Assessment Intro
Transcript of Assessment Intro
Small-group Task
For 5 minutes…
In groups of 4, discuss how you have been assessed in your educational experiences and outside of school.
Write examples on the chart paper to share with the class.
How have YOU been assessed?
In your educational
experiences?
IN SCHOOL
In your experiences outside of school?
OUTSIDE OF SCHOOL
The Nature of the Question
Find the perimeter. Draw a six-sided irregular polygon with a perimeter of 23 units. Show all dimensions.
4 cm
3 cm3 cm
3 cm3 cm
4 cm
A. 3 cmB. 12 cmC. 20 cmD. 40 cm
Levels of Questioning
Context: Bloom’s Taxonomy (revised) Strategy: Ciardiello’s Levels of
Questioning
AEDR 518 | Spring 2010
Strategies for “Bumping Up” Your Questions from Basic Knowledge Level
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AVOID STRATEGY INSTEAD
Knowledge-Level Examples
Higher-Level Alternatives
“What does listless mean?”
Ask students to provide examples of concepts from their own experience.
“Describe a time when you felt listless.”
“What is a metaphor?”
Ask students to describe similarities and differences between a new concept and an old one.
“How are metaphors and similes similar and different? Use examples from _____.”
“Define equity.”
Ask students to apply the concept to something they have seen or read recently.
“Where have you seen equity demonstrated in current events you have read about or seen on TV?”
“Describe osmosis.”
Ask students how they would explain this concept to a younger student
“How could you use a visual concrete method to explain osmosis to a 1st grader?”
Vary Your Questioning Techniques
Whole Class Responses
Choral responses by whole class
Signals by all individuals simultaneously
Volunteer responsesRaise handsCall out
Individual Responses
Call name before the question
Call name after the question
Wait for volunteers
How can the results of each type of questioning technique inform you about student learning?
What is the purpose?
Formative Assessment
Summative Assessment
Types of Questions
Multiple Choice True/False Matching Interpretive Exercises Short Answer Performance Tasks Constructed-response
Interpretive Exercise
© 2010, The McGraw-Hill Companies, Inc.
Example of an Interpretive Exercise
What does the person change? A. Facing B. Level C. Pathway D. Weight*
InterpretiveMaterial
Item Stem
Options
5.
Use the following figure to answer item 5.
Item directions
Question Writing
Write a multiple-choice item based on one of the topics in your exemplary textbook.
Apply item-writing guidelines.
Glass of Water Activity
How would you:
1.Assess it?
2.Measure it?
3.Test it?
4.Evaluate it?
Assessment
Assessment is the broad term which encompasses measurement, testing and evaluation.
Any method through which we gather information to find out about something
Measurement – expressing information in the form of a number; provides specific data
Testing – taking a sample and assuming it is representative of the whole
Evaluation – making a value judgment based on set or specific criteria
CLASSROOM ASSESSMENT
The overarching goal of assessment is for you to understand
what your students understand.
Assessment also helps the classroom teacherto be reflective:
“Am I an effective teacher?”
“Am I reaching my students?”
“Have I presented the material well?”
Our Goal
Develop the skills
to effectively assess
student learning.
C-I-A
Curriculum Learning Goals and Objectives:
What do I want them to learn?
Instruction: What will I do and what will they do – in and out of class
– so that they learn?
Assessment: What will they do
to show what they have learned?
Learners
Assessment
should support
teaching and learning.
Assessment
Diagnostic
Formative
Summative
Assessment in Lesson Plans
Prior to Lesson: How will you assess prior learning or diagnose readiness for the planned lesson?
During the Lesson: How will you assess student progress and provide feedback throughout the lesson (formative assessment)? List specific examples of purposeful oral questions that may be embedded in the lesson to assess and enhance student learning.
After the Lesson: How will you evaluate students’ post-instruction achievement level in relation to the targeted learning (summative assessment)?
Lesson Plan Format
Common Types of Evaluation Homework Tests Quizzes Papers Projects Presentations
Embed Formative Assessments into Instructional Activities
You can have students: Keep journals or use notebooks, if they require
students to go beyond description and definition tasks into complex connections, analysis.
Compare current to previous work. Do a quick write, a brief written response to a
question or probe. Take a collaborative quiz. Self-assess or let a peer assess their work. Do homework.
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The South Carolina
Academic Standards
South Carolina State Department of Education
Standards: http://ed.sc.gov/agency/Standards-and-Learning/Academic-Standards/old/cso/
Social Studies
English/Language Arts
Math
Science
Standards Support
SC SMART Centershttp://www.s2martsc.org/
The S^3 Curriculum includes assessment ideas.
Common Core Standardshttp://www.corestandards.org/
The Next Steps
Assessment can provide evidence of student learning.
Analyze data to inform instruction.
for 10-minute Break
Analysis of Student Learning What can we learn from assessment
results?
What do you want to know about your class data?
Teacher Work Sample
Class Data Handout
Spreadsheet
Statistics and Graphs
Analysis