Assessment of Student

AchievementPlanning for Assessment

Presented by Donna Woods

Objectives Instructional objectives: Identify the role of instructional

objectives in the assessment of student achievement.How should they be stated for assessment purposes?What resources aid in developing meaningful objectives?Why is it important to evaluate the instructional

objectives?

Revised Taxonomies: Illustrate the Knowledge and Cognitive Dimensions and assessment through the four quadrants.

Preparing for Assessment: Evaluate the importance of assessment prior to, during, and after formalized instruction.

Validity and Reliability: Discover why these are the two most important characteristics in assessment planning.

Essential Questions1. What do we expect

the students/employees to learn/do? Goals

2. What type of student/employee performance are we willing to accept as evidence of learning/achieving?Standards

3. What assessment methods serve as the best evaluative tool in measuring the student/employee performance?Effectiveness – Did we reach our objective or goal?

(Gronlund & Waugh, p. 30)

Role of Instructional Objectives

Provide a description of the expected learning / performance outcome.

Connect instruction, learning, and assessment.

Both teacher/mentor and student/employee work towards common goals.

State the general goals/objectives.

List and state the specific learning/performance expectations.

Check for understanding through the process.

(Gronlund & Waugh, p. 34)

Sources for Meaningful Objectives

State content standardsRevised Taxonomy of Educational ObjectivesPublications of educational organizationsInstructor’s guides accompanying student

textbooksEmployee manuals

Evaluating the ObjectivesHave all important learning/performance

outcomes been included?Are the objectives in harmony with the goals of

the curriculum/organization?Are the objectives appropriate for achievement

level of the student/employee?Are the objectives appropriate for instructional

time, materials, and facilities available?Do the objectives include meaningful learning

that is useful in the real world/context?Do the objectives scaffold through the cognitive

processes?

Rigor/Relevance Framework®

Knowledge Categories

C D

A BFactual

Knowledge

Procedural

Knowledge

Conceptual

Knowledge

Meta-cognitive Knowledg

e

(Gronlund & Waugh, p. 31)

Lower to Higher Cognitive Process

Remember

UnderstandApply

Analyze

EvaluateCreate

Effective Assessments – Begin with the End in Mind

• Identify two types of assessments.

(Teacher Works*) (Student Works )

(Student Thinks & Works)

• Justify why the assessment method is valid or reliable within your career field.

(Student Thinks)

• Illustrate an appropriate assessment for your job.

• Prioritize and rank the five types of assessments in order of importancefor your career field.

Preparing for Assessment

• Is there a need for pretesting or assessing prior knowledge?

• What type of assessment is needed during instruction?

• What type of assessment is needed at the end of instruction?

(Gronlund & Waugh, p. 38)

Types of AssessmentFormative Monitors learning progress

SummativeDetermines performance level

Informal observation and feedback during instruction and learning period.

Questions and discourseChecklistGraphic organizersKWL ChartsResponse logsSelf/Peer assessments

Achievement testsCertification testsPerformance assessmentProduct assessmentPortfolio assessment

Validity and Reliability

Validity ReliabilityRefers to the

appropriateness and meaningfulness of the assessment results for intended purpose and use.

Example: Written vs. performance

Each requires specifications and scoring rubrics

Did its use contribute to increased student learning?

Refers to consistency of assessment results.

Structure vs. resultsConsistency of resultsDiffer for tests and

performance assessments.

Reliability coefficient or standard error of measurement

Desired Features to Enhance Validity and Reliability1. Clearly specified set of learning outcomes.2. Representative sample of a clearly defined domain of

learning tasks.3. Tasks that are relevant to the learning outcomes to be

measured.4. Tasks that are at the proper level of difficulty.5. Tasks that function effectively in distinguishing between

achievers and nonachievers.6. Sufficient number of tasks to measure achievement,

results, and interpretation of results.7. Procedures that contribute to efficient preparation and

use.(Gronlund & Waugh, p. 43)

Summary• Assessment planning should be guided by what

the students/employees are expected to learn, as specified by the instructional objectives.

• Instructional objective should align with goals and standards.

• Assessment planning requires consideration of learning outcomes.

• Revised taxonomy of cognitive learning quadrants.• Consideration and variety for types of

assessments.• Validity and reliability of assessments.• Valid and reliable interpretation of assessment

results.