ETP210:ASSESSMENT AND REPORTINGALTERNATIVE APPROACHES TO ASSESSMENT

TRADITIONAL AND ALTERNATIVE ASSESSMENTTraditional: tests, product assessment: e.g.?

Alternative: performance, self-assessment, some product assessment: e.g.?

Look in Brady and Kennedy Ch 4: list the 15 types of assessment strategies. Which of these have you used?

Which would you like to use more of? . . .Why?

TRIANGULATING ASSESSMENTWhat is triangulation?

How is triangulation of assessment achieved?

oPortfolios and e-portfolios

oPerformance assessment

Authentic assessment

Three Types of Alternative Assessment: Brady and Kennedy p 3-4

PORTFOLIOSoPortfolio assessment (the old physical portfolios)

oE-portfolios: for students: ESP and SLP: made available in the NT in 2009. Elements of SLP are MANDATED for NT Government schools.

PORTFOLIO DESIGN PROCESS AND DESIGN STRATEGIES: BRADY AND KENNEDY 66-69

oPortfolio purpose oPortfolio content oPortfolio selection oWhat will be assessed and the assessment criteriaoMethod for estimating and reporting

Student ProfilesElectronic Student Profile• Single point of aggregated information about a student,

•enrolment, attendance, assessment student plans and work portfolio

•ability to create information for a class for schedules, notices and homework/assignments

•access for teachers, students and parents

https://esp.ntschools.net/Login/Login.aspx?ReturnUrl=%2fDefault.aspx

PERFORMANCE-BASED ASSESSMENToBrady & Kennedy p. 61-65

orequires the direct observations of students as they engage in tasks and activities (e.g., role play, debates, playing a musical instrument, contributing to group work, dramatic performance)

AUTHENTIC ASSESSMENToBrady & Kennedy p. 3.

oengages students in ‘real world tasks’ such as those likely to take place as part of daily living (as opposed to decontextualised paper-and-pencil tasks)

o requires application of specific knowledge (concepts and facts) and skills (single skills and processes incl several skills)

oe.g. queuing at the school canteen, or sharing classroom materials: what other authentic assessments can you think of?

Observations: judging and recording

Unstructured Observations Structured Observations

Anecdotal/incidental records Time sampling

Running records Event sampling

Checklists

Rating scales

Teacher-designed assessment tasks

ANECDOTAL RECORDS SHOULD

o(Brady & Kennedy, pp. 62-63)

oBe the result of direct observation

oBe prompt, accurate and descriptive account of an event

oInclude the context of the behaviour

oRecord the interpretation of the event separately from the incident

oFocus on behaviour that is typical or unusual for the child being observed.

AN EXAMPLE OF AN OBSERVATION RECORDING SHEET.

Name of child: Julia G.D.O.B. 15/02/2003Date of observation: 13/03/08Age: 5.1Teacher’s name: Rosanne STime of observation: 9.30amTime observation completed: 9.45amActivity/Setting: Process writing session, seated at table with three other children.Type of record (Anecdotal, running record, event sampling, time sampling): Anecdotal

Purpose of the observation: oTo investigate the reasons for Julia’s inability to attend to and attempt writing.

Description of the setting: oJulia is sitting at a table alongside three other children.

Record of observation: oJulia picks up her pencil in her left hand transfers it to her right hand then relaces it onto the table. She sits and watches the other children and attempts to make conversation with them. With prompting she picks up her pencil with her left hand and holds it in a fisted grasp. She begins to put a mark on the page then replaces the pencil onto the table. She again attempts to make conversation with the other children who do not respond. She looks through her pencil case and takes out all her coloured pencils, some drop to the floor and she spends times picking them all up.

Interpretation:oThis observation reflects other observations taken over the past few weeks. Julia repeatedly changes hands when commencing writing although she appears to have a left hand preference. Her immature grip on the pencil is making it difficult for her to use the pencil. She appears to use a number of diversions such as talking to other children and playing with other things to avoid the task at hand. Overall, Julia requires help in refining her handedness and she requires practice at holding a range of pencils, crayons, felt tipped pens etc. in a more mature grip.Action plan:oTo provide more open-ended experiences such as drawing with a wide range of equipment (crayons, thin and thick felt tipped pens, pencils) painting and play dough with a relaxed, non-threatening expectation.oTo provide Julia with a range of print material so that she can develop an awareness and concept of the print medium.oTo communicate with the parents so that they can further facilitate Julia’s awareness of print and practice with a range of drawing materials at home.

RUNNING RECORDS

oRunning records are sometimes referred to as the ‘descriptive narrative’ form of observation oObserver records as much as possible about what happens or was said during the observation period

Name of child: Julia G.D.O.B. 15/02/2003Date of observation: 13/03/08Age: 5.1Teacher’s name: Rosanne STime of observation: 10.05amTime observation completed: 10.12amActivity/Setting: Reading with parentType of record (Anecdotal, running record, event sampling, time sampling): Running record

Purpose of the observation: To asses Julia’s oral reading ability.Description of the setting: Child at table reading to a parent.Record of observation:

TIME SAMPLING

oRecords the occurrence of behaviour in a particular time period oThe time sampling method can be highly selective in the behaviours being studied oThe data are used to help determine when and why a behaviour occurs and what might be done to modify the behaviour

Purpose of the observation: oTo assess Emma’s ability to classify

Description of the setting: oChildren are working in small groups on classifying aspects of the children in the classroom.

Record of observation: o9.30am: Emma takes her picture chart of characteristics of children in the class. She watches other children ticking off certain characteristics.o9.40am: Emma asks Tania whether her socks are light or dark blue and then ticks off appropriately on the chart.o9.50am: Emma points to six other children and when asked why she was counting she said “They are all wearing something red”o10.00am: Emma is sitting on the floor looking at shoes and shoe laces as some children walk by. She has drawn a picture of a shoelace as an addition to the checklist she then writes the number 8 next to it.o10.10am Emma takes classification sheet for checking.

EVENT SAMPLING

omethod used to help understand the relationship between cause and effect in particular behaviours ofocus of this method is the setting in which the behaviour occurs rather than the time ounderstand the sequence of events that lead to the behaviour and its outcome

ADVANTAGES AND DISADVANTAGES OF OBSERVATION-BASED ASSESSMENT

Advantagesobuild up knowledge of each child’s learning and developmental characteristics oa descriptive account of the child’s involvement in learning experiences

ocan be selected and designed to provide information about specific aspects oin conjunction with other forms of assessment help evaluate long-term development and the retention of learning outcomeso can help judge a child’s confidence and competence with new concepts

MORE ADVANTAGES

ocan be useful in forming greater links between the curriculum and the developmental needs of children

omay assist in adapting instructional methods to more successfully meet expected learning outcomes

DISADVANTAGES

othe design of the observation measures and their lack of established validity and reliability

omay become highly biased since we not only design the learning tasks but also decide which observations will be recorded

oattitudes and values may lead to biased observations not based on fact

ooften time consuming

Use of imagesoPermission (via Talent Release Forms) has been granted for the use of student images contained in this presentation