assessing student achievement

Lecture 3– Module 2Assessing Student Achievement

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What we will Achieve•Definitions of Traditional and Authentic Assessment•Development of Traditional Assessment Strategies •Developing Performance Assessment Strategies •Developing Product Assessment Strategies•Understanding Self Assessment Strategies •Cautions in student assessment•Criteria for selecting Assessment Strategies•Activities•Readings

• Acknowledgements and reference sites

Assessing Student AchievementDefinition of Assessment:

• Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.

Strategies for Assessing Student AchievementTraditional Assessment –norm referenced or standardized

*require single correct answers –*do not require deep thinking *do not assess ability to learn or apply*narrow curriculum focus – skills mastery

*provides little diagnostic information

Strategies for Assessing StudentAuthentic Assessment*performance assessed through demonstration*tasks are put into context *are generally problem based involving more than

mere technical facility or knowledge*narrow curriculum focus – skills mastery*competency based – assess suitability for workplace placement

*variety of assessment tasks

Authentic Assessment continuedBenefits (Weiner and Cohen)

* tasks reflect normal classroom activities* focus on higher level thinking skills* embeds assessment in classroom context* requires active performance to demonstrate* promotes wider range of assessment strategies* involves student and teacher collaboration

* focus on progress rather than weaknesses

Let everyone know the parameters!

What strategy to be used

* familiar with expectations* no confusion with material or process* not threatening* no hidden meanings or tricks* how to record explained

* what the strategy will reveal explained


How the strategy will be marked.

* who will mark the assessment item* what is the assessor looking for* how the results will be recorded * how it is fair for everyone


How the strategy will be used.

* will it be part of ongoing assessment* is it for the teacher to reflect upon their teaching / learning cycle* will the student get an opportunity to discuss results

Classifying Assessment Strategies

•Tests Teacher Devised/ Multiple Choice Standardized True-False

Short answerMatchingClozeInterpretiveConcept MapsEssays / Extended WritingsInterviews / Conferences

Classifying Assessment Strategies•Performance System Observation Anecdotal record Assessment Focussed Observation Checklists

Non Specific Observation Rating Scales

•Product Product specific Portfolios Assessment Exhibitions

Projects

•Self Assessment ( any of the above)

Move Towards Authentic Assessment•Traditional or norm referenced testingDo not assess students ability to learn in meaningful contextsPromote view of curriculum as narrow and content based rather than skills orientedProvides little diagnostic information and focuses on views that students have weaknesses that need remediation•Outcomes Based EducationPerformance assessment or tasks actually demonstratedSituated assessment or tasks actually assessed in contextProblem based assessmentCompetency based assessment ie. tasks assessed in the workplace•Authentic AssessmentUses tasks that reflect normal classroom activitiesFocuses on higher order thinking skillsEmbeds assessment in classroom contextRequires active performance to demonstrate understanding

Promotes a wide range of assessment strategiesI involves students and teacher collaborating in determining assessment

Focuses on progress rather than identifying weaknesses

Activity

Having taken into account your experiences in the classroom, both as student and student teacher, discuss the idea that assessment can be unfair to some students. Mention how and what steps could be taken to overcome this aspect of assessing student achievement. This activity will be shared with fellow students on our forum at the end of the lecture.

Traditional Assessment Strategies

•Checklists•Concept Maps•True False•Multiple Choice•Interpretative Item•Matching Items•Short Answers•Cloze

• Essays or Extended Writings• Interviews or Conferences

Performance Assessment Strategies Checklists

List of dimensions, characteristics or behaviors that relate to a unit of teaching / learningMay focus on knowledge or process – what and how learntIf possible sequence items in order of learning for ease of markingGenerally checked as yes (tick), or left unmarked ( refrain from crosses) shows a positive focusProvide space for teacher commentCan record date instead of tick – when skill acquired or demonstrated

Checklist Construction •Skills Required•Place value awareness•Multiplication - simple•Trading - simple•Multiplication – power of 10•Addition•Trading - complex

34.52 X 26

---------------

--------------------------------

Bill

Mary

Construct a checklist for assessing students to write a letter.

Concept Maps – also known as mind maps, plot maps or semantic webbing

• Effective instructional tool – story writing, timeline etc

• Branches link associated ideas to central concept or flow on sequential happenings

• Provides visual understanding

• Assists in organizing knowledge allows teacher to see visually how a student relates issues and concepts

• Effective for recording brainstorming sessions

• Most important topic, theme or concept is placed centrally or at the top of page or chart for hierarchical structure

• Restrict each concept to be used only once but can be related to other branches

Concept Map• Lotus Flower

Concept Maps

Tree

Herringbone

Lotus

Flower

Flow Chart

Complete this concept map for assessing knowledge in a stage two HSIE unit on the Gold Rush in Australia.

• Lotus Flower “Gold Rush Australia”

Gold Discovered1850

(People)

Population Increase

Free Settlers

Convicts

True/False Tests

•Must not be ambiguous

•Eliminate clues to the answer – language

•One main idea per statement

•Show the item in a positive form

•Ensure that true statements are not consistently longer than false statements ( becomes a clue)

•Avoid expressing opinions only

Multiple Choice

Two forms – Direct Question and Incomplete statement

Questions at different cognitive levels –for knowledge-for comprehension-for application-for analysis

Bloom’s Taxonomy

Interpretive Item - Definition (Gronlund)•Applies test items to presented material eg. Passage, table, chart map or picture

•Material is followed by multiple choice test, true false test items.

Interpretive Item structures•Ensure that presented material is relevant to what is being assessed ( you may have to write the material yourself)

•Ensure that the answer is not given directly in the material and some interpretation or application of skills / knowledge is required

•Make presented material easy to interpret

• Using a map from an atlas, construct a series of interpretive questions that require adding measurements of distance.

• Eg. The shortest road distance between **** and ***.

• Matching Tests

• Series of stem statements in one column

• Series of answers in second column

• Place premises on left, responses on right

• Provide plausible alternatives even if not used

eg. more answers than questions ( make sure no two right answers)

• Ensure an uneven number of responses to eliminate no choice on last question

• Short Answer Tests – A general teaching tool – oral questions in class

• Ask for a single , brief answer. Question may be closed in form.

• Indicate the precision required (what you expect)

• Specify the accuracy eg if using measurement

• Arrange questions in order of difficulty

• Cloze Tests

• Place blanks at end of sentence if not able to provide sufficient space for easy answering – tight typing of text

• Eliminate un intentional clues such as short spaces for short word answers and long spaces for longer word answers

• Ensure that there is only one unambiguous answer.

Essays / Extended Writing• Specify the exact nature of the task required. Essay questions are best phrased or prefaced with words reflecting Bloom’s taxonomy – synthesis, analysis, apply and evaluate

•Determine whether you intend to mark - analytically (checklist) or holistically

•Essays are not the best strategy for assessing knowledge, better at points of view or argument.

• Relate topics to outcomes – more than one if possible

Interviews / Conferences• Regularly used in primary school to assess reading and writing.

• Process involves Presentation of task

Student works on task

Student questioned on task

• Conner 1991 – 5 Types of Interviews

Structured – predetermined questions

Unstructured – usually associated with counseling

Non directive – usually student controlled

Focused – directed at specific topic

Conversational - relaxed

Interviews / Conferences

Guidelines for interviews

•Establish empathy without dominating

•Preserve neutrality when feelings are being expressed

•Take care when forming questions or the structure of the interview

RELATIONSHIPS, RELATIONSHIPS , RELATIONSHIPS , RELATIONSHIPS

TRUST

Take the reading: Finland: Emphasising development instead of competition and comparison. By Voogt,Jokefrom the resources folder, read then write a reflective statement on the article.•Use the format of: Point

Evidence

Opinion

Future impact on behaviour or understanding.

for writing the reflection.

Performance Assessment

Performance Assessment is : System Observation Focussed Observation Non Specific Observation

Examples of Performance Assessment : Anecdotal recordChecklistsRating Scales

Performance Assessment Strategies

• Strategies to assess students engagement in learning•Moon (students demonstrating their synthesized knowledge, understanding and skills …. across disciplines ….engaged in comparing, contrasting, summarizing and predicting ……)•Frequently interchanged with term “authentic assessment”•Can be used to assess both product and process•Should be integral to teaching and learning ( cyclic process)•Observation is the central component•Focused observation – spotlighting (Forster and Masters)•Focused questioning•Involves recording observations scoring observations on a rubric or matrix•Should ideally have two or more assessors as determinations are generally subjective in nature

• Assesses as students learn

Performance Assessment Strategies Anecdotal Records• Brief descriptions of a significant classroom event• Can be time consuming in nature• Often easier when commenting on group achievement

of which the individual is an active member• Often casual and unplanned – something special

happens which is significant to the student• Not outcome focused but usually process oriented (

what you see the student doing)• No standard recording format – post its etc

Anecdotal Records - Guidelines for use

1.Focus on meaningful incidents relating to learning rather than trivial behaviours ( not an incident book)2.Make sure you can translate later3.Ensure that you make some observations for all students

Example • “Sally surprised in role play, quite dogmatic not willing

or able to assume other perspective”• “Tim disruptive in group – superficial engagement –

conference tomorrow to see if personal problem or task too difficult”

• “Sarah continues to shine in problem solving – Mrs. S and maths”


Checklists – see previous slide


Rating Scales: Allows the teacher to rate the degree of achievement of a skill or characteristic

Can rate both process and product

Qualitative May involve designations of frequency –

always , often, sometimes, never, rarely May involve level of achievement –

high, appropriate, low or highly developed, developed, developing

May involve quality of achievement – excellent, good, satisfactory unsatisfactory

Numerical Likert numerical scale one to five ( benefits of 4 or 6 point scales ?)


Rating Scales – Example

5 4 3 2 1 Collect Relevant Information

5 4 3 2 1 Identify possible course of action 5 4 3 2 1 Analyze consequences of

different courses of action

5 4 3 2 1 Defend the chosen solution

Product Assessment Strategies

•Product Assessment : Product specific

•Product Assessment Examples: Portfolios Exhibitions

Projects

Product Assessment StrategiesPortfolios

Different forms - Portfolio purposes have clear implications for their content

•The showcase portfolio – best work •The documentation portfolio - test papers, marked assignments,

learning contracts•The evaluation portfolio - as above plus self assessment and

written reflections•The process portfolio – selected documents that demonstrate

processes utilizedIn General

• Generally students will want to include samples of their best work – as this will be how they would like others to see them

• A portfolio tells the story of what has been learnt and why it is important (a learning journey)

• Should have set criteria to judge the portfolio • Should be reflective for the student

Product Assessment StrategiesGuidelines for Developing Portfolios

1. Establish the purpose of the portfolio –(know what story the student will tell)

2. Establish the degree of student ownership – (who decides what is included)

3. Identify the outcome of the portfolio – (who will see it)4. Develop clear guidelines for selecting items for inclusion5. Select clear criteria – attach a statement of what a piece of

work shows, when it was completed and how it was assessed6. Integrate teaching with assessment – use the portfolio as a

means of constant feedback for both the student and teacher7. Schedule portfolio conferences – imbeds student ownership

Product Assessment StrategiesClaimed Benefits of Portfolios

1. Provides tangible illustrations of students work that can be linked to outcomes

2. Increases the teacher’s knowledge of student3. Provides opportunities for teacher / student

collaboration4. Improves quality of teaching – integrates

assessment and teaching/ learning5. Enables and encourages students to self asses

and reflect6. Enhances student ownership of their learning7. Cultivates the notion of individual differences in

a positive way8. Facilitates accountability of teachers and schools


Exhibitions

•“Enable students to bring together and connect a range of facts … from past experiences, building on and further developing their skills, knowledge and understandings and seeing how they can apply it, subsequently reflecting on the learning process and themselves as learners” – ACT Department of Education•Not ad-hoc presentations generally resulting from an in depth study of a topic•Typically takes place in the classroom on advertised day, invitations to parents, peers and other teachers

•Using exhibitions for assessment, evaluate the following criteria:

1. Student as a researcher2. Student as an active learner3. Student as a reflective learner4. Student as a presenter


Guidelines for Developing Exhibitions

•Articulate in detail the nature of the task to be exhibited in the form of outcomes•Specify strict assessment criteria – what to be assessed, how to be assessed and by whom•Specify time limits and restrictions such as media etc


•ProjectsLike exhibitions projects are substantial work on a designated topic.

Should be primarily written work supplemented by pictures, drawings, maps, graphs, any other form of media.

May be individual, partners or group

Involves planning, organizing ,problem solving, critical appraisal and presentation

In areas such as science and technology, students may be required to collect evidence, hypothesis and write a draft report for presentation.


Guidelines for ProjectsDetail the nature of the task and if possible show an example of your expectations ( previous work)

Articulate the criteria , outcomes or indicators that link the activity to the curriculum

Articulate the criteria which the project will be assessed by

Work through the students plan’s individually to ensure that goals and expectations are fully understood

Set a specific timeline for completion of tasks – some students may need a series of benchmarks to assist in task orientation

Work out how you are going to be able to identify individual levels of contribution if the project is a group task

Cautions in Student Assessment

Masters and Forster(1996)

Teachers should be aware of the following errors of judgment in implementing assessment strategies:•Prejudging •Confusing achievement with effort •Applying different standards for different students•Cultural stereotyping•Gender stereotyping•The Halo effect•The proximity error•The central tendency error•The severity or leniency error

Criteria for Selecting Strategies

What is the strategy going to demonstrate? (outcomes)

How am I going to use the results – process, culmination or diagnostic?

How reliable is the test? Will it be used for comparisons?

Is the test fair?

Is the strategy time consuming in setting, administering and marking?

Workshop and Forum Activities

1.Construct a numerical scale to self rate your achievements in each of the four activities.

2.Discuss with friends, or forum , how the Finland practice in assessment contrasts with that in Australia.

3.Complete Activities 1, 2, 3 and 4.

4.Comment on the forum about:Unfair assessment Elements of the checklist for writing a letterReflection on reading of Voogt.

Acknowledgements and Reference Sites

Celebrating Student Achievement – Assessment and Reporting 3 - Laurie Brady and Kerry Kennedy 2009

Making The Classroom Test – A guide for Teachers –ACER 1962

http://www.assessmentforlearning.edu.au/professional_learning/student_self-assessment/student_strategies_enhance.html#1 http://arc.boardofstudies.nsw.edu.au/go/home/ http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/tools/rubrics.htm http://www.curriculumsupport.education.nsw.gov.au/timetoteach/assess/strategies/primary_strategies/p_eval_english.htm

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/report/primary.htm

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