EDUC 311 - S18 Scarfe 1005 Nov. 2nd, 2010

EDUC 311 - S18 Scarfe 1005 Nov. 2nd, 2010

ASSESSMENTASSESSMENT

Cookie AssessmentCookie Assessment

In your group of three, develop an assessment instrument to evaluate the cookie each of you has received.

You may wish to establish criteria for your assessment

In your group of three, develop an assessment instrument to evaluate the cookie each of you has received.

You may wish to establish criteria for your assessment

SUMMATIVE ASSESSMENT (assessment of learning)

SUMMATIVE ASSESSMENT (assessment of learning)

Summative assessment is generally carried out at the end of an unit of study, project or course.

Summative assessments are used typically to assign students a course grade.

Summative assessment is generally carried out at the end of an unit of study, project or course.

Summative assessments are used typically to assign students a course grade.

PERFORMANCE-BASED ASSESSMENT

PERFORMANCE-BASED ASSESSMENT

Performance-based assessment focuses on achievement and is a form of summative assessment.

The most common form in B.C. is the provincial exam (Grades 10-12).

Other forms include portfolios which can include a variety of artifacts.

Performance-based assessment focuses on achievement and is a form of summative assessment.

The most common form in B.C. is the provincial exam (Grades 10-12).

Other forms include portfolios which can include a variety of artifacts.

BC PERFORMANCE STANDARDS

BC PERFORMANCE STANDARDS

http://www.bced.gov.bc.ca/perf_stands/ http://www.bced.gov.bc.ca/perf_stands/

FORMATIVE ASSESSMENT (assessment for learning)FORMATIVE ASSESSMENT (assessment for learning)

Formative assessment is generally carried out throughout a project or course. It is used to aid learning.

Formative evaluation can be self assessed, peer assessed or teacher assessed - it often serves as feedback on a student’s work and is not necessarily used for grades.

Formative assessment is generally carried out throughout a project or course. It is used to aid learning.

Formative evaluation can be self assessed, peer assessed or teacher assessed - it often serves as feedback on a student’s work and is not necessarily used for grades.

DIAGNOSTIC ASSESSMENTDIAGNOSTIC ASSESSMENT

A common form of formative assessment is diagnostic.

Diagnostic assessment measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning.

A common form of formative assessment is diagnostic.

Diagnostic assessment measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning.

OBJECTIVE ASSESSMENTOBJECTIVE ASSESSMENT

Objective assessment is a form of questioning which has a single correct answer.

Types of objective questions include: multiple choice, matching, fill-in-the-blank, true or false.

Objective assessment is a form of questioning which has a single correct answer.

Types of objective questions include: multiple choice, matching, fill-in-the-blank, true or false.

SUBJECTIVE ASSESSMENTSUBJECTIVE ASSESSMENT Subjective assessment is a form of

questioning which may have more than one correct answer or more than one way to express a correct answer.

Subjective questions include: essay questions, short answer questions, document analyses, comprehension questions, substantiated opinions, etc.

Subjective assessment is a form of questioning which may have more than one correct answer or more than one way to express a correct answer.

Subjective questions include: essay questions, short answer questions, document analyses, comprehension questions, substantiated opinions, etc.

CRITERION-REFERENCED ASSESSMENT

CRITERION-REFERENCED ASSESSMENT

Criterion-referenced tests have clearly defined criteria for measurement. A rubric often is prepared for students before assessment occurs, so that students will identify easily, the specifics that will be evaluated.

The “Teacher Candidate” Evaluation Checklist is criterion-referenced.

The rubric for the Inquiry Project is criterion referenced.

Criterion-referenced tests have clearly defined criteria for measurement. A rubric often is prepared for students before assessment occurs, so that students will identify easily, the specifics that will be evaluated.

The “Teacher Candidate” Evaluation Checklist is criterion-referenced.

The rubric for the Inquiry Project is criterion referenced.

NORM-REFERENCED ASSESSMENT

NORM-REFERENCED ASSESSMENT

Norm-referenced assessment is also known as “grading on the curve” and typically does not have defined criteria.

Examples of norm-referenced assessment include: IQ tests, entrance exams, etc.

Norm-referenced assessment is also known as “grading on the curve” and typically does not have defined criteria.

Examples of norm-referenced assessment include: IQ tests, entrance exams, etc.

FORMAL AND INFORMAL ASSESSMENT

FORMAL AND INFORMAL ASSESSMENT

Formal assessment has a numeric score or grade (most often is summative). Your final grade for EDUC 329 will be formal.

Informal assessment is more anecdotal. For example, lesson observations, pre- and post-conferences, and self-evaluations are informal.

Formal assessment has a numeric score or grade (most often is summative). Your final grade for EDUC 329 will be formal.

Informal assessment is more anecdotal. For example, lesson observations, pre- and post-conferences, and self-evaluations are informal.

VALIDITY AND RELIABILITYVALIDITY AND RELIABILITY

A valid assessment is one that measures what it is intended to measure.

A reliable assessment is one that measures results in a consistent fashion (from class to class and year to year).

The challenge for test makers is to be fair and reasonable and consistent.

A valid assessment is one that measures what it is intended to measure.

A reliable assessment is one that measures results in a consistent fashion (from class to class and year to year).

The challenge for test makers is to be fair and reasonable and consistent.

CONTROVERSYCONTROVERSY Standardized B.C. provincial exams are

controversial because some educators believe that some exams have not been valid nor reliable.

Often B.C. provincial exams have caused test anxiety for some students.

Some teachers have narrowed the curriculum to prepare for the exam.

Standardized B.C. provincial exams are controversial because some educators believe that some exams have not been valid nor reliable.

Often B.C. provincial exams have caused test anxiety for some students.

Some teachers have narrowed the curriculum to prepare for the exam.

POSSIBLE DEBATEPOSSIBLE DEBATE Be it resolved that Provincial Exams

are not valid nor reliable instruments for assessment.

Set up a debate pit activity with 5 volunteers for the motion and 5 volunteers against the motion.

14 others observe and assess the debate experience (but how to assess?)

Be it resolved that Provincial Exams are not valid nor reliable instruments for assessment.

Set up a debate pit activity with 5 volunteers for the motion and 5 volunteers against the motion.

14 others observe and assess the debate experience (but how to assess?)

INQUIRY PROJECT QUESTION PROPOSAL

INQUIRY PROJECT QUESTION PROPOSAL

Form 6 triads for the singleton projects and engage in a peer editing process

Form a larger group of six for the three partnerships and engage in a peer editing process

Form 6 triads for the singleton projects and engage in a peer editing process

Form a larger group of six for the three partnerships and engage in a peer editing process

INQUIRY PROJECT QUESTION PROPOSAL

DUE @ 2:00 P.M. Thursday, November 4th,

2010

INQUIRY PROJECT QUESTION PROPOSAL

DUE @ 2:00 P.M. Thursday, November 4th,

2010 Please submit a hard copy at the

beginning of our Thursday session Be prepared to defend the

proposal

Please submit a hard copy at the beginning of our Thursday session

Be prepared to defend the proposal

Inquiry Project Presentation Schedule

Inquiry Project Presentation Schedule

Nov. 23 – Scarfe 1005 (1:30 – 3:20) Rachel, Kat, Amy/Jenny, Brandon, Nathan, Dianna/Paul, Art, Maya

Nov. 25 – Scarfe 202 (2:00 – 3:50) Sarah J., Jennifer, John, Simone Sarah K., Shaun/Adam, Kyla, Mike

Nov. 30 – Scarfe 1005 (1:30 – 3:20) Lisa, Katherine, Connie, Zubin, Graham

Nov. 23 – Scarfe 1005 (1:30 – 3:20) Rachel, Kat, Amy/Jenny, Brandon, Nathan, Dianna/Paul, Art, Maya

Nov. 25 – Scarfe 202 (2:00 – 3:50) Sarah J., Jennifer, John, Simone Sarah K., Shaun/Adam, Kyla, Mike

Nov. 30 – Scarfe 1005 (1:30 – 3:20) Lisa, Katherine, Connie, Zubin, Graham