Overview of Assessment in Education By Lori Gombart Northwest Christian University Eugene, Oregon 2011

Introduction “Research on the effects of classroom assessment indicates that it might be one of the most powerful weapons in a teachers arsenal” (Burke, 2009 p.2).

Types of Assessment Placement Diagnosis Formative Summative Performance Portfolio Orlich, etal Teaching strategies A guide to Effective Instruction Chapter 10

1. Placement Assessment Placement : Assess’ students current knowledge, usually with a pretest that may be manufactured or designed by the teacher. According to Benjamin Bloom, “50 percent of the variability in student achievement results from lack of sufficient knowledge or skill to begin new instruction” (Orlich, 2010 p. 323)

1. Placement Assessment (cont.) Identifies students who do not have enough prior knowledge to begin the new material Determines where to begin instruction and what to present Serves as a baseline from which to measure progress.

2. Diagnostic Assessment Identify specific areas of learning difficulty Identify student’s strengths and weakness’ Used by specialists such as foreign language teachers, special educators, counselors and psychologists

Ongoing assessment to monitor your student’s progress 3. Formative Assessment Ongoing assessment to monitor your student’s progress

Assessment cycle

3. Purpose of Formative Assessment Verify learning is occurring and curriculum is appropriate Provide feedback to students . Students want to know how they are doing and if they are meeting the teachers expectations.

Clear expectations support the student in meeting goals. http://educationaljargonschs.wikispaces.com/file/view/assessment.jpg/196618852/assessment.jpg

3. Examples of Formative Assessment Daily quizzes Homework Short tests

Formative Vs Summative According to W. J. Popham (2008) A formative evaluation occurs in the “early” version of the instructional program and is still ‘malleable” and capable of being improved, thus benefiting current students before the program ends. Gives students a second chance to meet class objectives. A summative evaluation takes place in the “mature” stage, after the instructional unit is over, thus can only benefit future students. No second chance at improving or meeting the standards. (Burke, 2009. p.7)

Another definition of summative assessment is: Analysis and evaluation of the data that have been collected throughout the formative assessment process (Burke, 2009. p.7).

4. Examples of Summative Assessment unit tests final research papers end-of course tests final exams standardized tests report cards (Burke, 2009. p.8)

5. Performance Assessment Requires the students to generate rather than choose a response Are highly engaging for students Connect their knowledge with their real world (Burke, 2009. p.8)

5. Characteristics of Performance Task More complex Less structured Require higher order thinking to arrive at multiple solutions Solutions are original and creative (Burke, 2009. p.66)

5. Examples of Performance Assessment Problem scenarios that require higher order thinking skills such as analysis, synthesis and evaluation Realistic performance task correlating to real-life situations faced by students and adults every day. Producing an authentic product or performance correlated to state standards Collaboration and group interaction emphasizing academic and social outcomes Integration of multiple subject areas highlighting the interdependence of big ideas and essential questions across disciplines (Burke, 2009. p.9)

5. Limits of Performance Assessment Can only assign one or two per year Covers broad curriculum and multiple standards Takes longer to assess Requires complex scoring guide due to multitude of possible solutions (Burke, 2009. p.66)

Four characteristics of Portfolio Assessment 1. Goal setting Shows how the student is meeting the goals and standards and to what level (Burke, 2009. p.10)

Four characteristics of Portfolio Assessment 2. Self Evaluation Allows students to analyze their strengths and weaknesses to set short and long term goals (Burke, 2009. p.10)

Four characteristics of Portfolio Assessment 3. Growth and development Allows students to examine their work and reflect on their learning (Burke, 2009. p.10)

Four characteristics of Portfolio Assessment 4. Represents the whole child :)

Combine tools of assessment to provide an accurate portrait of the learner. “No one assessment tool by itself is capable of producing the quality information needed to make an accurate judgment of a student’s knowledge, skills, understanding of curriculum, motivation, social skills, processing skills, and life long learner skills” (Burke, 2009. p.11)

“To ensure a fair selection you all get the same test, you all must climb that tree.”

Summary of Assessment in the classroom Four traditional types are Placement, Diagnostic, Formative and Summative Two non traditional types are Performance and Portfolio

Summary of Assessment in the classroom The cycle of assessment Identify learning goals and outcomes Provide learning opportunity Assess student learning Reflect on the results Improve teaching and learning

Summary of Assessment in the classroom Assessment can be like a snapshot of only one aspect of the students learning, therefore combining a variety of assessment types will provide a more holistic representation of where the student began and the degree of success in the classroom to meet everyone's expectations.

Citations Assessment cycle image. Result of Google search of images retrieved on Nov 2, 2011: http://www.google.com/imgres?q=cycle-of-assessment&hl=en&client=firefox-a&hs=VF8&sa=X&rls=org.mozilla:en-US:official&biw=1393&bih=917&tbm=isch&prmd=imvns&tbnid=el6jWLKV7a6HPM:&imgrefurl=http://www.uwsuper.edu/assessment/sitemap.cfm&docid=UQ-akzsBt8JGXM&imgurl=http://www.uwsuper.edu/assessment/slo/upload/Cycle-of-Assessment.png&w=1427&h=827&ei=SM62TvHZI7PKiALJ4aiFAQ&zoom=1 Burke, Kay (2009). How to assess authentic learning (fifth edition). Thousand Oaks, California: Corwin Orlich, D.C., Harder, R.J., Callahan, R.C., Trevisan, M.S., & Brown, A.H. (2010). Teaching strategies: A guide to effective instruction (9th ed.). Boston, MA: Wadsworth

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