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Roles of Assessment
“We assess to assist, assess to advance, assess to adjust”: Assist: provide formative feedback to guide
student performance Advance: summative assessment of student
readiness for what’s next Adjust: continuous improvement of
curriculum, pedagogy.
- Ruth Stiehl, The Assessment Primer: Creating a Flow of Learning Evidence (2007)
Formulating Questions for Assessment
Curriculum designed backwards; Students’ journey forward: What do students need to DO “out there”
that we’re responsible for “in here?” (Stiehl) Subsequent roles in life (work or future study,
etc.) How do students demonstrate the
intended learning now? What kinds of evidence must we collect
and how do we collect it?
Assessment Questions & Strategies– Factors to consider:
Meeting Standards Does the program meet or exceed
certain standards? Criterion reference, commonly state or
national standards Comparing to Others
How does the student or program compare to others?
Norm reference, other students, programs or institutions
Assessment Questions & Strategies-Factors to Consider:
Measuring Goal Attainment Does the student or program do a good
job at what it sets out to accomplish? Internal reference to goals and
educational objectives compared to actual performance.
Formative student-center. Professional judgment about evidence
common.
Assessment Questions & Strategies- Factors to Consider:
Developing Talent and Improving Programs Has the student or program improved? How can the student’s program and
learning experience be improved even further?
Formative and developmental. Variety of assessment tools and sources
of evidence.
Direct vs. Indirect Evidence
Direct What can the
student actually do or demonstrate they know
Can witness with own eyes
Setting is structured/ contained
Indirect What students say
they can do Focus on the
learning process or environment
Things from which learning is inferred
Setting is not easily contained/structured
Qualitative vs. Quantitative Qualitative
Words Categorization of
performance into groups
Broad emergent themes
Holistic judgments
Quantitative Numbers Individual
components and scores
Easier calculations and comparisons plus presentation to a public audience
Formative vs. Summative Assessment for
learning “In-progress” Provide corrective
feedback Establish
foundational learning for next step.
Assessment for evaluative purpose
“After the fact” Determine progress/
achievement/proficiency
Readiness for next step/ role/learning experience
Means of Assessment-(Quantitative Judgments)
Cognitive Standardized exams Locally developed exams
Attitudes/beliefs Opinion surveys of students,
graduates, employers
Means of Assessment- (Qualitative Judgments)
Cognitive Embedded classroom assignments
Behavior/performances (skills applications) Portfolios Public performances Juried competitions Internships Simulations Practical demonstrations
Attitudes/beliefs Focus groups
see Handout- Using the Grading Process for Assessment
15
Step 3. Means of Assessment- Grades
Evaluation of individual students = assessment Focus is individual not groups of students A summative, not formative act Objectivity of single evaluator vs. group Generally not accepted as direct evidence Uses of the grading process
Agreed upon course exam or part of exam Row and column model for assignments
Individual Student Scores and SLO Assessment- Embedded Assignments
Criteria Tim Jane Mary Joe Dave Average
Spelling 3 4 1 2 3 2.6
Grammar 2 5 3 2 5 3.4
Punctuation 4 5 2 3 4 3.6
Structure 3 2 3 5 3 3.8
Total 13 17 10 12 15
Student Grade C A D C B
Total down the column for individual grading. Analyze across the row for assessment of intended outcomes from the group.
Jim Nichols
Interpreting Results- How Good Is Good Enough?
Norm Referencing Comparing student achievement
against other students doing the same task
Criterion Referencing Criteria and standards of judgment
developed within the institution
Are Results Valid and Reliable?
Validity Reliability Authentic assessment Important questions or easy
questions Inform teaching and learning?
How Does Assessment Data Inform Decision-Making?
Goal: Making sound curricular and pedagogical decisions, based on evidence
Assessment questions are tied to instructional goals.
Assessment methods yield data that is valid & reliable.
A variety of measures are considered. Assessment is an ongoing cycle.
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