Small-group Task

For 5 minutes…

In groups of 4, discuss how you have been assessed in your educational experiences and outside of school.

Write examples on the chart paper to share with the class.

How have YOU been assessed?

In your educational experiences?

IN SCHOOL

In your experiences outside of school?

OUTSIDE OF SCHOOL

The Nature of the Question

Find the perimeter. Draw a six-sided irregular polygon with a perimeter of 23 units. Show all dimensions.

4 cm

3 cm3 cm

3 cm3 cm

4 cm

A. 3 cmB. 12 cmC. 20 cmD. 40 cm

Levels of Questioning

Context: Bloom’s Taxonomy (revised) Strategy: Ciardiello’s Levels of Questioning

AEDR 518 | Spring 2010

Strategies for “Bumping Up” Your Questions from Basic Knowledge Level

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AVOID STRATEGY INSTEAD

Knowledge-Level Examples

Higher-Level Alternatives

“What does listless mean?”

Ask students to provide examples of concepts from their own experience.

“Describe a time when you felt listless.”

“What is a metaphor?”

Ask students to describe similarities and differences between a new concept and an old one.

“How are metaphors and similes similar and different? Use examples from _____.”

“Define equity.” Ask students to apply the concept to something they have seen or read recently.

“Where have you seen equity demonstrated in current events you have read about or seen on TV?”

“Describe osmosis.” Ask students how they would explain this concept to a younger student

“How could you use a visual concrete method to explain osmosis to a 1st grader?”

Vary Your Questioning Techniques

Whole Class Responses

Choral responses by whole class

Signals by all individuals simultaneously

Volunteer responsesRaise handsCall out

Individual Responses

Call name before the question

Call name after the question

Wait for volunteers

How can the results of each type of questioning technique inform you about student learning?

What is the purpose?

Formative Assessment Summative Assessment

Types of Questions

Multiple Choice True/False Matching Interpretive Exercises Short Answer Performance Tasks Constructed-response

Interpretive Exercise

© 2010, The McGraw-Hill Companies, Inc.

Example of an Interpretive Exercise

What does the person change? A. Facing B. Level C. Pathway D. Weight*

InterpretiveMaterial

Item Stem

Options

5.

Use the following figure to answer item 5.

Item directions

Question Writing

Write a multiple-choice item based on one of the topics in your exemplary textbook.

Apply item-writing guidelines.

Glass of Water Activity

How would you:

2.Assess it?

4.Measure it?

6.Test it?

8.Evaluate it?

Assessment

Assessment is the broad term which encompasses measurement, testing and evaluation.

Any method through which we gather information to find out about something

Measurement – expressing information in the form of a number; provides specific data

Testing – taking a sample and assuming it is representative of the whole

Evaluation – making a value judgment based on set or specific criteria

CLASSROOM ASSESSMENT

The overarching goal of assessment is for you to understand

what your students understand.

Assessment also helps the classroom teacherto be reflective:

“Am I an effective teacher?”

“Am I reaching my students?”

“Have I presented the material well?”

Our Goal

Develop the skills

to effectively assess

student learning.

C-I-A

Curriculum Learning Goals and Objectives:

What do I want them to learn?

Instruction: What will I do and what will they do – in and out of class

– so that they learn?

Assessment: What will they do

to show what they have learned?

Learners

Assessment

should support

teaching and learning.

Assessment

Diagnostic

Formative

Summative

Assessment in Lesson Plans

Prior to Lesson: How will you assess prior learning or diagnose readiness for the planned lesson?

During the Lesson: How will you assess student progress and provide feedback throughout the lesson (formative assessment)? List specific examples of purposeful oral questions that may be embedded in the lesson to assess and enhance student learning.

After the Lesson: How will you evaluate students’ post-instruction achievement level in relation to the targeted learning (summative assessment)?

Lesson Plan Format

Common Types of Evaluation

Homework Tests Quizzes Papers Projects Presentations

Embed Formative Assessments into Instructional Activities

You can have students: Keep journals or use notebooks, if they require students to

go beyond description and definition tasks into complex connections, analysis.

Compare current to previous work. Do a quick write, a brief written response to a question or

probe. Take a collaborative quiz. Self-assess or let a peer assess their work. Do homework.

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The South Carolina

Academic Standards

South Carolina State Department of Education

Standards: http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/

Social Studies

English/Language Arts

Math

Science

Standards Support

SC SMART Centershttp://www.s2martsc.org/

The S^3 Curriculum includes assessment ideas.

Common Core Standardshttp://www.corestandards.org/

The Next Steps

Assessment can provide evidence of student learning.

Analyze data to inform instruction.

for 10-minute Break

Analysis of Student Learning

What can we learn from assessment results?

What do you want to know about your class data?

Teacher Work Sample

Class Data Handout

Spreadsheet

Statistics and Graphs

Analysis