Assessment & EvaluationCareer & Technical Education

New Teacher InstituteJanuary 27, 2014

Dr. Elisha C. WohlebAuburn University

wohleec@auburn.edu

Dr. Elisha C. Wohleb

Business/Marketing EducationCurriculum & Teaching

Auburn Universitywohleec@auburn.edu

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