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SAM (Student Achievement Monitoring)tool for assessment of educational results
Dr. Petr Nezhnov
Annotation
› Importance of large-scale assessment
› Assessment and scoring as a base for learning results assessment
› SAM – synthesis of assessment and scoring: theory, test construction, basic indicators.
› Interpretation, setting of standards and assessment of tests results on the base of SAM
› Problems that SAM solves
Lecture 1
2 approaches to assessment of educational results:
•Measuring•Categorisation
Measurement and assessment of educational results
TIMSS test – modern tool for pedagogical measurement
0
1000
Student 1
Student 2
Student 4
Student 3
Test scores on the metric scale
Scale of levels of educational achievements (TIMSS)
Low – 400 scores
1000
Advanced – 625 scores High – 550 scores
Medium – 475 scores
Student 1
Student 2
Distribution of Mathematics achievement
Questions to discuss
1)How to interpret and assess results of pedagogical measurements?
2)How to use the results of educational assessment?
•Manager of education •School principal•Teacher•Student•Reseracher
Categorization and assessment of learning results
Taxonomy of pedagogical goals as a tool of categorization and assessment of
learning results
Taxonomy of pedagogical goals(few versions)
B. Blum V. Simonov I. Lerner TIMSS (math.)
Recognition
Knowledge Memorizing Knowledge Knowledge
Application Humble skills Application Application
Synthesis Creative application
Reasoning
Analysis Transmission
Understanding Understanding
Questions to discuss
1)How to interpret and assess categorization of learning results?
2)How the results of diagnostics can be used by•Education manager •School principal•Teacher•Student• Researcher
Session 2
SAM – synthesis of measurement and diagnostics
Model of functional development (by Vygotskiy) as a base for taxonomy
Functional levelFree action – field orientation and limits of possibility for way of action
Traversed curriculum
Reflexive levelAction with understanding – orientation to essential relation as a base for way of action
Formal levelModeled action - orientation to its outside characteristics
Zone of Proximal Development
Levels of curriculum assimilation
SAM test design
Proficiency levels
First level – a student performs at least 50% of level 1 items;
Second level – a student performs at least 50% of level 2 items;
Third level – a student performs at least 50% of level 3 items.
Scale with SAM levels (mathematics)
0
1000
Formal – 430
Functional – 570
Reflexive – 500
Distribution of students of 4th grade at SAM levels (mathematics, one school)
Distribution of students of 4th grade at SAM levels (mathematics, few schools)
Normative orienteers of assessment of SAM testing results
• Statistical indexes (average score for the sampling)
• Socio-cultural norm (average score of 25% of best classes)
• Theoretically determined average norm of the end of the primary school (reflexive level).
• Absolute cultural norm (100% accomplishment of test)
Problems that can be solved by SAM:
• General understanding of educational goals by teachers, administration, students • Determination of Zone of Proximal Development to choose individual pedagogical strategy• Negotiation of difficulties in adoption of high order skills• Learning motivation• Teachers professional development • Assessment of academic performance • Assessment of quality of teacher work
Thank you for attention!