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Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Assessment Strategies Visual Tools EDUC 4454 P/J Methods

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Page 1: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Assessment StrategiesVisual Tools

EDUC 4454P/J Methods

Page 2: Assessment Strategies Visual Tools EDUC 4454 P/J Methods
Page 3: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Assessment includes a wide variety of tools & strategies

.... depending on the nature of the task

that are chosen selectively & purposefully

... depending on the amount & type of information required

This could include:Rubrics TestsObservation surveys ChecklistsExemplars Rating scalesRunning records Samples of writing/workStudents’ records of their Direct Observation independent learning InterviewsPortfolios Oral reportsAnecdotal records Research projectsConferences Performance tasks

Page 4: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Assessment Tools

Tools are what a teacher uses to record and/or categorize his or her observations/assessment data gathered through the use of various strategies

Tools should provide a clear picture of what the learning should look like (e.g. criteria & indicators)

Page 5: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Types of Assessment Tools

Anecdotal Records Checklists Rating scales Rubrics

Page 6: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Anecdotal Records Capture & describe student performance Are gathered on specific “look-fors” pre-

determined by the teacher Are systematic & planned for opportunities Allow the teacher to view the student “in

action” Provide a rich portrait of student performance

in concise language Should be dated & recorded accurately &

objectively during an event or soon after

Page 7: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Anecdotal records should be used: To make observations which often cannot

easily be obtained using other assessment strategies

To provide a rich portrait of individual students To have written evidence of student progress,

interests, strengths, and areas of needs To build an ongoing information file on each

student To serve as the main assessment tool for

primary students

Page 8: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Rating Scales Assess performance on a several-point scale

ranging from low to high, which may have as few as 3 points or as many as 10.

Rating scales may be used to record the frequency or even the degree to which a student exhibits a characteristic, to describe a performance along a continuum or to record a range of achievement in relation to specific behaviours.

Page 9: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Rating scales can be used: To assess a single performance, such as an

oral retelling or a reader’s theatre presentation To judge the quality of a performance To provide diagnostic information To assess the extent to which specific skills,

facts, attitudes and/or behaviours are observed in a student’s work or performance

Page 10: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Checklists Provide a record of the presence or absence of

taught/acquired concept, skill, process or attitude

Provide a list of criteria to be looked for and assessed in the completion of a task

Include a teacher-made list based on content and/or processes related to knowledge, skills, and/or attitudes

Page 11: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Checklists should be used:

To judge the process or product of a student’s performance when it can be assessed as correct/incorrect; present/absent; adequate/inadequate

Page 12: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Rubrics Include a description of specific, observable

criteria in the four categories of knowledge & skills

Use a range of levels of quality used to assess student work

Include a scale which uses brief statements based on criteria to describe the levels of achievement

Assess a wide variety of tasks or activities both holistically & analytically

Page 13: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Rubrics should be used: When teachers want to assess complex tasks

in a detailed & specific manner linked to the categories on the achievement chart of the curriculum documents

Page 14: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Rubrics are most effective: when used selectively for appropriate tasks

(complex, rich performance tasks) When developed by the teacher & shared with

students before the performance task When examples are provided at each

achievement level When teacher & student analyze the examples

together When students use the rubric to guide their

work

Page 15: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Assessment Strategies Strategies are the means by which a

teacher assesses student progress Teacher must consider whether the

strategy will allow for the demonstration of the identified expectations or behaviours

Strategies provide specific ways for students to demonstrate their learning. Students can:

SAY WRITE DO

Page 16: Assessment Strategies Visual Tools EDUC 4454 P/J Methods

Tracking Sheets

A method of monitoring (keeping track) student movement through learning centres or stations

Serve as a record of what the student has accomplished

Can be used for assessment

Refer to Creating the Dynamic Classroom

pp. 82-89

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Self - Assessment

the process by which students gather information about and reflect on their own learning

involves such questions as:

involves meta-cognition

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Peer – Assessment:

A reflective activity that requires students, individually or as a group to reflect upon and make observations about the performance of one or more peers

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Quizzes & Tests:

Assessment strategies that require students to respond to prompts in order to demonstrate their knowledge or skills

Oral ,Written, or Performance

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A well developed teacher test is based on: instructioncourse contentthe skill and concepts in the unit of

study

Ensure that the tasks allow students to demonstrate their knowledge, skills and attitudes.

Modify or develop alternative tasks for students with special needs.