1. Justin atwood Cur/528 J. Flowers, F. Oliver, M. piear, C. Romo
Effective Assessment
Justin atwood
Cur/528
J. Flowers, F. Oliver, M. piear, C. Romo

2. Introduction 4 – 6 Comparison of traditional Authentic Assessment
Slide Number
4 – 6 Comparison of traditional Authentic Assessment
7 – 9 Assessment Techniques and Strategies
10 – 13 Analysis of the use of assessments
14 – 15 Rubics for Various Authentic Assessments
References
Team A discussed effective assessments, strategies and techniques. Comparing traditional assessments with examples of each. An analysis of the use of the assessments and how improvement is accomplished in instruction and learning. Rubic examples of a holistic rubic and point of value rubic, where used in the examples.

3. The outcome of assessments is critical to program success
The outcome of assessments is critical to program success. It can affect the programs reputation, funding, even its existence in the future. Getting useful data without creating a burden on the facilitators is essential. Data can be reported or collected for further improvement in student learning. But most of all it is an opportunity to show what the program is doing and how it is useful in helping improve learning.

4. A Comparison of Traditional and Authentic Assessment
Test the students to see if they acquired the knowledge and skills needed to graduate
Tests are graded and used toward graduation requirements
School instructors must teach the skills
Traditional
Must be capable of performing real life tasks
Tests are not graded but are discussed to help students prepare for finals
School instructors must assist students in performing specific tasks
Authentic
The authentic assessment drives the program. Teachers determine what tasks to perform that will demonstrate their understanding, while the curriculum is designed to enable the students to perform what was learned.
The mission of authentic assessment is to develop productive students.

5. A Comparison of Traditional and Authentic Assessment
Select proper response
Recall information
Teacher structured
Traditional
Real life tasks
Direct evidence
Student structured
Authentic
“The assessment drives the curriculum while the curriculum drives the assessments” Kavita (2007). This assessment give students the ability to perform and use what they have learned in the real life tasks. The authentic assessment uses peer, portfolios, interviews, and discussions to help provide the information that is needed to make accurate adjustments. Traditional assessments are forced choices, true false questions, multiple choice, fill in the blanks, etc., the common tests and quizzes that have remained in the classroom for many years. These tests require students to recall information they have learned from the class. These types of test are standard tests and can be individual class tests, or statewide tests. Traditional assessments are developed and given to determine if acquisition of the curriculum occurred. These tests include conventional types of testing, i.e. papers, achievement tests, graduation exams. The authentic assessment relies on written paper, hands on learning and training that will be preformed in the real world.

6. A Comparison of Traditional and Authentic Assessment
Curriculum drives assessment
Designed the curriculum
Determine if acquisition happened
Traditional
Assessment drives curriculum
Tasks are first
Students demonstrate their skills
Authentic
The school must decide what evaluation test to give. Multiple choice, fill in the blank tests are the most common traditional tests used for final testing.
By using the traditional tests, it allows teachers the ability to help students become capable of performing the tasks that they will come across after graduation.
To determine the success of the program, teachers will role play scenarios creating an environment that imitates real life. The students will perform tasks that replicate real world challenges.
Teachers will assess the students to determine if they have grasped the skills learned in the classroom. This provides necessary information for future classes.

7. Effective Techniques “The Funnel Effect” Open questions
Probing questions
Closed questions
Call Center Helper. (2009). Retrieved from
Dictionary.com defines techniques as: “the body of specialized procedures and methods used in any specific field, especially in an area of applied science.” The purpose of the funnel effect is to address students with questions that focus on assessing their ability to learn and retain educational information that will assist them in furthering their career. Open questions focus on the subject at hand that will create an idea, a plan, a goal that will draw the student into the conversation. Probing questions are a little more complex and are geared on students abilities to examine their position in the academic arena with added emotions and reasons behind those answers. Closing questions are straight to the point, and confirm where, what and how the student will accomplish such task by the use of new found techniques.

8. Effective Strategies Finding strengths Breaking weaknesses
Finding opportunities
Avoiding threats
Strategy and Leadership. (2011). Retrieved from
A SWOT analysis identifies these four areas of strategic planning and in this case we are focused on the assessment of students. This effective strategy assist students in utilizing their strengths in education such as research, writing, or effective communication skills. As educators, we are compelled to assist students in diverting away from their weaknesses or capitalizing on strengthening those weaknesses. Using the SWOT analysis can create opportunities for students to enhance their understanding of the learning process and becoming able to function well in various courses. Furthermore, threats are somewhat like weaknesses, they must be diverted in order to reach one’s goal of success.

9. Effective Strategies Find what works Challenge yourself Organization
Research
Memorization
Oregonstate.edu. (2015). Retrieved from
The best strategy is to find what works for you. To affectively assess students, they must be challenged to open up their intelligence. Study strategies must become organized for adequate research and effective memorization. “Learning is the process of acquiring knowledge or information. You also need to retain the information to use it at a future time, and that is where the memory process comes in. One of the best ways to make college-level studying more effective is to understand and apply information about how we as humans learn and store information in our memory.”

10. Assessment derives from the root word assess
Assessment derives from the root word assess. To assess something means to evaluate the quality or nature of something for clarification of instructions or of a given subject. Once the assessment is given, it is then evaluated and used to determine a specific purpose. Both the teacher and the student gain positive feedback from an effective assessment. Assessment is more real to the student when the student involves them in the assessment. The student plays a great part in developing the scoring criteria, self-evaluation, and goal setting. The student at that point realizes that they measure their learning.

11. Use of Assessments Determines rank in school system
Determines Student level
End of the year Exams
Creates a Road Map for teacher Improvements
Helps Teachers Improve Instruction
Examples of the use of assessments are listed as follows
1. Assessments can be used to determine rank in a school system.
2. Assessments determine a student’s level of understanding of a subject.
3. Assessments come in the forms of quizzes, end of the year exams, act, and sat tests.
4. Assessments give the student a second chance to successfully understand the topic.
5. Assessments give the teacher a roadmap of how to improve their teaching methods.
6. The assessment helps teachers to improve their instructions for the student's clarification and easy understanding.

12. TYPES OF ASSESSMENTS THAT IMPROVE INSTRUCTIONS AND LEARNING
Authentic Assessment- are formal and informal assessments that deal with the comprehensive level of the student. The student deal with real-life
a. Skills test- is a formal test may be given at the end of a course to determine the knowledge level the student has obtained about the course. The teacher gain more knowledge about the reading and writing capabilities the student possess.
b. Essays- an informal assessment that give the student more flexibility in expressing himself freely when writing about a given topic
c. Projects- is an informal assessment that give the teacher the capability of observing the student’s work and can help the student with complex parts of the project.

13. Traditional Assessment- are conventional ways of testing.
The student has to obtain the knowledge and skills and answer the questions from what they have learned.
a. Multiple Choice-the student choose the answer from a list of possible answers.
b. True and False-the student choose the possible correct answer.
c. Matching- the student chooses the answer from a list of possible answers and draws a line to the correct answer.
Knowledge and Skills to answer the Questions

14. Holistic Rubric Superior - 75% or more
Provides supporting information and details and arguments.
Follows the rules of standard English.
Spelling and grammar correct.
Uses effective language and appropriate wording.
Comments
Excellent - 50% or more
Generally follows the rules for standard English, grammar and spelling are right for the most part.
Adequate - 25% or more
Includes some details not related to the topic.
Some vocabulary and language (word choices) that are not intended for the audience.
Does not follow the rules of standard English.
Inadequate - 0% or more
In consistent and does not cover the appropriate detail.
Vocabulary and language is not appropriate for the audience.
Spelling and grammar is not correct throughout the paper.
Holistic Rubric helps to assign a level of performance by assessing the performance across different criteria as a whole. It measures the performance in different levels rather than points. Each box will have bullet points that will describe what made them excellent, good or poor.

15. Point Value Rubric Criteria Never Sometimes Always
Looks at the audience
Keep a steady volume throughout
Shows emotion when needed
Information is accurate
Point value rubric is often used to measure and evaluate things like speeches. It helps the person to know and understand what they need to work on. This one is used to judge on three different levels of performance.

16. Conclusion
In our conclusion, we discussed the comparison of effective assessments, strategies, and techniques and the role of applying different sets of rubrics to these assessments. Furthermore, by utilizing specific task we have expressed the authenticity of exams, and test taking. A SWOT analysis has been observed to recognize strengths, to break out of weaknesses, and furthermore while finding growth opportunities from assessments. This information outlines the importance assessments in furthering adult education.

17. REFERENCES
Call Center Helper. (2009). Retrieved from
Cartoons retrieved from:
Guskey, T. R. (2003, February). How classroom assessments improve learning. Educational leadership, 60(5)
Kavita!Gupta,!2007,!A!Practical!Guide!to!Needs!Assessment retrieved from, Capital Language Resource Center (NCLRC). (n.d.). The essentials of language teaching. Retrieved May 11, from ,
Mueller, J. F., (2014), Assessment Toolbox, what is Authentic Assessment, retrieved May 11, 2015 from,
Mueller, J. (n.d.). Authentic Assessment Toolbox. Retrieved from
Oregonstate.edu. (2015). Retrieved from
Strategy and Leadership. (2011). Retrieved from
What Are Some Types of Assessment,. (2008). Retrieved from guide-descriptio
Wunderman. (2013). Retrieved from