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Tonight… BE JACK BAUER!Tonight… BE JACK BAUER!Can you take the torture?Can you take the torture?
AssessmentAssessment
Mark Benthall
Copyright 2007
(Like anyone would actually want to claim this as their own work!)
What is assessment?What is assessment?
Assessment is the act of collecting information about students in order to better understand them.
Why assess?Why assess?
Serves as a diagnostic tool for instructionProvides feedbackSets standardsEvaluates progressCommunicates resultsMotivates performance
How are Testing and How are Testing and Assessment Different?Assessment Different?
Grant Wiggins, Nationally Recognized Assessment Guru
Two Main Types of Two Main Types of AssessmentAssessment
Summative- generally carried out at the end of a course or project. Typically used to assign a course grade.
Formative- generally carried out throughout a course or project. Used to aide learning.
Through assessment we Through assessment we constantly ask these questions:constantly ask these questions:
Are we teaching what we think we’re teaching?
Are the students learning what they are supposed to be learning?
Is there a better way to teach this subject?Has anyone actually listened to anything
I’ve said for the past two weeks?
Assessment affects educators Assessment affects educators decisions about:decisions about:
GradesPlacementInstructional needsLesson designCurriculumEarly retirement
AssessmentAssessment
A good assessment has both validity and reliability.
AssessmentAssessment
A valid instrument measures what it is intended to measure.
Reliability relates to the Reliability relates to the consistency of an assessment.consistency of an assessment.
A reliable assessment is one which consistently achieves the same results
with similar groups of students.
Reliability and ValidityReliability and Validity
In practice, an assessment is rarely totally valid or totally reliable.
Reliability and Validity Reliability and Validity
Good assessment often has a trade-off between reliability and validity.
Types of Assessment:Types of Assessment:
StandardizedTraditionalAuthentic or Alternative
Standardized AssessmentStandardized Assessment
A test that is developed using standard procedures and is then administered
and scored in a consistent manner for all test takers.
Standardized AssessmentStandardized Assessment
Identifies the instructional needs of individual students
Judges students’ proficiency in essential basic skills and measures their educational growth over time
Evaluates the effectiveness of educational programs
Monitors schools for educational accountability- No Child Left Behind Act
Standardized Assessment Standardized Assessment in Texasin Texas
(administered by TEA)(administered by TEA)
TAKS (Texas Assessment of Knowledge and Skills) Grades 3-11
SDAA (State Developed Alternative Assessment) Grades 3-8
RPTE (Reading Proficiency Tests in English) Grades 3-12
TAKS Controversy:TAKS Controversy:Recent ATPE Study Recent ATPE Study
TAKS does not provide accurate assessment of a student’s academic level
TAKS has resulted in narrowing of the curriculum
Teachers forced to teach to the testTAKS creates undue anxiety and stress on
students, especially at elementary level
Standardized Testing: Standardized Testing: Is There a Better Way?Is There a Better Way?
Traditional AssessmentTraditional Assessment
Any type of assessment in which students choose a response from a
given list.
Traditional AssessmentTraditional Assessment
True/FalseMultiple ChoiceMatchingFill-in-the-blank (word banks)
True and FalseTrue and False
Mark each statement as either true or false:
T or F The presenter does not really need to explain this concept to me.
T or F This slide is clearly a transparent attempt to burn minutes in a 6 hour presentation.
T or F The presenter looks a little bit like Brad Pitt’s Plumber
Multiple Choice: Multiple Choice: Choose the answer that doesChoose the answer that does
NOTNOT belong. belong. Why on earth is the presenter showing
us this? A) Maybe one of us is an alien and has never
heard of multiple choice questions B) People really care about multiple choice C) He thinks the guy in the fourth seat on the third
row (in the red sweater) is an idiot D) Presenter needed a break as he was writing all
the other heavy duty stuff
MatchingMatching
Match the words on the left with their definitions on the right:
1. Presenter- A) Sucker
2. Audience- B) Idiot
3. Person Who C) Victims
Hired Presenter-
Fill-in-the-blanksFill-in-the-blanks
Fill in the blanks with words from this word bank: teacher students similar wasted
1) Presenter ______ five minutes explaining stuff I already knew.
2) When I become a _______ I hope I can learn to do _______ things with my own ________.
Beyond Your TEBeyond Your TE
Identify the TEKSUse BACKWARD DESIGNWhat do you want your students to do?How will you know they have met the
objectives?Design the assessmentPlan the activities
Multiple IntelligencesMultiple Intelligences
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of
education at Harvard University.
What exactly is What exactly is The Theory of Multiple Intelligences?The Theory of Multiple Intelligences?
Theory of Multiple Theory of Multiple IntelligencesIntelligences
Howard Gardner, Arch Nemesis of Grant Wiggins
““I.Q. tests are far too I.Q. tests are far too limited…” limited…”
Linguistic Logical-Math Spatial Body-Kinesthetic
Musical Interpersonal Intrapersonal Naturalist
Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children
and adults.
Linguistic IntelligenceLinguistic Intelligence“Word Smart”“Word Smart”
Ability to use words and languageHighly developed auditory skills and
generally elegant speakers
Skills: Listening, speaking, writing, story-telling, explaining, teaching
Logical-Mathematical Logical-Mathematical IntelligenceIntelligence
“Number/Reasoning Smart”“Number/Reasoning Smart”Ability to use reason, logic, and numbersAsk lots of questions and like to do
experiments
Skills: Problem solving, categorizing, working with abstract concepts
Spatial IntelligenceSpatial Intelligence“Picture Smart”“Picture Smart”
Ability to perceive the visualEnjoy looking at maps, charts, pictures,
video, and movies
Skills: Puzzles, reading, sketching, fixing, constructing, design
Body-Kinesthetic IntelligenceBody-Kinesthetic Intelligence“Body Smart”“Body Smart”
Ability to control body movements and handle objects skillfully
Good sense of balance and coordination
Skills: Dancing, sports, crafts, acting, working with hands
Musical IntelligenceMusical Intelligence“Music Smart”“Music Smart”
Ability to produce and appreciate musicRespond to music by appreciating or
criticizing what they hear
Skills: Singing, playing musical instruments, composing, melodies
Interpersonal IntelligenceInterpersonal Intelligence“People Smart”“People Smart”
Ability to relate and understand othersTry to see things from a different
perspective
Skills: Listening, empathy, counseling, co-operating in groups, motivation
Intrapersonal IntelligenceIntrapersonal Intelligence“Self Smart”“Self Smart”
Ability to self-reflect and be aware of one’s inner state of being
Understanding of inner feelings, dreams, and their strengths and weaknesses
Skills: Reflection, analyzing themselves, desires and dreams, reason
Naturalist IntelligenceNaturalist Intelligence“Nature Smart”“Nature Smart”
Ability to relate to one’s environmentUtilizes their surroundings
Skills: Hunting, gathering, building, farming, resourceful
Additional Intelligence Additional Intelligence Possibilities…Possibilities…
Spiritual
Existential
Moral
Multiple IntelligencesMultiple IntelligencesWhich ones best describes you?Which ones best describes you?
The Need for a New Approach The Need for a New Approach to Assessment in Schoolsto Assessment in Schools
Howard Gardner, Brother-in-law of Grant Wiggins
Authentic /Alternative Authentic /Alternative AssessmentAssessment
Alternative assessments includes any assessment in which students create responses to a questions.
Authentic assessments elicit demonstrations of knowledge and skills in ways that resemble “real life”.
What is authentic assessment What is authentic assessment and why is it important?and why is it important?
Grant Wiggins, International Assessment Mystic
Alternative/Authentic Alternative/Authentic AssessmentsAssessments
Observations Running Records
Alternative/Authentic Alternative/Authentic AssessmentsAssessments
Interviews- involve observing and questioning students to get a better idea of their attitudes, thinking processes, level of
understanding, ability to make connections, or ability to communicate or apply
concepts.
Interview ExampleInterview Example
Discuss your strategy for solving this problem:
43 +49
Now solve the problem and then explain how
you did it.
Alternative/Authentic Alternative/Authentic AssessmentsAssessments
Essays Journals
Essays:Essays:Mind MapsMind Maps
Essay- Mind Map:Essay- Mind Map:HousekeepingHousekeeping
Assessment criteria and weightingDue dateTimelineAny other requirementsDue dateDue dateDue date
Essay-Mind Map:Essay-Mind Map:Prior KnowledgePrior Knowledge
Write down on your mind map all that you already know about the essay question
Knowledge may come from personal experience, lectures, readings, or other sources
Essay-Mind Map:Essay-Mind Map:Possible TopicsPossible Topics
Most essays will involve the possibility of tacking a number of topics within the question.
Write them all downLook for connections, relevance, and
priorities
Essay-Mind Map:Essay-Mind Map:Areas to ResearchAreas to Research
Suggested by the list of possible topics
Choose carefully which areas will be the most productive and relevant to research
Essay-Mind Map:Essay-Mind Map:Alternative ApproachesAlternative Approaches
Mind mapping is a tool which encourages creative thinking and innovative solutions to problems.
Always look for alternative ways of approaching essay questions and be prepared to go outside normal boundaries.
Using Journals for Using Journals for AssessmentAssessment
Journals are very useful for monitoring student progress and making instructional decisions
They should provide clear evidence of student learning
JournalsJournals
Reflect on personal values, goals, and ideasSummarize ideas, experiences, and opinions
before and after instructionSort out experiences, solve problems, and
consider varying perspectivesExamine relationships with others in the
worldCan show academic and personal growth
Journals:Journals:Let you know your students’…Let you know your students’…
HopesFears or anxietiesExcitements/joysPersonal or academic problemsPlans to do away with evil gym coach
Journal ProblemsJournal Problems
Potential to hurt feelings with criticismSolution: Don’t criticize!Journal writing takes time away from other
course materialSolution: Limit journal writing to 5-10
minute periods
Alternative/AuthenticAlternative/AuthenticAssessmentsAssessments
Creative Performances and Exhibitions-
allow many opportunities for students to use kinesthetic, artistic, musical, spatial, media, and other modalities to demonstrate their understanding of concepts and application of skills.
Types of Creative Types of Creative Performances and ExhibitionsPerformances and Exhibitions
DramaDanceSongsOral PresentationsArt
Alternative/Authentic Alternative/Authentic Assessments: PortfoliosAssessments: Portfolios
A portfolio is a purposeful collection of student work that is continuous and ongoing
The purpose should be determined prior to collection
They demonstrate growth, proficiency, or experience
Characteristics of PortfoliosCharacteristics of Portfolios
Should reflect the curriculumContain samples of work that stretch over
an entire marking periodContain work that represents a variety of
different assessment toolsContain evaluations of the student’s work
by the student, peers, teachers, and sometimes parents
Traditional vs PortfolioTraditional vs PortfolioAssessmentAssessment
Traditional: Measures student's
ability at one time Done by teacher alone;
student often unaware of criteria
Conducted outside instruction
Assigns student a grade
Portfolio: Measures student's
ability over time Done by teacher and
student; student aware of criteria
Embedded in instruction
Involves student in own assessment
Alternative/Authentic Alternative/Authentic Assessment: Assessment:
RubricsRubrics
A rubric is a set of scoring guidelines for evaluating student work.
Why use rubrics?Why use rubrics?
Rubrics differ from traditional methods of assessment since they examine students in the actual process of learning, clearly showing them how their work is being evaluated.
Rubrics:Rubrics:Assessing Project-Based Assessing Project-Based
WorkWork
Kindergarten RubricKindergarten Rubric
Colored inside lines Yes No
Colored outside lines Yes No
Kindergarten RubricKindergarten Rubric
Colored inside lines Yes No
Colored outside lines Yes No
Ate the crayon Yes No
Story Telling RubricStory Telling Rubric
Sample Rubric
Writing RubricWriting Rubric
Alternative/Authentic Assessment: Alternative/Authentic Assessment: Self and Peer EvaluationsSelf and Peer Evaluations
Students are asked to reflect on, make a judgment about, and then report on their
own or a peer’s performance.
Alternative/Authentic Assessment: Alternative/Authentic Assessment: Peer EvaluationsPeer Evaluations
Model constructive feedback for students
Make one positive statement and one area of improvement
PDAS and AssessmentPDAS and Assessment
Domain 1- Assessment is aligned with the stated, implied, or written learning objectives.
Quality- Assessment criteria are clear and have been communicated to the student.
Quantity- Focus on the number of students that are assessed and the number of students that are successful.
PDAS and AssessmentPDAS and Assessment
Domain 3-1 Academic progress of students is monitored and assessed.
Teacher monitors student work during guided practice
Teacher provides for formative assessment prior to independent practice
Teacher assesses student progress toward learning goals
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessed.monitored and assessed.Quality- Teacher’s system for obtaining,
interpreting, and acting on information on student progress is focused on student progress in learning.
Quantity- Focus on the number of students that are monitored and assessed.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSTeacher’s system for obtaining, interpreting
and acting on information on student progress is consistently focused on short-term and long-term student progress in learning.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: PROFICIENTTeacher’s system for obtaining,
interpreting, and acting on information on student progress is focused on student progress in learning.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: BELOW EXPECTATIONSTeacher’s system for obtaining, interpreting
and acting on information on student progress is frequently mechanical and is only occasionally focused on student progress in learning.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: UNSATISFACTORYTeacher’s system of obtaining, interpreting,
and acting on information on student progress is almost always/always mechanical and is rare/never focused on student progress in learning.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessed– Quality: EXCEEDS EXPECTATIONS– Teacher consistently uses a variety of effective,
creative, unique, and/or innovative strategies for monitoring, assessing, and/or providing feedback on student progress.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: PROFICIENTTeacher uses effective strategies for
monitoring, and assessing, and/or providing feedback on student progress.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: BELOW EXPECTATIONSTeacher occasionally uses effective
strategies for monitoring, and assessing, and/or providing feedback on student progress.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: UNSATISFACTORYTeacher rarely/never uses effective
strategies for monitoring, and assessing, and/or providing feedback on student progress.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSThe teacher consistently acts on assessment
data before moving from one stage of instruction to the next and to plan new instruction.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSThe teacher consistently provides positive,
specific, and timely feedback, which result in student progress toward learning goals (e.g., students repeating their successes and correcting their mistakes).
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSThe teacher consistently uses monitoring
and assessment strategies that reflect and understanding of the unique needs and characteristics of students.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONS
The teacher consistently conducts formal/informal formative assessments and consistently acts on that information to adjust learning to promote student learning.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuantity: Almost all the time (90-100%)
Academic progress of students is monitored and assessed using both formative and summative assessment.
Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is
monitored and assessedmonitored and assessedQuantity: Almost all the time (90-100%)
There is consistent alignment among objectives, instruction, and assessment.
Sorry Mark, it’s past my Sorry Mark, it’s past my bedtime. GWbedtime. GW
Grant Wiggins, Exalted Dictator of Educational AssessmentGrant Wiggins, Exalted Dictator of Educational Assessment
““Give ‘em the link, Give ‘em the link, Mark.”Mark.”
http://www.esc13.net/statewide/pdas/PDASTeacherManual.pdf
Hint:
Just Google Texas PDAS Scoring Guide
Key Words and Phrases Key Words and Phrases on the PDASon the PDAS
variety monitoring acts on data understands needs
creative strategies
positive feedback
evidence of success
accommodates learning styles
acts on assessment
adjusts learning
assessment is aligned
specific feedback
focused on progress
Grant Wiggins
learning goals
fits level and needs
Ways to Know
Your PDAS is Going Badly
Mark Benthall, 2007
#10- Principal’s snoring makes it hard for the kids to do their independent practice.
#9- After explaining the lesson on the board, you turn around to find 4 kids at back table playing high stakes poker.
#8- Principal stops appraisal to join poker game.
#7- Principal laughs hysterically every time you say the word “rubric.”
#6- You make a spelling mistake on the board… the word was CAT.
#5- Your idea of two good math manipulatives are razor blades and broken glass.
#4- During appraisal principal rifles through your desk and discovers half empty bottle of Jim Beam.
#3- Principal realizes it’s the same bottle of Jim Beam that was recently stolen from his desk.
#2- Midway through appraisal principal realizes that picture of new boyfriend on your desk is her ex-husband.
And the NUMBER ONE way to know your PDAS is going badly…
#1- Principal has massive heart attack in the middle of the appraisal and with one final heroic effort completes the evaluation and recommends your dismissal.
Personal Assessment:Personal Assessment:The objective is to get a job so The objective is to get a job so you can make a difference in you can make a difference in
a child’s life.a child’s life.
Follow these directions…Follow these directions…
Tips on Getting Hired!!!Tips on Getting Hired!!!
Get all the training you can. Attend workshops and put that on your resume.
Get certified in more than one area…Special Ed, ESL, etc.
Principals love any workshop or training that has to do with TAKS.
Mention all the RECENT training you’ve had in the job interview.
Tips on Getting Hired!!!Tips on Getting Hired!!!
Focus on what you bring to the table.Try and turn any perceived fault into a
positive.– No experience = clean slate ready to learn YOUR
way. No bad habits. Eager to learn.– Older teacher = you get all the life experience and
wisdom of a veteran teacher for the cost of a brand new one!
– Drinking problem = you’ll fit in with the other teachers.
Tips on Getting Hired!!!Tips on Getting Hired!!!Should I substitute?
– Can be a sure fire way to get hired.– Can be a HUGE waste of your time if you choose
the wrong school! Make sure there will be positions available. Make sure the district is alternative certified friendly. WORK YOUR BUTT OFF. Stay and grade every last
paper, clean the room before you go, etc. You will get teachers BEGGING to have you sub for
them and when the time comes they will recommend you.
Tips on Getting Hired!!!Tips on Getting Hired!!!
So why NOT sub?– Subbing eats your time.
The GOAL is to help kids. To help kids you need a job! If you can get a job without subbing, do it!!! You’ll be
helping kids that much faster.
– My advice is sub only if you can’t get a job any other way, but if you do sub… be the VERY BEST SUB!!!
Tips on Getting Hired!!!Tips on Getting Hired!!!
Take your resume to the school you are interested and (if possible) meet the principal and give it to her personally.
Stress to the secretary, receptionist, etc. you are NOT wanting an interview, you simply want 30 SECONDS to shake hands and introduce yourself
Wait if you have to!!!
Tips on Getting Hired!!!Tips on Getting Hired!!!
Arrive EARLY for the interviewDress professionally (you can wear jeans
AFTER you get the job)Smile and laugh (not a nervous laugh) so
they committee sees you as yourselfDon’t be a show-off or a smarty-pants
(nobody liked it back in third grade and nobody likes it now)
Tips on Getting Hired!!!Tips on Getting Hired!!!
Most teachers on the hiring committee are more worried about whether you will fit in on their team than whether you can teach.
Be careful about the question, “What do you prefer to teach, math and science, or language arts and social studies?”
Tips on Getting Hired!!!Tips on Getting Hired!!!
It’s all about the kids. Make all your comments kid-oriented.
Don’t broadcast your shortcomings.Be honest, but don’t say more than you
have to about some things. Some statements can instantly kill your
chances of getting job!!!
Top 10 Things to NOT SayTop 10 Things to NOT SayIn an InterviewIn an Interview
Some of the following statementswere actually said
in job interviews…
Can you guess which ones?
Top 10 Things to NOT SayTop 10 Things to NOT SayIn an Interview In an Interview
10) “I knew it was risky to wear a sleeveless t-shirt to this interview, but I wanted to show off my prison tat!”
9) “Yes, I am a published author. Have you heard of my Shut Up and Color series?”
8) “If you call me about the job, I won’t be home this weekend. I’m helping my fiancé move to Florida. He just got a new job.”
Top 10 Things to NOT SayTop 10 Things to NOT SayIn an InterviewIn an Interview
7) “I’m just curious, but does your district actually do background checks?”
6) “If you hire me, (cough cough) how soon (cough cough) before the insurance kicks in?”
5) “Is your faculty pretty nice? I’m asking because at my last school nobody liked me.”
Top 10 Things to NOT SayTop 10 Things to NOT SayIn an InterviewIn an Interview
4) “So what’s this job pay, anyway?”
3) “Do the teachers actually have to wait till 3:30 to go home, or can we go home as soon as the kids leave?”
2) “I’m not much of a disciplinarian.”
Top 10 Things to NOT SayTop 10 Things to NOT SayIn an InterviewIn an Interview
The number ONE thing to not say…
“My husband and I have been married for 10 years but we don’t have any kids
because… I don’t like ‘em.”
Not the End, The BEGINNINGNot the End, The BEGINNING
“May you all touch the lives of children in very special ways.
May you find the joy in teaching that I have found all these years. May you find a tiny bit of wisdom
in my words. May you start off better prepared than I ever was.
May you grow and bloom and make this world a better place
just for having lived. May you all find a job.”
Kram Llahtneb,“How’d I Do?”