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Assessment & EvaluationCareer & Technical Education
New Teacher InstituteJanuary 27, 2014
Dr. Elisha C. WohlebAuburn University
Dr. Elisha C. Wohleb
Business/Marketing EducationCurriculum & Teaching
Auburn [email protected]
Introductions
What is it?
Assessment
Teaching Cycle in regards to
Assessment
Curriculum
InstructionPedagogy
Assessment
The Relationship
Curriculum Instruction Pedagogy
What is taught How it is taught What happens when the bell rings
Sources? A planned course of experiences
Implementation of the curriculum
Designed and justified by the teacher
Teachers interact with students
Aims to fulfill the purpose of the school curriculum
Curriculum in action
What should students __________, and how
should they be able to use what they know? How well should students _________? What will we do to __________ student
performance? How well do students actually perform? What will we do to __________ student
performance?
Hibbard, K. Michael, and Mary E. Yakimowski. 1997. Assessment in Connecticut: A Partnership to Improve Student Performance—Connecting State-Level Assessment and Classroom Practices. Cheshire, CT: Connecticut Association for Supervison and Curriculum Development.
Five Guiding Questions
know perform assess improve
7
Focus of Change: Influences on Student
Learning
School 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism
Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design
Student 9. Home Environment10. Learned Intelligence/Background Knowledge11. MotivationSource: Balanced Leadership: School Leadership that Works by
McREL
Three Elements of Effective Pedagogy
Instructional Strategies
Curriculum Design Management
Techniques Notes:
Make sure you reach all your learners
Make sure you use a variation of methods to teach
Summarizing and Note Taking
A variety of note taking formats that enable students to differentiate important information in a concise format.
Reinforcing Effort and Providing Recognition
More effort produces better results! Pause, prompt, and praise Concrete symbols
Homework and Practice
Maintenance of Skills It is not a substitute for classroom learning. It cannot be ignored (left unchecked or
ungraded). Homework should assist in mastering a skill.
Nonlinguistic Representations
Pictures
Models
Kinesthetic Activities
Cooperative Learning
Defining Elements1. Positive interdependence (sink or swim
together)2. Face-to-face interaction3. Individual and group accountability4. Interpersonal and
small group skills5. Group processing
Setting Objectives and Providing Feedback
What are your instructional objectives and goals?
Relay specific and personal objectives. Review objectives at the end of class during
summary. Provide feedback for incorrect answers.
Why Do We Assess Students?
1. To inform instructional decisions.2. To motivate students to learn.
We must __________ students to become active participants in their own learning.
Rick Stiggins, Assessment Training Institute, in consultation with the team representing the United States at the ETS/Assessment Training Institute’s International Conference: Promoting Sound Assessment in Every Classroom, Portland, OR, September 2005.
engage
Use Multiple Methods of Assessment
Informal Hand Signals Dialogues Observations
Traditional Paper & Pencil Tests
Authentic Assessment Performance-based Projects Portfolios
Data-Driven Decisions and School Leadership: Best Practices for
School ImprovementKowalski, Lasley, & Mahoney
Keys to Good Assessment
1. ____________________ of standards, instruction and assessment.
2. ____________________ for learning.
3. Know how and when to use both ____________ and ________________ assessments.
Alignment Assessformative/summative
Creating Quality Assessments of Student Learning
Kowalski, Lasley, & Mahoney
1. Set clear, well-defined learning _________.
2. Identify __________ methods of assessments.
3. Ensure enough _________ has been collected.
4. Make sure outside __________ do not bias student results.
objectives
appropriate
data
factors
“Results”
Individual Classroom Groups School School
District
Timely Constructive
Positive and Negative Personal Directional
Feedback Kowalski, Lasley, & Mahoney
Data should be used to improve
_____________________ practice!
Student Performance
“Students should receive regular and specific feedback about what they know and don’t know. Offering regular specific feedback and grading that are based on learning and not behavior will have an immediate positive impact on your school. It will redefine students’ role in the learning process, completely alter communication patterns with students, and ultimately will improve performance top to bottom” (Fleenor, Lamb, Anton, Stinson, & Donen, 2011).Fleenor, A., Lamb, S., Anton, J., Stinson, T., & Donen, T. (2011). The grades
game. Principal Leadership, 11(6), 48-52.
Let’s Assess Your Knowledge!
Are you smarter than a 5th grader?
Assessment
Career & Technical Education
Effective assessment begins with clear goals
and objectives. Course of Study School
Reading; Math; Writing Program/Department
Advisory Committees Student Organizations
Assessment
EvaluationSynthesis
AnalysisApplication
ComprehensionKnowledge
Bloom’s Taxonomy
http://www.nwlink.com/~donclark/hrd/bloom.html
Knowledge Identify, define, list, match, state, name, label,
describe, select, recall, recite
Comprehension Translate, convert, generalize, paraphrase, rewrite, summarize, distinguish, infer, alter, explain, defend, estimate, predict
Application Use, operate, produce change, solve, show, compute, prepare, determine, demonstrate, develop, modify, organize, relate, transfer
Analysis Discriminate, select, distinguish, separate, subdivide, identify, break down, analyze, compare, diagram, differentiate, illustrate, outline
Synthesis Design, plan, compile, organize, conclude, arrange, construct, devise, categorize, compose, create, formulate, predict, produce
Evaluation Appraise, compare, justify, criticize, explain, interpret, conclude, summarize, evaluate, contrast, defend, judge, support, validate
Objective Verbs
Formative Assessments
Used to shape and guide the learning process Gives feedback along the way to improve
learning/skill Ex: checks for understanding, self assessments,
demonstrations Summative Assessments
Used as benchmarks to recap or summarize the learning that has taken place
Frequently used as grades at the end of a project or class Ex: midterms, finals, term papers, portfolios
Methods of Assessment
What is Authentic Assessment?
Authentic Assessment may be defined as the evaluating of student learning through the use of student portfolios, performance, or observations in place or in conjunction with more traditional measures of performance such as tests and other assignments. An assessment is deemed authentic when it is based upon student activities that replicate real-world performances as closely as possible.
Authentic Assessment
There are six characteristics of an authentic
assessment:
1. The assessment is realistic; it reflects the way the information or skills would be used in the “real world”.
2. The assessment requires judgment and innovation; it is based on solving unstructured problems that could easily have more than one right answer and, as such, requires the learner to make informed choices.
Authentic Assessment
There are six characteristics of an authentic assessment:
3. The assessment asks the student to “do” the subject, that is, to go through the procedures that are typical to the discipline under study.
4. The assessment is done in situations as similar to the contexts in which the related skills are performed as possible.
Authentic Assessment
There are six characteristics of an authentic
assessment:
5. The assessment requires the student to demonstrate a wide range of skills that are related to the complex problem, including some that involve judgment.
6. The assessment allows for feedback, practice, and second chances to solve the problem being addressed.
Authentic Assessment
Types of Authentic Assessments
Word Puzzles Writing Projects Collaborative/Group Projects Individual Projects Presentations Modules/Simulations
Authentic Assessment
Types of Authentic Assessments
Portfolios Role Plays Learning Logs/Journals Reflections Games Online Activities (Web 2.0)
Authentic Assessment
Types of Authentic Assessments
Speakers/Interviews Discussions Field Trips/Tours Shadowing Career Development
Authentic Assessment
Quizzes Pen/Pencil & Paper Tests
Forced-Choice (Scantron) Multiple Choice Matching True/False
Short Answer (Fill in the Blank) Essay
Performance Tests
Traditional Assessments
Word Puzzles
http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp
http://www.armoredpenguin.com/ http://www.crosswordpuzzlegames.com/create.h
tml http://edhelper.com/crossword_free.htm
Types of Assessments
Writing Projects
http://teacher.scholastic.com/lessonrepro/lessonplans/fictindex.htm
Reports Papers
Research Reinforce Higher-order Thinking Skills
Letters Resumes Three-Minute Write
Types of Assessments
Collaborative/Group Projects & Assignments
Teamwork Think-Pair-Share Review Games Social Networking
Types of Assessments
Individual Projects
Examples
Presentations Importance Required skills Can be included with other
assessments/assignments
Types of Assessments
Modules/Simulations
Software Online Examples
SAM (Microsoft) Certiprep
Types of Assessments
Portfolios
Notebooks/Binders Electronic (foliospaces.org; sites.google.com) Project/Assignment or Entire Course Career Portfolios Examples
Types of Assessments
Role Play
Skits Court case
for law class Interview
Mock job interviews
Examples
Types of Assessments
Learning Logs/Journals
In-depth or Simple Free-write or Structured Examples
Reflections Focuses on the Process Student Perceptions May include hints for
changes to enhance learning!
Types of Assessments
Online Activities Companion Website Internet Scavenger
Hunt http://
www.technologytailgate.com/2012/10/make-your-own-internet-scavenger-hunts.html
Games Quia.com
Web-based Activities Webquests
(zunal.com; webquest.org)
Examples
Types of Assessments
Online Activities
Web 2.0 Applications Interactive online technology applications Blogs Wikis Podcasts Cloud computing prezi Social Networking (use with caution!) Other Examples???
Types of Assessments
Speakers/Interviews
Examples Discussions
Small Group Large Group
Muddiest point Used in the middle
or end of lesson to assess what is least clear or most confusing of lesson
Types of Assessments
Field Trips/Tours
Virtual Examples
Types of Assessments
Shadowing
Examples
Career Development Research
Types of Assessments
http://www.acteonline.org/content.aspx?id=28
6 http://school.discoveryeducation.com/schrockg
uide/vocation.html http://www.teach-nology.com/teachers/lesson_
plans/vocational_ed/ http://alex.state.al.us/index.php
Courses of Study Web Links Lesson Plans
Lesson Plan Websites
Evaluation
Career & Technical Education
Feedback, Feedback, Feedback
Immediate Thorough
Communicate, Communicate, Communicate Students Parents
Document Update Grades Regularly Keep Thorough Notes Lesson Plans
Evaluation
Types of Evaluation
Self Peer Rubrics Checklists
Evaluation
What is a Rubric?
A rubric is a scoring guide administered to define criteria when judging students’ performances.
Rubrics can be used for evaluating/grading numerous activities.
Rubrics make grading more objective and consistent.
Rubrics let students know how the assessment will be evaluated.
Rubric Development
Determine your learning outcomes.
Keep it short and simple.
Focus each item on a separate skill.
How do students develop/express learning?
Rubric Development
Evaluate only measurable criteria. Scores should be easy to read and understand.
Rubric should fit on one piece of paper.
Reevaluate the rubric (Did it work?).
Rubric Websites
http://www.rubrics4teachers.com/ http://www.teach-nology.com/web_tools/rubric
s
http://rubistar.4teachers.org/ http://school.discoveryeducation.com/schrockg
uide/assess.html http://www.lauriefowler.com/rubrics.html
Typically a numbered or bulleted list What a teacher expects students to address,
display, or submit in final form This can also be used as an organizer for
students Can be simple or complex
Checklists
Table 1. Sample Checklist for a Short Report
Short Report Format Content
Unbound style Introduction
1” margins Technologies identified
Double-spaced Recommendations
Conclusion
Questions/Comments
