Principles of High Quality Assessment

Slides:



Advertisements
Similar presentations
Designing Instruction Objectives, Indirect Instruction, and Differentiation Adapted from required text: Effective Teaching Methods: Research-Based Practice.
Advertisements

Well written objectives will… Provide clear direction for instruction Convey what is to be learned to students Provide a clear guide for assessment.
Learning Objectives, Performance Tasks and Rubrics: Demonstrating Understanding and Defining What Good Is Brenda Lyseng Minnesota State Colleges.
Making Assignment Expectations Clear: Create a Grading Rubric Barb Thompson Communication Skills Libby Daugherty Assessment FOR Student Learning 1.
The PSYCHOMOTOR Domain. PERCEPTION The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection,
教育目標的分類 Taxonomy of Educational Objectives
TRAINING AND DEVELOPMENT
Writing Instructional Objectives
Introduction to Bloom’s Taxonomy. The Idea Purpose ◦ Organize and classify educational goals ◦ Provide a systematized approach to course design Guided.
What should be the basis of
Educational Psychology
Formulating objectives, general and specific
7 By: Kelly Atwaroo Class: Infant II Topic: Caring of pets Subject Area: General Science Curriculum Area: Living things Previous Knowledge: Basic knowledge.
Critical Thinking and Argumentation
Bloom’s Critical Thinking Level 1 Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts, and answers.
Sink or Swim Prof. Andreas Prinz Introduction Models of higher education Effective students Study strategies How to teach habits? Summary.
Taxonomies of Learning Foundational Knowledge: Understanding and remembering information and ideas. Application: Skills Critical, creative, and practical.
Foundations of Educating Healthcare Providers
 Learning Domains ◦ Cognitive objectives  Describe the knowledge that learners are to acquire ◦ Affective objectives  Describe the attitudes, feelings,
Bloom’s Cognitive and Affective Taxonomies Cognitive and Affective Taxonomies.
The Framework for Teaching Domain 1 Planning and Preparation.
Writing Student Learning Outcomes Consider the course you teach.
DR. OLFAT SALEM L. MONA AL-ASEERI NURSING ADMINISTRATION & EDUCATION DEPT. Principles of Learning and Teaching Course.
Chapter Eleven Approaches to Instruction. Copyright © Houghton Mifflin Company. All rights reserved Overview Devising and using objectives The behavioral.
SLB /04/07 Thinking and Communicating “The Spiritual Life is Thinking!” (R.B. Thieme, Jr.)
Classroom Assessments Checklists, Rating Scales, and Rubrics
Educational Psychology and the Learning of Science Bloom’s Taxonomy Involvement in Science Activities.
T 7.0 Chapter 7: Questioning for Inquiry Chapter 7: Questioning for Inquiry Central concepts:  Questioning stimulates and guides inquiry  Teachers use.
Teaching Today: An Introduction to Education 8th edition
Educational Objectives
Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation.
Learning Theory Last Update Copyright Kenneth M. Chipps Ph.D
Bloom’s Taxonomy Benjamin S. Bloom February 21, September 13, 1999.
What Do Students Need?  Each student needs to be like all others and at the same time, different from all others.  Students need unconditional acceptance.
Lecture by: Chris Ross Chapter 7: Teacher-Designed Strategies.
1 Math 413 Mathematics Tasks for Cognitive Instruction October 2008.
Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.
Learning Targets January 21, 2008 Londa Richter & Jo Hartmann TIE.
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim.  Bloom’s taxonomy of Educational Objectives (1956) provides 6 levels of thinking and questioning. A close.
Assessment Information from multiple sources that describes a student’s level of achievement Used to make educational decisions about students Gives feedback.
INSTRUCTIONAL OBEJECTIVES PURPOSE OF IO IO DOMAINS HOW TO WRITE SMART OBJECTIVE 1.
Georgia will lead the nation in improving student achievement. 1 Georgia Performance Standards Day 3: Assessment FOR Learning.
Alternative Assessment Chapter 8 David Goh. Factors Increasing Awareness and Development of Alternative Assessment Educational reform movement Goals 2000,
INSTRUCTIONAL OBJECTIVES
Bloom’s Taxonomy Dr. Middlebrooks. Bloom’s Taxonomy.
Bloom’s Taxonomy Benjamin Samuel Bloom He was one of the greatest minds to influence the field of education. He was born on February 21, 1913 in Lansford,
Bloom’s Taxonomy The Concept of “Levels of Thinking”
Antar Abdellah 1430  Desired outcome of learning expressed in terms of observable behavior or performance of the learners.
Grading based on student centred and transparent assessment of learning outcomes Tommi Haapaniemi
Writing Learning Outcomes Best Practices. Do Now What is your process for writing learning objectives? How do you come up with the information?
PGES Professional Growth and Effectiveness System.
Learning Objectives Write the Objective Teach Based on the Objective
Classroom Assessments Checklists, Rating Scales, and Rubrics
Using Cognitive Science To Inform Instructional Design
Developing Goals and Objectives
Starting with the End in Sight…
EDU704 – Assessment and Evaluation
Objectives EDUC 3100.
Classroom Assessments Checklists, Rating Scales, and Rubrics
IN THE NAME OF “ALLAH” THE MOST BENIFICENT AND THE MOST MERCIFUL
Writing Objectives in Blooms Taxonomy
Bloom's Taxonomy ©2001 Umang Sawhney :00 AM.
Bloom's Taxonomy Prepared by: Maridalys López Melissa Torres
LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT
Planning and Preparation
BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim
Writing Learning Outcomes
LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT
IP&B Student Service and Instructional Support Retreat
Learning Objectives Write the Objective Teach Based on the Objective
Presentation transcript:

Principles of High Quality Assessment Prepared by: Sharon C. Caringal

Teacher-made test Means that the teacher design them to assess students learning These test are associated with the grades on report cards Help measure students progress Test scores maybe used for a portion of students’ mark (Williams and Haladyna,1999)

Some suggestions that can be helpful in constructing tests: 1.) Test should be balanced 2.) Students should not be penalized with a low mark because they are weak in reading & writing 3.) The teacher might choose to use format different from conventional test

Students should always be aware of evaluation criteria and procedures There should be no surprises when it comes to students evaluation Students should always be aware of evaluation criteria and procedures They should have a role in the evaluation They should receive regular feedback as to “how they are doing” According to Stiggins (2001) “The purpose of the classroom test vary, but prior to constructing any test, teachers should first identify the kinds of instructional decisions will be made based on test results, and the kinds of score-based inferences needed to support those decisions”

Clarity of the Learning Target Suggested the following sequence of instruction (Popham, 2000) Determine the specific learning targets and their sequence for instruction A standard may be composed of one learning target Each learning target typically has a sub- unit Contents Skills Assessment for learning that will be used to keep students informed The lesson designed to teach students the learning targets

Three building Blocks of well written objectives are: Conditions- define the materials that will be available ( or unavailable) when the objective is assessed Behavior- is a verb that describes an observable activity- what the students will do (action verb) Criterion (also referred to as Degree)- is the standard that is used to measure whether or not the objective has been achieved

Learning Targets states clearly what the child will be learning in all subject areas these includes: Reading Language Arts Music Mathematics Physical Education Science Health Social Studies Art; and School Counseling

Set of Guiding Principles for High Quality Assessment Students Are the Key Assessment Users Clear and Appropriate Targets are Essential Accurate Assessment Is a must High quality assessment is essential in all assessments Sound assessments arise from clear achievement targets Valid assessments reflect clear achievement targets Begin any assessment design with a clear sense of Why you are conducting the assessment

Benefits based on the existence of learning that clears and usable: Knowledge Targets Procedural Knowledge targets Reasoning Targets Types of Reasoning Inductive reasoning uses specific facts or evidence to infer general conclusions Deductive Reasoning begins with general rule or principle to infer specific conclusions or solutions Analytical Reasoning requires examining components or structure of something Comparative Reasoning describes similarities and differences between two or more items

Performance Skills Targets requires the students to demonstrate their mastery of learning and to be observed Product targets are not to used as frequently as other types but highly valued calling for creation of a product. Dispositional Targets rarely show up on state standards but are important because they reflect students’ attitude about school and learning.

Establishing Learning Goals Educational Goals – general statements of what students will know and be able to do. Educational Learning Objectives more specific statements of what students will know and be able to do

Types of Learning Targets ( Marzano and Kendall (1996) identified five types of learning targets: Knowledge and Simple Understanding- includes mastery of facts and information, typically through recall, as well as simple understanding Deep Understanding and Reasoning- includes problem solving, critical thinking, synthesis, comparing, higher order thinking skills and judgement Skills-involves something that a student must demonstrate in a way other than answering questions Products- includes a sample of students work that demonstrates the ability knowledge, understanding, reasoning and skills Affective- includes attitudes, values, interests, feelings and beliefs

Sources of Learning Targets Bloom’s Taxonomy National, Regional, and District Standards Textbooks Blooms’ Taxonomy Cognitive – mental skills ( knowledge) Affective – growth in feelings or emotional areas (Attitude) Psychomotor- manual or physical skills ( Skills)

Stating General Learning Outcomes The learning outcomes to be measured are useful in test construction when they are stated as terminal performance which are observable. It means that they should clearly indicate the student performance to demonstrated at the end of learning experience. Next is for the teacher to list specific types of performance that are to be accepted as evidence that the outcomes have been achieved

Cognitive Domain involves knowledge and development of the intellectual skills. This is to recall or recognition of specific facts, procedural patterns, and concepts that serves in the development of intellectual abilities and skills. 1.) Knowledge- recall data or information 2.) Comprehension- understand the meaning, translation, interpolation, and interpretation of instruction or problems 3.) Application- use concept in new situation or unprompted use of an abstraction 4.) Analysis- separates material or concepts into components so that its organizational structure may be understood 5.) Synthesis- build a structure or pattern from diverse element 6.) Evaluation- make judgments about the value of ideas or materials

Psychomotor Domain includes physical movement, coordination, and use of motor skills areas. 1.) Perception- ability to use sensory cues to guide motor activity 2.) Set- readiness to act 3.) Guided Response- the early stages in learning a complex skill that includes imitation and trail and error 4.) Mechanism- is the intermediate stage in learning a complex skill. 5.) Complex Overt Response- the skillful performance of motor acts involve complex movement 6.) Adaptation- skills are very well developed and the individual can modify movement patterns to fit specials requirement 7.) Organization- creating new movement patterns to fit a particular situation or specific problems