8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.1 Assessment Philosophy Student Learning is a Dynamic Process.

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Presentation transcript:

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.1 Assessment Philosophy Student Learning is a Dynamic Process A function of the learner, environment, teacher, & lived experiences Best to define learning as a change in behavior Assessment is always a matter of purpose, context, and... A guess

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009 Manuel Barrera, Ph.D. (adapted from Liu, Albus, & Barrera, in preparation) Assessment as a Recursive Process What is assessed? Theory of learning content taught Students included How is it assessed? Nature & purpose of testing Expected outcomes Accommodations Test administration Incorporation of Universal Design Scoring What do the results mean? Reporting Alignment with other parts of system Bias Methods of choosing cut scores Difficulty & discrimination of Test Items Score Comparability

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.3 What Should Be Assessed? Prioritized academic and social behavior What the student needs What the student can use in learning

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.4 Priority of Target Behavior. Determine and begin with high-priority behaviors. Low priority behaviors: annoying but not harmful or of less educational importance. Mild priority: frequently (but not repeatedly) interfere with educational performance. Moderate-priority: repeatedly or significantly interfere with educational performance. High-priority: excessive and persistent disruption to self and others.

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.5 Observational Principles Decide what to observe Operational definitions of target behavior Determine how you will observe it Observation instruments Collect Data Summarize Data Organize Data Display Data Interpret Data Make Decisions

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.6 Assessment Model Collect Data Organize Data Summarize Data Interpret Data Display Data Prepare What will you assess? How will you assess?

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.7 Assessment Dimensions Accuracy Fluency Patterns of response

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.8 Measuring Accuracy Number of items correct Timed or un-timed (Conditions) Reading Level (Criteria)  Grade appropriate  Observed average of learner’s peers Writing Level Math

8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.‹#›8/25/2009Manuel Barrera, Ph.D.9 Measuring Fluency Contextual automaticity Speed and accuracy Methodology  Deliberation Degree of systematic responses  Systemic patterns (e.g., Long division the “Mexican” way or “American” way)