessment<br>
slide8. Diagnostic Assessment Diagnostic assessments generally serve three distinct purposes (Saubern, 2010):
To understand the current situation
Screener
To garner knowledge about how to improve
Drill down within a topic more deeply to determine the specific strategy or skill a student is struggling with
To determine required resources<br>
slide9. Examples of Diagnostic Assessment Pre-test
DRA (Developmental Reading Assessment)
CBM (Curriculum-Based Measurement)<br>
slide10. Formative Assessment A formative assessment includes the subtle changes that teachers make on a moment-to-moment basis based on their evaluation of student understanding.
These tests are considered low stakes in that they do not typically affect a student’s grades or place a teacher in jeopardy of losing his or her instructional position.
When teachers and students are actively engaged in developing and implementing formative assessments, they can take some ownership in the process, which begins to authenticate the activities and experiences and reduces the negative aspects sometimes associated with testing.<br>
slide11. Think about Learning to Drive a Car A good analogy for this is the road test that is required to receive a driver’s license.
What if your final grade for the driving test was the average of all of the grades you received while practicing?
Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills?
Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the skills necessary for a driver's license—not a reflection of all the driving practice that leads to it.<br>
slide12. Examples of Formative Assessment Criteria and goal setting
Questioning strategies
Observations (anecdotal records)
Self and peer assessment
Student record keeping<br>
slide13. Summative Assessment Summative assessments measure the level of proficiency that has been obtained at the end of an instructional unit.
A summative assessment score is then compared with a predetermined standard or benchmark.
The most appropriate use of summative assessments is that they give a snapshot in time. Teachers must realize that one snapshot will not give a true understanding of what a student does and does not know.<br>
slide14. Examples of Summative Assessments Standardized tests
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams<br>
slide15. Summative Assessment Benefits of summative assessment:
Can provide data to assess long-term patterns of achievement to inform decisions about making instructional changes
Future curricular planning can be guided by the results to better meet the needs of all students
Professional development opportunities can be sought out to build capacity in weak areas
Can be used to make placement decisions
Additionally, it is important to realize that effective teachers can use summative assessment data in a formative manner, given that enough information is provided by the assessment to allow subsequent decision making.<br>
slide16. What Do You Think? Reflect on these issues with your group:
What types of assessment strategies have you seen implemented in the classroom?
Black and William (1998) recommend: “Frequent short tests are better than infrequent long ones.” Do you agree? Why or why not?<br>
slide17. You Do! With your group, place the different types of assessments along the Diagnostic/ Formative/Summative continuum provided (yes, examples may fit into more than one category!)<br>
slide18. Think About… For those assessments you placed in the summative category, can you think of how you could make them formative as well?
What type of assessment(s) are most useful in the primary grades? Intermediate grades? (Are some assessments only suited for certain grades?)
Does SES, sex, or ethnicity matter when choosing assessments?<br>
slide19. Purposes of Assessment<br>
slide20. What Is the Purpose of Assessment? Brainstorm different purposes with your group. How many different purposes can you come up with?<br>
slide21. What Is the Purpose of Assessment? Purposes for Teachers
To determine nature of student learning
To inform instruction
To diagnose student strengths and weaknesses
To evaluate students and construct grades
Purposes for Students
A means of reporting on learning and communicating progress
A way to motivate and encourage (or discourage)
To build student independence<br>
slide22. Knowing Who Your Students Are Observation
In the field of education, observation refers to the process of looking, but also includes the active processing of the observations to determine the needs of students. Through these observations, learning preferences, academic strengths and weaknesses, and what motivates a student can be determined.
Interest Inventories
Another informal data-gathering technique employed to learn about students includes interest inventories and interview protocols. Interest inventories are usually paper-and-pencil assessments in which students report their feelings toward certain academic subjects.<br>
slide23. Knowing Where Your Students Are in Relation to Curricular Expectations Just as the experiences in life are differentiated, so should the assessments chosen in school. Performance tasks require students to apply their knowledge to a real-world application, such as practicing fractions by assuming the role of chef following a recipe to make cookies or a meteorologist reporting the weather on the nightly news.
“In contrast to indirect evaluation methods in which the student is asked to respond to questions about a subject, performance exams ask students to do whatever it is he is supposed to have learned—exactly, one notes, as does life” (Durham, 2006, p. 65).<br>
slide24. Developing Performance Tasks<br>
slide25. Backward Design (Wiggins and McTighe, 2005)<br>
slide26. What Is Important to Teach? (Wiggins and McTighe, 2005)<br>
slide27. Knowing vs. Understanding Have you ever “known” something but didn’t “understand” it?
Genuine performances of understanding occur when “students are able to take information and skills . . . and apply them flexibly and appropriately in a new and at least somewhat unanticipated situation” (Gardner, 2011, p. 9).<br>
slide28. Facets of Understanding (Wiggins and McTighe, 2005)<br>
slide29. Linking Assessment to Content Traditional quizzes and tests Performance tasks and projects (Wiggins and McTighe, 2005)<br>
slide30. Authentic Assessment Tasks: Are realistic
Require students to “do”
Simulate contexts in which adults are tested in the workplace, community, or home
Assess students’ abilities to use a repertoire of knowledge and skills to negotiate a complex task
Allow opportunities to practice, obtain feedback, and refine performance<br>
slide31. Creating Performance Tasks Consider possible goals (summarize, explain, teach, defend, critique)
Consider possible roles (advertiser, detective, eyewitness, reporter, teacher, etc.)
Consider possible audiences (experts, historical figures, readers, travelers, etc.)
Consider possible products and/or performances (essay, questionnaire, debate, newscast, graph, filmstrip, storyboard, etc.)<br>
slide32. Sample Performance Task<br>
slide33. Common Core Assessment Choose a unit of study from either the ELA or Math CCSS
What diagnostic assessment(s) would you use before teaching the unit?
What formative assessment(s) would you use throughout the unit?
What summative assessment(s) (performance tasks) would you use after teaching the unit?<br>
slide34. Grading Homework
Homework should be viewed as an opportunity for students to practice what they are learning or to solidify mastery of a given topic.
Groupwork
When group work activities are designed well, they engage students in higher-order thinking and provide ample data (in the form of observations or written work) for the effective teacher to place in the gradebook, analyze, and use to inform instruction.<br>
slide35. Summary An understanding of the disparity between what assessments should be used for and what they are being used for is paramount for teachers.
With this understanding, effective teachers can begin to muddle through the plethora of assessments they are instructed to conduct with their students each school year and determine which, if any, will be of benefit to their students.
Assessment should not be viewed as a chore for teachers and for students, but a natural part of instruction that is not considered separate or intrusive.
Having a grasp of the intended purposes for each assessment, what data will be provided, and the ways in which the data can inform instruction will empower the effective teacher to make deliberate choices whenever possible to transform assessment from a disheartening hoop-jumping activity to a more meaningful process used to prevent student failure and promote student success.<br>
slide36. Ticket out the Door Divide a sheet of paper into four quadrants and answer a question in each:
How did I connect this new learning to your prior knowledge?
What new learning did you walk away with?
What are you feeling confused about?
Anything else you want to share?<br>
slide37. References http://www.merriam-webster.com/dictionary/assessment
Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74.
Durham, Q. (2006). The realities of classroom testing and grading: A guide to performance issues. Lanham, MD: Rowman & Littlefield Education.
Gardner, H. (2011). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Saubern, R. (2010). Ping: The Web 2.0 future of education? Teacher, 209, 10–15.
Wiggins, G., & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Pearson.<br>
slide2. Table of Contents How Is Assessment Defined?
Assessment Design
Reliability
Validity
Norm-referenced
Criterion-referenced
Types of Assessment
Summative Assessment
Formative Assessment
Diagnostic Assessment
Purposes of Assessment
Knowing Your Students
Knowing Where Your Students Are in Relation to Curricular Expectations
Developing Performance Tasks
Grading
Homework
Group work<br>
slide3. Think Back… Memories of taking high-stakes testing?
Memories of completing projects (group or individually)?<br>
slide4. How Is Assessment Defined? According to the Merriam-Webster online dictionary, assessment is defined as “the act of making a judgment about something.”
Without the act of thoughtful consideration, teachers are not actually assessing their students.
Not only do effective teachers gather assessment data, but more importantly, they know how to analyze the data to make informed decisions about their subsequent instruction.<br>
slide5. Assessment Design Reliability Reliability refers to the consistency of results.
A test with a high degree of reliability would yield the same results repeatedly, independent of outside factors.
For example, when you go to order a 20-ounce coffee at your favorite coffee shop, you expect to receive 20 ounces of coffee. It does not matter what time of day it is or what part of town you are traveling through; if you receive 20 ounces each time, then the coffee shop is producing reliable results. The same is true for a reliable assessment. The time of day, location of the school, or any other factors should not influence the results of the given assessment if it is deemed reliable. Validity Validity refers to the accuracy of the assessment.
It examines if the assessment actually measures what it intends to measure.
Imagine if you were perpetually late for any engagement, you might set all your clocks ahead by 15 minutes so that you had a better chance of being punctual. All of your clocks would still be considered reliable because they can still tell time accurately, but they would no longer be valid since the time reported is no longer aligned with Greenwich Mean Time (GMT).<br>
slide6. Assessment Design Norm-Referenced Norm-referenced assessments purport to measure individual student achievement in relative comparison with a larger population of similar students.
This similarity is usually defined by chronological age. Therefore, the achievement of a third grader who is 9 years and 7 months old would be compared with a large group of other children who are also 9 years and 7 months old to determine if the student is progressing at a similar rate. Criterion-Referenced Criterion-referenced assessments, on the other hand, do not compare students against similar peers, but instead confirm whether or not students have met a predetermined or established criterion.
Though some standardized tests fit this description, many criterion-referenced assessments are created by teachers.<br>
slide7. types of assessment<br>
slide8. Diagnostic Assessment Diagnostic assessments generally serve three distinct purposes (Saubern, 2010):
To understand the current situation
Screener
To garner knowledge about how to improve
Drill down within a topic more deeply to determine the specific strategy or skill a student is struggling with
To determine required resources<br>
slide9. Examples of Diagnostic Assessment Pre-test
DRA (Developmental Reading Assessment)
CBM (Curriculum-Based Measurement)<br>
slide10. Formative Assessment A formative assessment includes the subtle changes that teachers make on a moment-to-moment basis based on their evaluation of student understanding.
These tests are considered low stakes in that they do not typically affect a student’s grades or place a teacher in jeopardy of losing his or her instructional position.
When teachers and students are actively engaged in developing and implementing formative assessments, they can take some ownership in the process, which begins to authenticate the activities and experiences and reduces the negative aspects sometimes associated with testing.<br>
slide11. Think about Learning to Drive a Car A good analogy for this is the road test that is required to receive a driver’s license.
What if your final grade for the driving test was the average of all of the grades you received while practicing?
Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills?
Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the skills necessary for a driver's license—not a reflection of all the driving practice that leads to it.<br>
slide12. Examples of Formative Assessment Criteria and goal setting
Questioning strategies
Observations (anecdotal records)
Self and peer assessment
Student record keeping<br>
slide13. Summative Assessment Summative assessments measure the level of proficiency that has been obtained at the end of an instructional unit.
A summative assessment score is then compared with a predetermined standard or benchmark.
The most appropriate use of summative assessments is that they give a snapshot in time. Teachers must realize that one snapshot will not give a true understanding of what a student does and does not know.<br>
slide14. Examples of Summative Assessments Standardized tests
District benchmark or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams<br>
slide15. Summative Assessment Benefits of summative assessment:
Can provide data to assess long-term patterns of achievement to inform decisions about making instructional changes
Future curricular planning can be guided by the results to better meet the needs of all students
Professional development opportunities can be sought out to build capacity in weak areas
Can be used to make placement decisions
Additionally, it is important to realize that effective teachers can use summative assessment data in a formative manner, given that enough information is provided by the assessment to allow subsequent decision making.<br>
slide16. What Do You Think? Reflect on these issues with your group:
What types of assessment strategies have you seen implemented in the classroom?
Black and William (1998) recommend: “Frequent short tests are better than infrequent long ones.” Do you agree? Why or why not?<br>
slide17. You Do! With your group, place the different types of assessments along the Diagnostic/ Formative/Summative continuum provided (yes, examples may fit into more than one category!)<br>
slide18. Think About… For those assessments you placed in the summative category, can you think of how you could make them formative as well?
What type of assessment(s) are most useful in the primary grades? Intermediate grades? (Are some assessments only suited for certain grades?)
Does SES, sex, or ethnicity matter when choosing assessments?<br>
slide19. Purposes of Assessment<br>
slide20. What Is the Purpose of Assessment? Brainstorm different purposes with your group. How many different purposes can you come up with?<br>
slide21. What Is the Purpose of Assessment? Purposes for Teachers
To determine nature of student learning
To inform instruction
To diagnose student strengths and weaknesses
To evaluate students and construct grades
Purposes for Students
A means of reporting on learning and communicating progress
A way to motivate and encourage (or discourage)
To build student independence<br>
slide22. Knowing Who Your Students Are Observation
In the field of education, observation refers to the process of looking, but also includes the active processing of the observations to determine the needs of students. Through these observations, learning preferences, academic strengths and weaknesses, and what motivates a student can be determined.
Interest Inventories
Another informal data-gathering technique employed to learn about students includes interest inventories and interview protocols. Interest inventories are usually paper-and-pencil assessments in which students report their feelings toward certain academic subjects.<br>
slide23. Knowing Where Your Students Are in Relation to Curricular Expectations Just as the experiences in life are differentiated, so should the assessments chosen in school. Performance tasks require students to apply their knowledge to a real-world application, such as practicing fractions by assuming the role of chef following a recipe to make cookies or a meteorologist reporting the weather on the nightly news.
“In contrast to indirect evaluation methods in which the student is asked to respond to questions about a subject, performance exams ask students to do whatever it is he is supposed to have learned—exactly, one notes, as does life” (Durham, 2006, p. 65).<br>
slide24. Developing Performance Tasks<br>
slide25. Backward Design (Wiggins and McTighe, 2005)<br>
slide26. What Is Important to Teach? (Wiggins and McTighe, 2005)<br>
slide27. Knowing vs. Understanding Have you ever “known” something but didn’t “understand” it?
Genuine performances of understanding occur when “students are able to take information and skills . . . and apply them flexibly and appropriately in a new and at least somewhat unanticipated situation” (Gardner, 2011, p. 9).<br>
slide28. Facets of Understanding (Wiggins and McTighe, 2005)<br>
slide29. Linking Assessment to Content Traditional quizzes and tests Performance tasks and projects (Wiggins and McTighe, 2005)<br>
slide30. Authentic Assessment Tasks: Are realistic
Require students to “do”
Simulate contexts in which adults are tested in the workplace, community, or home
Assess students’ abilities to use a repertoire of knowledge and skills to negotiate a complex task
Allow opportunities to practice, obtain feedback, and refine performance<br>
slide31. Creating Performance Tasks Consider possible goals (summarize, explain, teach, defend, critique)
Consider possible roles (advertiser, detective, eyewitness, reporter, teacher, etc.)
Consider possible audiences (experts, historical figures, readers, travelers, etc.)
Consider possible products and/or performances (essay, questionnaire, debate, newscast, graph, filmstrip, storyboard, etc.)<br>
slide32. Sample Performance Task<br>
slide33. Common Core Assessment Choose a unit of study from either the ELA or Math CCSS
What diagnostic assessment(s) would you use before teaching the unit?
What formative assessment(s) would you use throughout the unit?
What summative assessment(s) (performance tasks) would you use after teaching the unit?<br>
slide34. Grading Homework
Homework should be viewed as an opportunity for students to practice what they are learning or to solidify mastery of a given topic.
Groupwork
When group work activities are designed well, they engage students in higher-order thinking and provide ample data (in the form of observations or written work) for the effective teacher to place in the gradebook, analyze, and use to inform instruction.<br>
slide35. Summary An understanding of the disparity between what assessments should be used for and what they are being used for is paramount for teachers.
With this understanding, effective teachers can begin to muddle through the plethora of assessments they are instructed to conduct with their students each school year and determine which, if any, will be of benefit to their students.
Assessment should not be viewed as a chore for teachers and for students, but a natural part of instruction that is not considered separate or intrusive.
Having a grasp of the intended purposes for each assessment, what data will be provided, and the ways in which the data can inform instruction will empower the effective teacher to make deliberate choices whenever possible to transform assessment from a disheartening hoop-jumping activity to a more meaningful process used to prevent student failure and promote student success.<br>
slide36. Ticket out the Door Divide a sheet of paper into four quadrants and answer a question in each:
How did I connect this new learning to your prior knowledge?
What new learning did you walk away with?
What are you feeling confused about?
Anything else you want to share?<br>
slide37. References http://www.merriam-webster.com/dictionary/assessment
Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in education, 5(1), 7-74.
Durham, Q. (2006). The realities of classroom testing and grading: A guide to performance issues. Lanham, MD: Rowman & Littlefield Education.
Gardner, H. (2011). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Saubern, R. (2010). Ping: The Web 2.0 future of education? Teacher, 209, 10–15.
Wiggins, G., & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Pearson.<br>