Assessment Boot camp PRESENTED BY: AMANDA CHAPMAN Instructor/University Supervisor/Placement Coordinator WCU Office of Field Experiences EFFECTIVE ASSESSMENTS

Assessment Boot camp

PRESENTED BY: AMANDA CHAPMAN

Instructor/University Supervisor/Placement Coordinator

WCU Offi ce of Field Experiences

EFFECTIVE ASSESSMENTS + CONSTRUCTIVE FEEDBACK = HIGHER STUDENT SUCCESS

Overview How do we design effective assessments?

Purpose of Assessments

Types of Assessments

How to give Effective Feedback to enhance student learning.

Useable Examples

What is Assessment? “Assessment is today’s means of understanding

how to modify tomorrow’s instruction.”

- Carol TomilinsonUsing Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf

http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf

How to design effective assessments

101

Learner assessment follows from the objectives. Based on the principles of backward design developed by Wiggins and McTighe (1998), instructors identify the lesson objective or desired results and then decide what they will accept as evidence of learners’ knowledge and skills.

The concept of backward design holds that the instructor must begin with the end in mind (i.e., what the student should be able to know, understand, or do) and then map backward from the desired result to the current time and the students’ current ability/skill levels to determine the best way to reach the performance goal.

Fact Sheet: Effective Lesson Planning

Goals vs. objectivesGOALS

General expectations of student outcomes.

The OVERALL description and purpose of the unit/lesson/etc.

Can be broad and vague

Example:

Students will understand the Bill of Rights and the importance and impact it has on the lives of American citizens.

OBJECTIVES Statement of what students should be able to do, or how they should change developmentally, as a result of instruction.

Much more specific and MEASUREABLE

Example:

Students will able to list and explain each of the ten amendments of the Bill of Rights.

Four components of an objective

A – AUDIENCE• The StudentB – BEHAVIOR• What the student will do?C – CONDITION• Under what circumstance will the talk be accomplished?D – DEGREE (Criteria)• Percent correct

LEARNING OUTCOME FORMAT

STUDENTS SHOULD BE ABLE TO <<ACTION VERB>> <<SOMETHING>>

REMEMBER BLOOM’S TAXONOMY?THAT’S WHERE YOU FIND YOUR VERBS

Plan around objectives

Students will be able to… Look at the examples: Which ones are well written and assessable objectives?

Which ones are not assessable? How could you rewrite them to make them

assessable?

Important to remember:

Assessment is a process.Step 1: Establishing learning objectives

Step 2: Provide learning opportunities that relate to the objectives.

Step 3: Determine if learning has occurred.

Step 4: Make revisions and improvements based on determinations of student learning.

Evaluations are Judgments based on performance.

Judgments about performance.

Mostly refers to the assignment of grades based on student

performance.

Examples: tests and papers

Thus, evaluation can be part of assessment, but it is not assessment

in and of itself.

http://teachpsych.org/resources/Documents/otrp/resources/boysen12.pdf

Why Do You Assess?How Do You Assess?What Do You Assess?When Do You Assess?

With your group take 5 to discuss the reasons you assess your students.

Why DO We Assess?SOME TEACHERS TALK ABOUT…

Can these two coexist peacefully? Should one receive more emphasis over the other?

SOME TEACHERS TALK ABOUT…

Learning GradesV.S.

Assessment Debate

Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf




How DO We Assess? Observations

Essays

Interviews

Performance tasks

Exhibitions and demonstrations

Portfolios

Journals

Teacher-created tests

Rubrics

Self- and peer-evaluation

End-of-Course/Grade Tests

M.A.P./Dibbles/Star Reading/etc.

Questioning

Others?





When Do We Assess? At the beginning of the unit/time period?

At the end? In the middle? Never? Everyday?

Most teachers assess students at the end of an

instructional unit/time period/sequence.

However, research proves that “when assessment and instruction are interwoven, both the students and the

teacher benefit.”



On-Going Assessments are the BEST!

Diagnostic Assessment

Formative Assessment

Summative Assessment

Finding out what your

students know

Keeping Track & Checking-in

Making Sure

Formative and Summative AssessmentNorthern Illinois University, Faculty Development and Instructional Design Center

[email protected], http://facdev.niu.edu,

mailto:[email protected]

http://facdev.niu.edu/

Diagnostic AssessmentsPre-tests

Diagnostic Assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place.

Knowing your students’ strengths and weaknesses can help you better plan what to teach and how to teach it.

Pre-tests (on content and abilities)Self-assessments (identifying skills and competencies)Discussion board responses (on content-specific prompts)Interviews (brief, private, 10-minute interview of each student)





Formative Assessments Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring.

Formative assessment measures student progress but it can also assess your own progress as an instructor.

◦ Observations during in-class activities; of students non-verbal feedback during lecture

◦ Homework exercises as review for exams and class discussions)

◦ Reflections journals that are reviewed periodically during the semester

◦ Question and answer sessions, both formal—planned and informal—spontaneous

◦ Conferences between the instructor and student at various points in the semester

◦ In-class activities where students informally present their results

◦ Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress. Formative and Summative Assessment

Northern Illinois University, Faculty Development and Instructional Design [email protected], http://facdev.niu.edu,



OngoingAssessmentStrategies

Take 10

Look over the list of examples. Make note of any questions

you may have.

How could you use these strategies to drive instruction?

How will ongoing assessment help you

teach for success?

Summative Assessments Summative assessment takes place AFTER the learning has been completed.

Provides information and feedback that sums up the teaching and learning process.

Should match the material taught and reflect the formative assessments.

Rubrics Often developed around a set of standards or expectations, can be used for summative assessment.

Can be given to students before they begin working on a particular project so they know what is expected of them (precisely what they have to do) for each of the criteria.

Help you to be more objective when deriving a final, summative grade by following the same criteria students used to complete the project.





Types of Summative Assessments

Examinations (major, high-stakes exams)

Final examination (a truly summative assessment)

Term papers (drafts submitted throughout the semester would be a formative assessment)

Projects (project phases submitted at various completion points could be formatively assessed)

Portfolios (could also be assessed during it’s development as a formative assessment)

Performances Student evaluation of the course (teaching effectiveness)

Instructor self-evaluation





What is the Difference? “Summative assessment is more product-

oriented and assesses the final product, whereas formative assessment focuses on the process toward completing the product. Once the project is completed, no further revisions

can be made. If, however, students are allowed to make revisions, the assessment

becomes formative, where students can take advantage of the opportunity to improve.”









EFFECTIVE FEEBACK

EFFECTIVE FEEDBACK 1. It MUST be timely. 2. It MUST be SPECIFIC. 3. It MUST be understandable to the student. 4. It MUST allow the student to act on feedback◦Refine, Revise, Practice, and Retry





Evaluative feedback involves a judgment by the teacher based on implicit or explicit norms.

Evaluative feedback may take the form of:

Approval: “That’s a good essay.” “You’ve done well.” “Good job!”

Disapproval: “That’s not good enough.” “Not your best.”

Reward: Gold stars//A+/Stickers

Punishment: “Write it out again.”

Evaluative feedback

Effective Feedback. (2009). New Zealand Ministry of Education.

Descriptive feedbackDescriptive feedback:

focuses on identified learning outcomes and makes specific reference to the student’s achievement.

Looks towards improvement.

An example of descriptive feedback:

“That’s a good introduction because you have covered the main points we discussed at the beginning. Now … which points do you think you should expand on?”

Effective Feedback. (2009). New Zealand Ministry of Education.

Summary Why do we Assess?

How should we Assess?

What are the THREE types of assessment?

What is the purpose of those three?

How can we make our formative assessments more effective and meaningful to our students?

Questions?For further information or later questions please feel

free to contact me at 828.227.3310 or [email protected]


Works citedBoysen, G. (2012, January 1). A Guide to Writing Learning Objectives for Teachers of Psychology. Retrieved March 3, 2015, from http://teachpsych.org/resources/Documents/otrp/resources/boysen12.pdf

Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Effective Feedback. (2009). New Zealand Ministry of Education. Retrieved March 3, 2015, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CB4QFjAA&url=http://assessment.tki.org.nz/content/download/2520/19023/version/1/file/Effective+feedback.ppt&ei=6t31VJ7ULsWVNqPGg9AJ&usg=AFQjCNEJFBeWEf8kcSDG1HPHCIaa9bA5cw&bvm=bv.87269000,d.eXY

Fact Sheet: Effective Lesson Planning | Teaching Excellence in Adult Literacy (TEAL). (n.d.). Retrieved March 3, 2015, from https://teal.ed.gov/tealguide/lessonplanning

Kelly, M. (n.d.). How to Avoid Common Mistakes When Writing Learning Objectives. Retrieved March 3, 2015, from http://712educators.about.com/od/curriculumandlessonplans/tp/How-To-Avoid-Common-Mistakes-When-Writing-Learning-Objectives.htm


Wees, D. (n.d.). 56 Different Examples of Formative Assessment. Retrieved March 3, 2015, from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000&slide=id.p



https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000&slide=id.p

