Sunday Aug 23

Assessment

Agenda Parking lot Review concepts from yesterday Discuss readings Assessment

Concepts from Yesterday Define Curriculum What are standards and benchmarks What are essential questions What is “backwards by design” without using the terms backwards by design.

Reading Points Curriculum and Assessment Measuring Curriculum and Achievement

Assessment

Assessment is…………………………….

Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. (Merriam-Webster)

Two types of assessment: – Assessment within classes (Narrow) – Assessment of the curriculum (Broad)

Overarching Questions Why do we need assessment? What do we do with the results? How do we know the results are valid?

Brainstorm Types of Assessment

Definitions of Types of Assessment Formative-ongoing input for improvement Summative-results based (giving a grade) Objective-only one correct answer (true/false or multiple choice tests) Subjective-more than one correct answer (essay) Formal Assessment-tests, quizzes research paper (grade or percentage assigned) Informal Assessment-portfolios, observation, peer and self evaluation Internal-classroom teacher or school based External-district, city, state or nation based

Types of Assessment Summative

– Certify competency – Compare achievement against learning outcomes – Compare learners against each other (standardized tests)

Formative – Provide students with feedback on their performance/achievement – Improve performance – Increase motivation to learn/study

– Award qualifications – Improve programs of study

– Promote self-assessment and self-monitoring

When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative. Stake, R. cited in Earl, L. (2004). Assessment as learning: Using classroom achievement to maximize student learning. Experts in Assessment. Thousand Oaks, California: Corwin Press.

Review of Bloom

Modern Trends: Guiding Questions for Assessment

What is the learning goal/outcome you hope your students to meet? What is the purpose? What do you hope to learn from this assessment? What will be assessed? Who will be assessed? When will the skills be assessed? How will the skill or concept be assessed? In what setting will the assessment be conducted?

Modern Trends: Guiding Questions, continued How will the results be analyzed? How will the results be used? How will the results benefit you and your students? To whom will the results be communicated? Can the skill or concept be measured in more than one way—suggesting transfer of learning? Are there provisions for student reflection or self-assessment?

√ Means of Assessment Checklist √ Inquiry

√ Oral test

√ Class discussion/group

√ Written test

√ √ √ √ √ √ √

critique Portfolio Demonstration Journals/logs Self-assessment Checklist/rating form Projects CATs

√ Oral research report √ Written research report √ Oral critique √ Written critique √ Performances √ Critique by experts √ Interview

Assessing the Curriculum Measurement and evaluation of the whole curriculum – How do you know its working and achieving results – Who is responsible for measuring curriculum?

Research work Parents’ satisfaction survey. You need a tool to collect data, e.g. survey questionnaire, interview, parents meetings. Students’ records, e.g. subject grade report, national test, feedback from universities on graduates. Teachers’ feedback, e.g. support system, school policy. Teaching evaluation.

School Curriculum Development PROCESS – DevelopmentHow will we Implementationknow students have learned? Evaluation Assessment

What do we want learners to know, do, understand and be like Standards, objectives, outco

How will we get them there? methods,strategies

What Challenges Do you face in implementing the curriculum Teachers – Teaching assistants – Professional development (internal and external)

Resources Planning time Monitoring system – Responsibility for implementation (principal?)

Group Activity #2: Issues and Challenges with Assessment In your group, please list as many “problems/issues/challenges” you feel surround the topic of assessment, think from a teachers point of view (15 minutes) Accountability-people are worried how results will be used Assessment Validity Classrooms are changing, our practice is not Lack of Planning and Collaboration Lack of clear standards

Accountability How will the results be used? Will they effect my job, my school, my district? If all my students do well: – Am I a good teacher? – Will I have fewer parent complaints?

Assessment Validity “Are you measuring what you set out to measure?” Validity is based on content: does the content of the assessment measure stated objectives? criterion: do scores correlate to an outside reference? (Do high scores on a 5th grade reading test accurately predict reading skill in the future?) construct:are there other variables which could effect scores (ESL, Family Income, LD)

A Major Challenge: Helping Teachers Help Children How do we help teachers?:

Developing Assessment Tasks: a practical application for teachers and administrators Distribute Research

Departments review and discuss

Individual teachers write assessment plans

Grade level teams review and discuss, principal assists individual teachers

Grade teams compare results, teachers evaluate and modify, Principal compiles data

Group Activity #3: What Next? In your groups, please generate a list of what you think the 21st century challenges will be regarding assessment (15 minutes) Technology Social networks Learning is more collaborative and knowledge easier to obtain Time

Tarek’s Tips for Quality Assessment Give teachers time to talk about assessment Principals should be Educational Leaders and be involved Ask the students, when age appropriate, to design their own assessment tasks Always look at data and results, modify and verify based on data Always use multiple sources of assessment Provide enough Professional Development for teachers Importance of expectations that all children can learn, and teachers who believe that they can make this happen Timely and constructive feedback

In Conclusion: Effective Assessment Should

Focus on process, product, and person

Represent what was taught–and what we expect students to learn Actively involve both teachers and students—allows students to demonstrate understanding Provide information for improving learning Have the purpose not to evaluate a program but to provide a cycle of continuous program improvement

References Burton, S. L. (2005) Assessment using creative strategies, NJMEA Conference Presentation. Dwyer, Carol, 2004. ETS Wiggins and McTighe, (1995) Understanding by Design