Making Sense of Assessment

Most teachers agree that there are two broad purposes of assessment: 1. Assessment OF student learning. 2. Assessment FOR student learning.

Assessment OF Student Learning Concept mastery may be assessed through: norm-referenced assessment criterion-referenced assessment

Norm-referenced assessment Is considered “standardized” (is administered and scored in a designated manner). Measures student scores in relation to those of other students Is expressed as a “percentile Score” Is helpful for comparing classes, schools, and districts in relation to one another.

Norm-referenced assessment Does not tell you where individual students have fallen short or have excelled. Examples: The GRE, The SAT, and the Wechsler Intelligence Scale for Children (WISC).

Criterion Referenced Assessment Is a form of standardized assessment Measures the student against a set “criteria”. Assumes that every child can achieve a passing score or meet the standard. Examples: State “Standards Base Assessments”-the “CRT” Exit Exams

Assessment FOR Student Learning Concept mastery may be assessed through: performance based assessment

Performance Based Assessment Considered to be “authentic” Is not standardized Requires that students perform real world tasks that show what they have learned or can do. Is typically evaluated using a rubric

Performance Based Assessment Focuses on the process and continuum of learning, not just on outcomes Regards assessment as a part of the teaching cycle Helps teachers to determine how much of the content of daily teaching is being retained by individual students.

Five Steps to Authentic Assessment 1. Identify what you are assessing. Decide what activity will provide context for the assessment. Define the criteria and let the students in on them. Create a rubric. Provide feedback.

Identify Identify what you are assessing by looking at the New Mexico Standards and Benchmarks for your grade level. The standards tell you what students should know or be able to do at each level. This will become your performance objective or target.

Decide Decide what activity will provide context for assessment. Decide : how you will group your students what materials, supplies, and space you will need Develop: responsibilities connected with each task directions for task completion

Define Define the criteria and let the students in on them. Locate the criteria for attainment of the standards by looking at the benchmarks. Focus on “essential” skills and concepts. Always tell the students how the task will be measured and how the criteria and performance levels will be evaluated.

Create Create a rubric Your rating system should be based on the criteria you set up along with performance indicators for each of the criteria. You may use a district approved rubric or create your own. Many rubrics can be found on the internet. Rubrics must be shared with students BEFORE they begin the task.

Provide Provide feedback. Translate the results into feedback that can be understood by students, parents, and other teachers. Decide how the point range on the rubric corresponds to each of the letter grades, or how your rubric total points add up to a score easily multiplied to give a traditional “top score” of 100 points.

7 Steps For Creating a Rubric 1. Share sample assignments with graduations from good to poor with your students. Make a list of criteria for assessing the assignment with the class. Reduce the list of criteria to a manageable few elements. Sketch out approx. four levels of performance for each criterion. Attach a scale for easier grading: 3,2,1,0. Create a draft of the rubric. Apply it to the assignment. Revise and perfect it.

Using Portfolios Portfolio assessment describes an organizational and management system for collecting EVIDENCE to monitor student progress. Portfolios may include: audiotapes artwork samples of student work photos tests writing homework

Tips for Managing Portfolios Examine student portfolios frequently. ALWAYS include the student. Record your comments (some like to use “Post-It Notes” for quick reference). Video tape oral reports, plays, debates, and other oral language-based activities for inclusion in the portfolio. Audiotape reading samples. Have students save materials to be included in writing portfolios on a computer for easier revisions.

Other Diagnostic Tools Teacher made tests Conferences with other teachers Conferences with parents Review of the “cumulative record”.

Quick Test What are the two purposes of assessment? When should you use norm-referenced assessment? When criterion referenced? When performance based? How do you create a grading rubric?

References Kronowitz, E. (2008). The teacher’s guide to success. Boston, MA: Pearson Education, Inc.