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AgendaAgenda
Parking lotParking lot
Review concepts from yesterdayReview concepts from yesterday
Discuss readingsDiscuss readingsAssessmentAssessment
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Concepts from YesterdayConcepts from Yesterday
Define CurriculumDefine Curriculum
What are standards and benchmarksWhat are standards and benchmarks
What are essential questionsWhat are essential questionsWhat is backwards by design withoutWhat is backwards by design withoutusing the terms backwards by design.using the terms backwards by design.
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Reading PointsReading Points
Curriculum and AssessmentCurriculum and Assessment
Measuring Curriculum and AchievementMeasuring Curriculum and Achievement
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AssessmentAssessment
Assessment is.Assessment is.
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Educational assessmentEducational assessment is the processis the processof documenting, usually in measurableof documenting, usually in measurableterms, knowledge, skills, attitudes andterms, knowledge, skills, attitudes andbeliefs.beliefs. (Merriam-Webster)(Merriam-Webster)
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Two types of assessment:Two types of assessment: Assessment within classes (Narrow)Assessment within classes (Narrow) Assessment of the curriculum (Broad)Assessment of the curriculum (Broad)
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Overarching QuestionsOverarching Questions
Why do we need assessment?Why do we need assessment?
What do we do with the results?What do we do with the results?
How do we know the results are valid?How do we know the results are valid?
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Brainstorm Types ofBrainstorm Types ofAssessmentAssessment
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Definitions of Types of AssessmentDefinitions of Types of Assessment
Formative-ongoing input for improvementFormative-ongoing input for improvementSummative-results based (giving a grade)Summative-results based (giving a grade)Objective-only one correct answer (true/false or multipleObjective-only one correct answer (true/false or multiplechoice tests)choice tests)
Subjective-more than one correct answer (essay)Subjective-more than one correct answer (essay)Formal Assessment-tests, quizzes research paperFormal Assessment-tests, quizzes research paper(grade or percentage assigned)(grade or percentage assigned)Informal Assessment-portfolios, observation, peer andInformal Assessment-portfolios, observation, peer and
self evaluationself evaluationInternal-classroom teacher or school basedInternal-classroom teacher or school basedExternal-district, city, state or nation basedExternal-district, city, state or nation based
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Types of AssessmentTypes of Assessment
SummativeSummative Certify competencyCertify competency
Compare achievementCompare achievementagainst learningagainst learning
outcomesoutcomes
Compare learnersCompare learnersagainst each otheragainst each other(standardized tests)(standardized tests)
Award qualificationsAward qualifications
Improve programs ofImprove programs ofstudystudy
FormativeFormative Provide students withProvide students with
feedback on theirfeedback on theirperformance/achievementperformance/achievement
Improve performanceImprove performance
Increase motivation toIncrease motivation to
learn/studylearn/study
Promote self-assessmentPromote self-assessmentand self-monitoringand self-monitoring
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When the cook tastes the soup,When the cook tastes the soup,thats formative; when thethats formative; when the
guests taste the soup, thatsguests taste the soup, thatssummative.summative.
Stake, R. cited in Earl, L. (2004).Stake, R. cited in Earl, L. (2004).Assessment as learning:Assessment as learning:Using classroom achievement to maximize studentUsing classroom achievement to maximize student
learninglearning.. Experts in Assessment.Experts in Assessment. Thousand Oaks,Thousand Oaks,California: Corwin Press.California: Corwin Press.
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Review of BloomReview of Bloom
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Modern Trends: Guiding QuestionsModern Trends: Guiding Questionsfor Assessmentfor Assessment
What is the learning goal/outcome you hope yourWhat is the learning goal/outcome you hope yourstudents to meet?students to meet?
What is the purpose? What do you hope to learnWhat is the purpose? What do you hope to learn
from this assessment?from this assessment?
What will be assessed?What will be assessed?Who will be assessed?Who will be assessed?
When will the skills be assessed?When will the skills be assessed?How will the skill or concept be assessed?How will the skill or concept be assessed?In what setting will the assessment beIn what setting will the assessment beconducted?conducted?
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Modern Trends: Guiding Questions,Modern Trends: Guiding Questions,continuedcontinued
How will the results be analyzed?How will the results be analyzed?
How will the results be used? How will theHow will the results be used? How will theresults benefit you and your students?results benefit you and your students?
To whom will the results be communicated?To whom will the results be communicated?
Can the skill or concept be measured in moreCan the skill or concept be measured in morethan one waysuggesting transfer ofthan one waysuggesting transfer oflearning?learning?
Are there provisions for student reflection orAre there provisions for student reflection orself-assessment?self-assessment?
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Means of AssessmentMeans of AssessmentChecklistChecklist
InquiryInquiry Class discussion/groupClass discussion/group
critiquecritique
PortfolioPortfolio DemonstrationDemonstration Journals/logsJournals/logs Self-assessmentSelf-assessment
Checklist/rating formChecklist/rating form ProjectsProjects CATsCATs
Oral testOral test Written testWritten test Oral research reportOral research report
Written research reportWritten research report Oral critiqueOral critique Written critiqueWritten critique PerformancesPerformances
Critique by expertsCritique by experts InterviewInterview
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Assessing the CurriculumAssessing the Curriculum
Measurement and evaluation of the wholeMeasurement and evaluation of the wholecurriculumcurriculum How do you know its working and achievingHow do you know its working and achieving
resultsresults Who is responsible for measuring curriculum?Who is responsible for measuring curriculum?
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Research workResearch work
Parents satisfaction survey. You need aParents satisfaction survey. You need atool to collect data, e.g. surveytool to collect data, e.g. surveyquestionnaire, interview,questionnaire, interview,
parents meetings.parents meetings.Students records, e.g. subject gradeStudents records, e.g. subject gradereport, national test, feedback fromreport, national test, feedback from
universities on graduates.universities on graduates.Teachers feedback, e.g. support system,Teachers feedback, e.g. support system,school policy.school policy.
Teaching evaluation.Teaching evaluation.
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School Curriculum DevelopmentSchool Curriculum Development
PROCESS PROCESS Development-Development-Implementation-Implementation-
EvaluationEvaluation
What do we wantlearners to know,
do, understand and be likStandards, objectives, outco
How will we getthem there?
methods,strategies
How will weknow students
have learned?Assessment
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What Challenges Do you face inWhat Challenges Do you face inimplementing the curriculumimplementing the curriculum
TeachersTeachers Teaching assistantsTeaching assistants Professional development (internal andProfessional development (internal and
external)external)
ResourcesResources
Planning timePlanning time
Monitoring systemMonitoring system Responsibility for implementation (principal?)Responsibility for implementation (principal?)
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Group Activity #2: Issues andGroup Activity #2: Issues andChallenges with AssessmentChallenges with Assessment
In your group, please list as manyIn your group, please list as manyproblems/issues/challenges you feel surroundproblems/issues/challenges you feel surroundthe topic of assessment, think from a teachersthe topic of assessment, think from a teacherspoint of view (15 minutes)point of view (15 minutes)Accountability-people are worried how resultsAccountability-people are worried how resultswill be usedwill be usedAssessment ValidityAssessment Validity
Classrooms are changing, our practice is notClassrooms are changing, our practice is notLack of Planning and CollaborationLack of Planning and CollaborationLack of clear standardsLack of clear standards
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AccountabilityAccountability
How will the results be used?How will the results be used?
Will they effect my job, my school, myWill they effect my job, my school, mydistrict?district?
If all my students do well:If all my students do well: Am I a good teacher?Am I a good teacher? Will I have fewer parent complaints?Will I have fewer parent complaints?
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Assessment ValidityAssessment Validity
Are you measuring what you set out toAre you measuring what you set out tomeasure?measure? Validity is based onValidity is based on
content:content: does the content of the assessmentdoes the content of the assessmentmeasure stated objectives?measure stated objectives?
criterion:criterion: do scores correlate to an outsidedo scores correlate to an outsidereference? (Do high scores on a 5th gradereference? (Do high scores on a 5th grade
reading test accurately predict reading skill inreading test accurately predict reading skill inthe future?)the future?)
construct:construct:are there other variables which couldare there other variables which couldeffect scores (ESL, Family Income, LD)effect scores (ESL, Family Income, LD)
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A Major Challenge: HelpingA Major Challenge: HelpingTeachers Help ChildrenTeachers Help Children
How do we help teachers?:How do we help teachers?:
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Developing Assessment Tasks: aDeveloping Assessment Tasks: a
practical application for teachers andpractical application for teachers and
administratorsadministrators
Distribute Research
Departments review and discuss
Individual teachers write assessment plans
Grade level teams review and discuss,principal assists individual teachers
Grade teams compare results, teachers evaluate and modify,Principal compiles data
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Group Activity #3: What Next?Group Activity #3: What Next?
In your groups, please generate a list ofIn your groups, please generate a list ofwhat you think the 21what you think the 21stst century challengescentury challengeswill be regarding assessment (15 minutes)will be regarding assessment (15 minutes)
TechnologyTechnology
Social networksSocial networks
Learning is more collaborative andLearning is more collaborative andknowledge easier to obtainknowledge easier to obtain
TimeTime
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Tareks Tips for QualityTareks Tips for QualityAssessmentAssessment
Give teachers time to talk about assessmentGive teachers time to talk about assessmentPrincipals should be Educational Leaders and bePrincipals should be Educational Leaders and beinvolvedinvolvedAsk the students, when age appropriate, to design theirAsk the students, when age appropriate, to design their
own assessment tasksown assessment tasksAlways look at data and results, modify and verify basedAlways look at data and results, modify and verify basedon dataon dataAlways use multiple sources of assessmentAlways use multiple sources of assessment
Provide enough Professional Development for teachersProvide enough Professional Development for teachersImportance ofImportance ofexpectationsexpectations that all children can learn,that all children can learn,and teachers who believe that they can make thisand teachers who believe that they can make thishappenhappenTimely and constructive feedbackTimely and constructive feedback
I C l i Eff i
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In Conclusion: EffectiveIn Conclusion: EffectiveAssessment ShouldAssessment Should
Focus on process, product, and personFocus on process, product, and person
Represent what was taughtand what we expect studentsRepresent what was taughtand what we expect studentsto learnto learn
Actively involve both teachers and studentsallowsActively involve both teachers and studentsallowsstudents to demonstrate understandingstudents to demonstrate understanding
Provide information for improving learningProvide information for improving learning
Have the purpose not to evaluate a program but to provideHave the purpose not to evaluate a program but to providea cycle of continuous program improvementa cycle of continuous program improvement
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ReferencesReferences
Burton, S. L. (2005) Assessment usingBurton, S. L. (2005) Assessment usingcreative strategies, NJMEA Conferencecreative strategies, NJMEA ConferencePresentation.Presentation.
Dwyer, Carol, 2004. ETSDwyer, Carol, 2004. ETS
Wiggins and McTighe, (1995)Wiggins and McTighe, (1995)Understanding by DesignUnderstanding by Design