CHAPTER 3 ~~~~~ INFORMAL ASSESSMENT: SELECTING, SCORING, REPORTING.

Slides:



Advertisements
Similar presentations
Evaluation Overview - Basics. Purpose of Testing Diagnostic Formative Summative.
Advertisements

Performance Assessment
Session Learning Target You will gain a better understanding of identifying quality evidence to justify a performance rating for each standard and each.
TRAINING FOR VIDYALAYA LEVEL
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN BADAN PENGEMBANGAN SUMBER DAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN DAN PENJAMINAN MUTU PENDIDIKAN AUTHENTIC ASSESSMENT.
Alternative Assesment There is no single definition of ‘alternative assessment’ in the relevant literature. For some educators, alternative assessment.
Assessing Learning in the Gifted Classroom
(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.
It defines acceptable evidence of student’s attainment of desired results. It determines authentic performance tasks that the student is expected to do.
6/1/ PORTFOLIO ASSESSMENT: validating teacher knowledge Dr. Holli Schauber, 2006 workshop.
Assessing Learners With Special Needs
Assessment Strategies Visual Tools EDUC 4454 P/J Methods.
Data Collection and Student Portfolios Shared by: Anne Arundel County Public Schools.
Big Ideas and Problem Solving in Junior Math Instruction
Chapter 9 ~~~~~ Mathematical Assessment. 2 Basic Components Mathematics Content : understanding of the mathematical processes Content : understanding.
July 28, 2011 Nancy Nation & Mirna Whidden.  What do you associate with the word assessment??
ASSESSMENT& EVALUATION Assessment is an integral part of teaching. Observation is your key assessment tool in the primary and junior grades.
Principles of Assessment
ASSESSMENT Formative, Summative, and Performance-Based
Problem Based Learning (PBL) David W. Dillard Arcadia Valley CTC.
Becoming a Teacher Ninth Edition
Authentic Assessment Principles & Methods
Portfolios: A Useful Resource For All Cynthia Cuellar Astrid Fossum Beth Schefelker The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee.
Central concepts:  Assessment can measure habits of mind or habits of recall.  Tests have their limits.  It is important to know the purpose the test.
ASSESSMENT IN EDUCATION ASSESSMENT IN EDUCATION. Copyright Keith Morrison, 2004 PERFORMANCE ASSESSMENT... Concerns direct reality rather than disconnected.
A Framework for Inquiry-Based Instruction through
ASSESSMENT OF STUDENT LEARNING Manal bait Gharim.
Classroom Assessments Checklists, Rating Scales, and Rubrics
Classroom Assessment A Practical Guide for Educators by Craig A
5 E’s Lesson Model.
EDU 385 Education Assessment in the Classroom
Written Language Assessment
Classroom Assessment A Practical Guide for Educators by Craig A. Mertler Chapter 7 Portfolio Assessments.
Understanding Meaning and Importance of Competency Based Assessment
Alternative Assessment
Teaching Today: An Introduction to Education 8th edition
Some theoretical considerations of project based learning by Lau Kwok Chi.
North Carolina Network for Excellence in Teaching  The Assessment Toolkit.
Lecture 7. The Questions: What is the role of alternative assessment in language learning? What are the Reasons.
Evelyn Wassel, Ed.D. Summer  Skilled in gathering accurate information about students learning?  Using it effectively to promote further learning?
Performance-Based Assessment HPHE 3150 Dr. Ayers.
Authentic Assessment Kellie Dimmette CI Pretest on Evaluation Part I 1.C & D 2.B & C 3.T 4.Valid, reliable 5.T 6.T 7.T 8.A & B 9.C 10.B.
Assessment in Special Education, SPED 4131 Professor Dr. Regina Blair
Session 4 Performance-Based Assessment
Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.
Catholic College at Mandeville Assessment and Evaluation in Inclusive Settings Sessions 3 & /14/2015 Launcelot I. Brown Lisa Philip.
Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning.
What Are the Characteristics of an Effective Portfolio? By Jay Barrett.
Alternative Assessment Chapter 8 David Goh. Factors Increasing Awareness and Development of Alternative Assessment Educational reform movement Goals 2000,
Identifying Assessments
Authentic Assessment TOOLS FOR THE FUTURE. What is Authentic Assessment? O “A form of assessment in which students are asked to perform real-world tasks.
Using Assessments to Monitor and Evaluate Student Progress 25 Industrial Park Road, Middletown, CT · (860) ctserc.org.
ASSESSMENT and EVALUATION (seeing through the jargon and figuring out how to use the tools)
Portfolios EDUC 307. Portfolio  a limited collection of student’s work used either to present the student’s best work(s) or to demonstrate the student’s.
Alternative Assessment Larry D. Hensley University of Northern Iowa Chapter 8.
Chapter 6 Assessing Science Learning Updated Spring 2012 – D. Fulton.
“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand.
Philippines – Australia Basic Education Assistance for Mindanao Beam Pre-service Workshop “Authentic Assessment”
Classroom Assessments Checklists, Rating Scales, and Rubrics
Chapter 8: Performance-Based Strategies
Classroom Assessment A Practical Guide for Educators by Craig A
Alternative Assessment (Portfolio)
ASSESSMENT OF STUDENT LEARNING
Elementary and Middle School Mathematics Chapter Reflections: 1,2,3,5,6 By: Amy Howland.
Classroom Assessments Checklists, Rating Scales, and Rubrics
CHAPTER 12: Assessing Reading Achievement
What Are Rubrics? Rubrics are components of:
PORTFOLIO ASSESSMENT Jay Barrett, GED 621.
In The Name Of the Most High
Presentation transcript:

CHAPTER 3 ~~~~~ INFORMAL ASSESSMENT: SELECTING, SCORING, REPORTING

2 Authentic Assessment PURPOSE: PURPOSE: Evaluate knowledge and mastery of skills that change over short periods of time. Evaluate knowledge and mastery of skills that change over short periods of time. Provide a direct linkage between instruction and evaluation. Provide a direct linkage between instruction and evaluation. ADVANTAGES: ADVANTAGES: Emphasis on production rather than recognition responses. Emphasis on production rather than recognition responses. Emphasis on assessment projects in lieu of test items. Emphasis on assessment projects in lieu of test items. Teacher judgment in lieu of mechanical scoring. Teacher judgment in lieu of mechanical scoring. Provides diagnostic assessment for IEP development. Provides diagnostic assessment for IEP development.

3 Advantages of Authentic- Informal Assessment – con’t. Teacher made; skill/ curriculum specific Teacher made; skill/ curriculum specific Diagnoses student functioning levels within the curriculum Diagnoses student functioning levels within the curriculum Determines rate of progress. Determines rate of progress. Identifies factors effecting progress. Identifies factors effecting progress. Used to modify instruction Used to modify instruction Allows for best practices determination for individual students Allows for best practices determination for individual students Used to plan, monitor, evaluate, and modify instruction Used to plan, monitor, evaluate, and modify instruction

4 Informal (Authentic) Assessment Based upon students’ performance using relevant, real-world tasks Based upon students’ performance using relevant, real-world tasks Often based on the students’ curriculum within the students’ natural environment. Often based on the students’ curriculum within the students’ natural environment. Incorporates purposeful learning experiences Incorporates purposeful learning experiences Stimulates thinking Stimulates thinking Allows for application of learned skills in new situations Allows for application of learned skills in new situations Encourages review and revision of work Encourages review and revision of work Allows for application of evaluative skills and communication of results. Allows for application of evaluative skills and communication of results.

5 Kinds of Informal Assessment Strategies Task Analysis Task Analysis Probes Probes Response journals Response journals Think-Aloud Technique Think-Aloud Technique Questionnaires Questionnaires Interviews Interviews Checklists Checklists Work-Sample Analysis Work-Sample Analysis Error analysis Error analysis Self-evaluation Self-evaluation Peer evaluation Peer evaluation Observation Observation Rating scales Rating scales Rubric scoring Rubric scoring Analytical trait scoring Analytical trait scoring Holistic Holistic Anchor papers Anchor papers

6 Types of Assessment Self Assessment -help students to be attuned to evaluation criteria, promotes self- monitoring, allows students to acquire, so that they can judge the quality of various aspects of their work, recognize and reflect on the strengths and weaknesses of the overall product, and ultimately refine their work. Self Assessment -help students to be attuned to evaluation criteria, promotes self- monitoring, allows students to acquire, so that they can judge the quality of various aspects of their work, recognize and reflect on the strengths and weaknesses of the overall product, and ultimately refine their work. Peer Assessment -helps students to share tools, techniques, and ideas to develop their understanding of the world around them and to communicate solutions to real- life problems. Peer Assessment -helps students to share tools, techniques, and ideas to develop their understanding of the world around them and to communicate solutions to real- life problems. Learning Logs - direct and factual, generally short, objective entries. Learning Logs - direct and factual, generally short, objective entries. Journal Entries - generally detailed, thoughtful, longer, more subjective, written in narrative form, often consist of personal reflections, comments on the reaction to an experience, or dialogues between teachers and students Journal Entries - generally detailed, thoughtful, longer, more subjective, written in narrative form, often consist of personal reflections, comments on the reaction to an experience, or dialogues between teachers and students

7 Performance Assessment - Hands-on approach to testing - Hands-on approach to testing - Assesses knowledge in meaningful, real life activities - Assesses knowledge in meaningful, real life activities - Actively involves students in decision-making - Actively involves students in decision-making - Promotes students to work independently, become productive team members, collaborate and integrate ideas - Promotes students to work independently, become productive team members, collaborate and integrate ideas - Allows teacher to assess ability to integrate and apply skills and concepts learned - Allows teacher to assess ability to integrate and apply skills and concepts learned - Measures specific academic skills, the understanding of process involved, the ability to apply new learning - Measures specific academic skills, the understanding of process involved, the ability to apply new learning

8 Curriculum-based Measurement Curriculum-based measurement (CBM) Curriculum-based measurement (CBM) - method of direct and frequent measurement of - method of direct and frequent measurement of students’ progress in course content. students’ progress in course content. Probes—brief measurements of skill Probes—brief measurements of skill designed to be frequently administered; easily and quickly scored designed to be frequently administered; easily and quickly scored CBM probes contain items for students to respond to that can be observed and counted CBM probes contain items for students to respond to that can be observed and counted

9 Portfolio Assessment Collections of carefully selected work products Collections of carefully selected work products Exhibit students’ efforts, progress, and achievement. Exhibit students’ efforts, progress, and achievement. Artifacts of work, experiences, and accomplishments Artifacts of work, experiences, and accomplishments Final drafts, completed products, or works in progress Final drafts, completed products, or works in progress Document growth over time - process of improvement Document growth over time - process of improvement Assess quality as well as quality of thinking and output Assess quality as well as quality of thinking and output Students select portfolio content, determine criteria for selection, judge merit, self-reflect and analyze Students select portfolio content, determine criteria for selection, judge merit, self-reflect and analyze

10 Checklist Procedure Systematic means of recording the knowledge, skills, behavior, and/or attitude of individual students or whole classes Systematic means of recording the knowledge, skills, behavior, and/or attitude of individual students or whole classes Excellent source of record keeping Excellent source of record keeping Provides evidence of skill mastery or lack of progress Provides evidence of skill mastery or lack of progress Allows close monitoring of progress toward IEP goals Allows close monitoring of progress toward IEP goals Provides recorded documentation of dates and levels of mastery Provides recorded documentation of dates and levels of mastery

11 Oral Interview Procedure Oral interview is a very effective procedures for Oral interview is a very effective procedures for evaluating the finished authentic product evaluating the finished authentic product gaining insight into how and why students work gaining insight into how and why students work Students “talk through” their work Students “talk through” their work describing what they are doing and why they are doing it – describing what they are doing and why they are doing it – at this time and in this way at this time and in this way Enables evaluation of outcome, process analysis, and reasoning Enables evaluation of outcome, process analysis, and reasoning Students need to be able to communicate Students need to be able to communicate how they solved the problem how they solved the problem which decisions they made along the way which decisions they made along the way what connections were made with other learning during the problem-solving process what connections were made with other learning during the problem-solving process