Creating Authentic Assessment

Presented By: Christie Baroody

Purpose: To understand the needs of individual

learners To maximize learning time To provide meaningful, authentic data

Understanding Assessment What do I need to know about assessment? What am I looking for in an assessment? Why do we need assessments? When do I assess? Who do I assess? What do I assess?

Types of Assessments Criterion referenced and process oriented Informal, indirect and naturalistic

evaluations Team approach Multi-disciplinary/trans-disciplinary

Vacc, Nicholas A.,& Sandra Ritter(1995-00-00). Assessment of Preschool Children. 5/2/2002.

How Do We Assess Non threatening Low stress Familiar setting Short intervals Through games and play Through listening and observation

Understanding Learners Through Quadrants

Creator

Doer Achiever

Feeler

Adapted from: Michael Day’s Theory

Understanding Learners Through Quadrants

Task Master

The Adventurer Faithful Servant

The Leader

Understanding Learners Through MI Theory

LinguisticBodily-

Kinesthetic Intrapersonal

Logical/

Mathematical Musical Naturalist

Spatial Interpersonal Open

Armstrong, Thomas. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Understanding Through Learning Styles

Carbo, Marie, Rita Dunn & Kenneth Dunn. (1991). Teaching Students to Read Through Their Individual Learning Styles. Needham Heights, MA: Prentice Hall.

Environment Sound Light Temperature Design

Emotional Motivation Persistence Responsibility Structure

Sociological Colleagues Self Pair/

Team

Varied/

Authority

Physical Perceptual Intake Time Mobility

Psychological Analytic/

Global

Cerebral

Preference

Reflective/

Impulsive

Understanding Through Learning Styles

Carbo, Marie, Rita Dunn & Kenneth Dunn. (1991). Teaching Students to Read Through Their Individual Learning Styles. Needham Heights, MA: Prentice Hall.

Perceptual Strength

Introduction of Learning

Reinforce Through

Auditory Listening, Tapes, Discussing

Retell

Visual Reading, Seeing, Pictures, Video

Show in a variety of ways

Tactile/

Kinesthetic

Movement, hands on, task cards

Doing and touching/

Gross motor

How To Complete A Needs Assessment

Consider all the variables (both independent and dependent)

Complete a systems analysis What do I think I know? What do I really know? What do I need to know? How will I adapt to make a change?

Needs Assessment Cont… Create a path analysis

Choose three variables Pick a measurable goal

Do I want an increase? Do I want a decrease? Do I want something to stay the same?

Find the leverage to initiate change

Alternative Assessment Techniques

Interviews Reflective questioning Listening

Documented observations Note red flags Note high lights Through Play Photos

Adapted from A Practical Guide to Alternative Assessment

Alternative Assessment Techniques

Journals Tracks development Portfolio

Multi-dimensional products Painting Drama Music

Adapted from A Practical Guide to Alternative Assessment

Trends in Assessment Change from behavioral to cognitive

Product to process Passive to constructive From isolated to integrated cross curricular Attention to metacognition Isolated facts to application

Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Trends in Assessment Paper pencil to authentic assessment

Relevance Contextual Complex Multiple answers Advanced knowledge of standards Individual pacing

Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Trends in Assessment Portfolios (samples of work over time)

Assessment by teacher Assessment by student Assessment by parent

Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Trends in Assessment Multi-dimensional

Recognition of students multiple abilities and talents Recognition of the ability to manipulate student

ability Develop diverse abilities

From exclusively individual to group Group process skills Collaborative projects

Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Assessment At AELC Portfolios (Memory Books)

Monthly Template Level of excellence Demonstrate Developmental Growth Line

Formal Assessment Tool Familiarize yourself with elements Track over time Drive instruction Honest/critical evaluation of child Note specifics (document, document, document)

Assessment At AELC Baseline data Ongoing

Tracking and maintain data Informative & Intentional Drives instructional decisions Part of each lesson design

Growth line

Additional Resources

http://www.teach-nology.com/edleadership/assessment/early_childhood

http://www.ed.gov/databases/ERIC_Digests/ed389964.html