Assessment Power! Pamela Cantrell, Ph.D. Director, Raggio Research Center for STEM Education College...
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Transcript of Assessment Power! Pamela Cantrell, Ph.D. Director, Raggio Research Center for STEM Education College...
![Page 1: Assessment Power! Pamela Cantrell, Ph.D. Director, Raggio Research Center for STEM Education College of Education University of Nevada, Reno.](https://reader034.fdocuments.in/reader034/viewer/2022051417/5697bf901a28abf838c8de9f/html5/thumbnails/1.jpg)
Assessment Power!
Pamela Cantrell, Ph.D.Director, Raggio Research Center for STEM
EducationCollege of Education
University of Nevada, Reno
![Page 2: Assessment Power! Pamela Cantrell, Ph.D. Director, Raggio Research Center for STEM Education College of Education University of Nevada, Reno.](https://reader034.fdocuments.in/reader034/viewer/2022051417/5697bf901a28abf838c8de9f/html5/thumbnails/2.jpg)
Teacher Efficacy• Personal Teaching Efficacy
• “If I try really hard, I can get through to even the most difficult or unmotivated students.”
• Teaching Outcome Efficacy• “When it comes right down to it, a
teacher really can’t do much because most of a student’s motivation and performance depends on his or her home environment.”
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Teacher efficacy has been linked to teacher
effectiveness and appears to influence student
achievement (standardized tests), attitude and affective
growth.
![Page 4: Assessment Power! Pamela Cantrell, Ph.D. Director, Raggio Research Center for STEM Education College of Education University of Nevada, Reno.](https://reader034.fdocuments.in/reader034/viewer/2022051417/5697bf901a28abf838c8de9f/html5/thumbnails/4.jpg)
Agenda
• Assessment Activity• Types of Assessment• Assessment Strategies/Methods• Uses of Assessment• Designing Assessments• Constructing and Using Test
Blueprints
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Usual Assessment Question• What did my students learn about the
concept from the lesson?
What we actually measure. . .
• What my students know about the concept after the lesson.
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Powerful Assessment Questions
• What understandings about the concept do my students bring to the learning activity?
• What did my students learn about the concept as a result of the learning activity?
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Three Types of Assessment
Assessment Power!
Pre-Assessment
Formative Summative
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Many Assessment Strategies
• Student Interviews• Questioning• Performance Tasks• Journals—drawings, reflections• Portfolios• Concept Maps• Pencil/Paper
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Uses for Preassessments
• Check for conceptual understanding prior to starting a unit of study
• Identify naïve understandings or misconceptions
• As a tool to adjust teaching/learning strategies
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Uses for Formative Assessment
• Teachers• “Shape” or inform teaching• On-the-fly adjustments• Check for student understanding• Allows for diagnostic feedback
• Students• What they currently understand• What they still need to learn
(Generally embedded in daily instruction)
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Uses for Summative Assessment
• “Sums” learning to date• Demonstrate learning• Certify competence• Grading• Promotion• Classification
When paired with pre-assessment, can be a tool for identifying effective instructional practice!
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Designing Assessments
Identify desired results
Determine acceptable evidence
Plan learning experiences & instruction
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It’s All About AlignmentIdentify desired results
Determine acceptable evidence
Plan learning experiences & instruction
Goals/Objectives/Standards
Assessment
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1. Identify Desired Results…
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Enduring Understanding
Important to Know & Do
Worth Being Familiar With
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2. Determine Acceptable Evidence
•How will we know if students have achieved desired results?
•What will we accept as evidence of proficiency and understanding?
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3. Plan Learning Experiences & Instruction
• What enabling knowledge (facts, concepts, and principles) and skills will students need to perform effectively and achieve desired results?
• What activities will equip students with the needed knowledge and skills?
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• What will need to be taught and coached, and how should it best be taught, in light of performance goals?
• What materials and resources are best suited to accomplish these goals?
• Is the overall design coherent and effective?
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Discussion:
Test Result Distribution Curves
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Test Blueprints• Content Domain
• Familiar—20%• Important—30%• Enduring Understanding—50%
• Cognitive Domain• Factual Knowledge—30%• Conceptual Understanding—35%• Analysis/Synthesis—35%
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Item Develoopment
• Variety of styles• Multiple choice• Short response• T/F
• Across spectrum of difficulty• Some differentiating questions—5%-
10%
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Threats to Internal Validity
• Not deeply challenging• Cuing• Just-in-time teaching• Implausible answer choices• Paired distractors• Difference in writing style
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Looking at the Results
• Sum content domains• Sum the cognitive domains• Calculate item degree of difficulty• Disaggregate student data
• Gender• Ethnicity• Special Education• SES
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Closing the Loop
Development
Assessment
Evaluation Delivery
Reflection