Assessment and Evaluation In the Family Studies Classroom

Canadian Teachers Federation “Classroom teachers have the primary responsibility for assessing and evaluating student achievement with the intent of supporting student learning.” ( Canadian Teachers’ Federation, 1999)

Good assessment is parallel to good instruction.

Goal of Assessment and Evaluation The primary goal of assessment and evaluation is to improve student learning

4 Corners 1.“ I understand the difference between assessment and evaluation. ” 1.“ The classroom teacher is the most reliable assessor of student achievement. ” 1.“ If the student has not learned the teacher has not taught. ” 1.“ Provincial testing is a necessary measure of student achievement. ”

I understand the difference between assessment and evaluation

The classroom teacher is the most reliable assessor of student achievement

If the student has not learned the teacher has not taught

Provincial testing is a necessary measure of student achievement

Assessment Assessment is the gathering of reliable information pertaining to students’ knowledge and understanding of critical concepts, or achievement in relation to the grade specific curriculum expectations

Evaluation Evaluation is the process of making judgments, based on assessment data from a variety of sources in order to quantify achievement or progress

Assessment vs. Evaluation Assessment enables teachers to better understand how schooling is being experienced from the students’ point of view. It is primarily for teachers. Evaluation helps students better understand standards and quality in terms of their production. It is primarily for students.

Backward Design Approach Involves addressing three basic steps: 1. Identify desired results 1. Determine acceptable evidence 1. Plan learning experiences and instruction (Wiggins & McTighe, 2000)

Example You are coaching a team 1. What is the desired result?

Example You are coaching a team 2. What is acceptable evidence that you have achieved the result?

Example You are coaching a team 3. How will you plan the learning experiences and instruction in order to get the desired result?

Class Activity 1. As a group you have been given key curriculum expectations for a lesson/unit (the desired result). 2. Decide on assessment tasks that will measure how well the students have mastered each expectation (the acceptable evidence). 3. Systematically link learning expectations, content, assessment and instruction (plan the learning experiences and instruction).

Alternative Assessments > (Authentic, Portfolio, Performance-based) + Traditional Assessments > (T/F, Multiple-Choice, Matching items) & (Fill-in-the-blank, Short-Answer, Essays) = MULTIPLE ASSESSMENT METHODS Alternative Assessments >“showing” (Authentic, Portfolio, Performance-based) + Traditional Assessments >“knowing” Objective Tests (T/F, Multiple-Choice, Matching items) & Constructed-Response Items (Fill-in-the-blank, Short-Answer, Essays) = MULTIPLE ASSESSMENT METHODS

Objective Tests The Pros & Cons of Traditional Assessments… Objective Tests Selected-Response Items: Students attempt to choose a pre-determined correct answer The Pros & Cons of Traditional Assessments…

 True/False Items  Pros &  Cons

Tips for True/False Items Phrases with double negative terms should be avoided. All phrases should be definitely correct or incorrect to avoid ambiguity. Avoid broad, general statements and long, complex sentences. Avoid opinionated statements.

Underline any negative words. Make use of popular misconceptions as false answers. Avoid superlatives such as, “all,” “always,” “never” (which are associated with false statements) and “possible,” “sometimes,” or “generally” (which are associated with true statements). Tips for T/F Items (cont.)

 Matching Items  Pros &  Cons

Tips for Matching Items Guessing can be reduced by using more options than items. In the directions specify the basis for matching, whether the responses can be used more than once and where to write the answers. Use only homogeneous items in both columns. Ensure that all items and options are of the same tense and equally plausible.

Tips for Matching Items (cont.) Give thorough instructions as to how many times an option may be used. Keep the list of items to be matched brief (8-12 items). Put list of shorter responses on the right and all items on the same page.

 Multiple Choice Tests  Pros &  Cons

Tips for Multiple Choice Tests To test understanding and interpretation, ask questions of “How?” and “Why?” rather than “Who?” and “When.” To construct a stem, write a sentence that expresses a necessary skill or fact and then change this sentence into a question. Include in the stem any words that would be repeated in each option. Write completion items with the blank at the end rather than the beginning.

To write a distractor, speculate how students might respond to a stem. Common sense answers or misconceptions are plausible distractors. 3-option, 4-option, and 5-option items are equally reliable. Tips for MC Tests (cont.)

Constructed-Response Tests  Constructed-Response Tests Fill-in-the-Blank  Pros &  Cons

Tips for Fill-in-the-Blank Write the question so that the answers will be simple and limited to as few words as possible. Write the question so that only one answer is correct, yet be prepared to give credit for unexpected but correct responses. Do not take wording directly from the textbook.

Tips for Fill-in-the-Blank (cont.) Do not use too many blanks in one question. Consider how you will score exceptions (spelling, abbreviations) and inform students. Articles such as “a” and “an” should be written as “a/an” or “a(n)”.

 Short Answer Tests  Pros &  Cons

Tips for Short Answer Tests Consider whether you will score holistically (provide a single grade based on an overall impression of the response) or analytically (provide separate scores for each component of the response). When scoring holistically, use a rating scale that offers a continuum to qualify the response. Points on the scale should be described as explicitly as possible. When scoring analytically, begin with a checklist that simply indicates the presence or absence of components in the response.

 Essay Tests  Pros &  Cons

Tips for Essay Tests When using the word, “discuss” in the question, provide a basis for the focus for the discussion. Use question starters such as, “Present arguments for and against…” “Explain how or why…” Suggest a time limit for answering each question and clearly specify a point value. Decide whether you will score holistically or analytically and consider preparing a model answer or a tentative rubric.

Tips for Essay Tests (cont.) Consider how you will score in light of influences such as handwriting, writing style, grammar, spelling. Rearrange the stack of papers so that the papers are not graded in the same order and periodically recheck graded papers. Score all the answers to one question before going on to the next question. Consider having another teacher grade the papers to increase reliability.

Item Analysis Analysis of how many students got a question wrong. Identify questions that were answered well and ones that were answered poorly. Facilitates the teacher’s judgment about the source of the problem and how to rectify the situation.

Authentic Assessment Evaluates students’ knowledge or skills in a context that approximates the real world or real life. The emphasis in on the process as well as the product. Examples include …. Model of a Mayan village with a written description. Family tree with ancestor anecdotes. Creating an Italian food menu and a meal.

Performance-Based Assessment Students complete product or performance-based tasks that demonstrate their ability to apply knowledge and skills or put their understanding into action. Open-ended tasks with no objective answer allow students to think deeply and assess higher-order thinking skills. Classify these EXAMPLES: Speeches, projects, journal, play, art exhibit, model, video/audio tape, spreadsheet, debate, musical recital.

Guidelines for Performance-Based Assessment Establish a Clear Purpose – Grade, as a progress check, a product for portfolio, examples of students’ work. Identify Performance Criteria – Specific behaviours that students perform as part of the assessment (observations are precise, organized, systematic, focused) Provide an Appropriate Setting – Observe the performance or the product (in- or outside of the classroom). Observe students on more than one occasion if possible. Score or Rate the Performance – Based on the performance criteria (holistically, analytically) on a scale or with a rubric.

Rubrics An assessment tool characterized by a series of statements describing the criteria for levels of achievement of a process, a product or a performance. Rubrics may be formative (instructional) or summative (scoring) assessment tools.

What is the difference between analytic and holistic rubrics? Analytic rubrics identify and assess components of a finished product. Holistic rubrics assess student work as a whole. This includes several criteria and descriptors merged into one qualifier.

Considerations for Rubric Development The distance between qualifiers should be as nearly equidistant as possible. Begin writing the higher descriptors first. Usually level 3 is written first as it is the standard Descriptors must be clear and appear in each level of the rubric. Descriptors should include characteristics that are observable and measurable. Get student feedback or involve directly in design/development.

Descriptors to use in measuring qualifier levels 4321 Criterion ExemplaryGoodSatisfactoryNeeds improvement Criterion ExceptionalAccomplishedDevelopingBeginning Criterion DistinguishedProficientApprenticeNovice Criterion High degree*Considerable*Some*Limited*

Creating a rubric When setting up a rubric you must remember that the criterion must be linked to the expectation, which is what you are measuring Sometimes the expectation is put into the rubric

Writing a Rubric Expectation CriterionLevel 4Level 3Level 2Level 1

Expectations – demonstrate an understanding of the many aspects of child development (e.g., social,ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence; – propose solutions to problems that are detrimental to the healthy development of children (e.g., smoking, drinking, or druguse during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

Expectations Sometimes expectations need to be broken down in order to be evaluated for example – demonstrate an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence; While others are fine as they are, for example – propose solutions to problems that are detrimental to the healthy development of children (e.g., smoking, drinking, or drug use during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

Expectations into the Rubric When we make rubrics they need to reflect the fact that we are measuring the students achievement of the expectations, the simplest way to do this is to use the expectations in the rubric. Using the following expectations.. – demonstrate an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence; While others are fine as they are, for example – propose solutions to problems that are detrimental to the healthy development of children (e.g., smoking, drinking, or drug use during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

Writing a Rubric Expectation CriterionLevel 4Level 3Level 2 Level 1 demonstrate an understandin g of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with a high degree of skill demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with considerable skill demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with some skill demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with limited skill describe strategies used to enhance developmen t in these areas, from conception to adolescence describes strategies used to enhance development in these areas, from conception to adolescence describes strategies used to enhance development in these areas, from conception to adolescence with a high degree of skill describes strategies used to enhance development in these areas, from conception to adolescence with considerable skill describes strategies used to enhance development in these areas, from conception to adolescence with some skill describes strategies used to enhance development in these areas, from conception to adolescence with limited skill propose solutions to problems that are detrimental to the healthy development of children proposes solutions to problems that are detrimental to the healthy development of children proposes solutions to problems that are detrimental to the healthy development of children with a high degree of skill proposes solutions to problems that are detrimental to the healthy development of children with considerable skill proposes solutions to problems that are detrimental to the healthy development of children with some skill proposes solutions to problems that are detrimental to the healthy development of children with limited skill

Task Choose 2 expectations from the list you have been given Break them down Establish criterion Create a rubric

Task Once you have created a rubric Create a performance task that the rubric would be used to evaluate

Levels level 3 represent the “provincial standard” for achievement of the expectations in a course Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.

Levels Level 1 identifies achievement that falls much below the provincial standard,while still reflecting a passing grade Level 2 identifies achievement that approaches the standard

Levels Level 4 identifies achievement that surpasses the standard. It should be noted that achievement at level 4 does not mean that the student has achieved expectations beyond those specified for a particular course. It indicates that the student has achieved all or almost all of the expectations for that course, and that he or she demonstrates the ability to use the specified knowledge and skills in more sophisticated ways than a student achieving at level 3.

Rubrics and the Achievement Chart The achievement chart is divided into different categories – Knowledge and understanding – Thinking – Communication – Application

Achievement Chart Categories Knowledge and Understanding. Subject- specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

Achievement Chart Categories Thinking -The use of critical and creative thinking skills and/or processes, as follows : planning skills (e.g., focusing research, gathering information, organizing an inquiry) processing skills (e.g., analysing, evaluating, synthesizing) critical/creative thinking processes (e.g., inquiry, problem solving, decision making, research)

Achievement Chart Categories Communication.The conveying of meaning through various forms, as follows: oral (e.g., story, role play, song, debate) written (e.g., report, letter, diary) visual (e.g., model, map, chart, movement, video, computer graphics)

Achievement Chart Categories Application. The use of knowledge and skills to make connections within and between various contexts.

Achievement Chart Categories and Expectations When you understand the definitions of the categories, then you can apply them to the expectations in order to determine which category of the achievement chart they belong to

Achievement Chart Categories and Expectations Choose one course and find an expectation that would belong the achievement chart categories – Knowledge and understanding – Thinking – Communication – Application

Rubrics and the Achievement Chart -Many rubrics contain all 4 categories -Some rubric contain only 1 or 2 categories -When setting up a mark book, many teachers use these categories to describe their marks -When we set up a rubric with more than one category, we enter each mark seperately