ASSESSING LEARNING

“Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer.” Jay McTighe

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OBJECTIVES Analyze purposes of assessment. Discuss why assessment is important. Recognize the importance of variety and

differentiation in assessment. Examine methods for gathering and

analyzing assessment data. Examine sample data to determine strategies

for analysis and interpretation of data.

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ASSESSMENT IS:

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Who are your customers for assessment? Why do you give assessments? Do you score what is to score or do you score

what is essential? What is the difference between performance

and authentic assessment?

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FOUR QUESTIONS THAT WILL GUIDE YOU IN DEVELOPING AUTHENTIC ASSESSMENTS

What do you want students to know and be able to do?

What will count as acceptable performance? What criteria will assure expert and unbiased

judgment? How will you provide feedback for growth.

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Assessment should improve performance.

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BACKWARD DESIGN GRANT WIGGINS/ JAY MCTIGHE

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1. Identifying desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

INTERNAL ALIGNMENT

1. Outcome

2. Outcome

3. Outcome

1. Activity 1. Assessment

2. Activity 2. Assessment

3. Activity 3. Assessment

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FIVE BENCHMARK PRACTICES FOR SUCCESSFUL ASSESSMENT

① Use assessment to restructure the curriculum in order to develop an abilities-based class.

② Delineate expected outcomes and make them available to the students.

③ Incorporate ongoing self-assessment of teaching and learning.

④ Use class assessment techniques to focus on cooperative projects.

⑤ Assess overall student progress, and determine when changes occur by using follow-up studies of retention and achievement.

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PURPOSES OF ASSESSMENT

Assist student learning

Identify student strengths

Assess effectiveness of instructional strategies

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PURPOSES, CONT.

Assess and improve curriculum

Assess and improve teacher effectiveness

Provide data

Communicate with others outside program

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ASSESSMENT. . .

Testing and non-testing methods Checking objective attainment Outside agency competencies

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CURRICULAR PRIORITIES AND ASSESSMENT METHODS

Assessment Types

Traditional quizzes and testsPaper-pencilSelected-responseConstructed-response

Performance tasks and projectsOpen-endedComplexAuthentic

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Worth being familiar with

Important to know and do

“Enduring” understanding

ASSESSMENT. . .

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Varied types, over time: authentic tasks and projects academic exam questions, prompts,

and problems quizzes and test items informal checks for understanding student self-assessments

TESTING AS ASSESSMENT

Pre Assessment Measures what students

know About a topic before the unit or lesson begins

Formative assessment Measures interim

progress Summative assessment

Measures growth over time

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RELIABILITY OF ASSESSMENT

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Snapshot vs. Album

Reliable assessment requires multiple

evidence over time.

SELECTION-TYPE ITEMS

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True-False items

Multiple choice items

Matching items

Must be right or wrong

Includes stem and alternatives (with distracter)

Demonstrates relationship between two ideas

SUPPLY-TYPE ITEMS

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Completion items

Short answer items

Identification items

Essay questions

Statements w/term omitted

Written as question

Requires labeling or locating parts of a diagram

Evaluate higher level thinking; control for student guessing; approximates use of skills in real life

NON-TESTING MEANS OF ASSESSMENT Diaries Attitude surveys Diagrams Oral/written reports Projects Poster Participation Others . . . . .

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NON-TESTING ASSESSMENT

Can assess three domains Scoring Tools:

Checklists Scorecards__ Rubrics/Rating Scales

Avoid subjectivity in scoring tools Utilize peer and self evaluation

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ANALYZING DATA

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SAMPLE GRAPHIC

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SAMPLE BY WORK TYPE

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IN CLASS ACTIVITY: DATA ANALYSIS -- Sample grade sheet

Discuss:1. Why do we need to examine data?2. What information does this data give you?3. How would analysis influence your

teaching?4. Share your discussion with class.

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In what other ways can you analyze data?

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DEVELOPING ITEMS - GROUP ACTIVITY

Begin with standard State objective in

measurable terms Decide on type of assessment Determine guidelines for

scoring Develop a scoring tool Assign points Bloom’s level must match –

internal alignment

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