8/14/2019 Sunday Aug 23

1/31

8/14/2019 Sunday Aug 23

2/31

AgendaAgenda

Parking lotParking lot

Review concepts from yesterdayReview concepts from yesterday

Discuss readingsDiscuss readingsAssessmentAssessment

8/14/2019 Sunday Aug 23

3/31

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.

8/14/2019 Sunday Aug 23

4/31

Reading PointsReading Points

Curriculum and AssessmentCurriculum and Assessment

Measuring Curriculum and AchievementMeasuring Curriculum and Achievement

8/14/2019 Sunday Aug 23

5/31

AssessmentAssessment

Assessment is.Assessment is.

8/14/2019 Sunday Aug 23

6/31

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)

8/14/2019 Sunday Aug 23

7/31

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)

8/14/2019 Sunday Aug 23

8/31

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?

8/14/2019 Sunday Aug 23

9/31

Brainstorm Types ofBrainstorm Types ofAssessmentAssessment

8/14/2019 Sunday Aug 23

10/31

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

8/14/2019 Sunday Aug 23

11/31

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

8/14/2019 Sunday Aug 23

12/31

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.

8/14/2019 Sunday Aug 23

13/31

Review of BloomReview of Bloom

8/14/2019 Sunday Aug 23

14/31

8/14/2019 Sunday Aug 23

15/31

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?

8/14/2019 Sunday Aug 23

16/31

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?

8/14/2019 Sunday Aug 23

17/31

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

8/14/2019 Sunday Aug 23

18/31

8/14/2019 Sunday Aug 23

19/31

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?

8/14/2019 Sunday Aug 23

20/31

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.

8/14/2019 Sunday Aug 23

21/31

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

8/14/2019 Sunday Aug 23

22/31

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?)

8/14/2019 Sunday Aug 23

23/31

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

8/14/2019 Sunday Aug 23

24/31

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?

8/14/2019 Sunday Aug 23

25/31

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)

8/14/2019 Sunday Aug 23

26/31

A Major Challenge: HelpingA Major Challenge: HelpingTeachers Help ChildrenTeachers Help Children

How do we help teachers?:How do we help teachers?:

8/14/2019 Sunday Aug 23

27/31

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

8/14/2019 Sunday Aug 23

28/31

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

8/14/2019 Sunday Aug 23

29/31

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

8/14/2019 Sunday Aug 23

30/31

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

8/14/2019 Sunday Aug 23

31/31

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