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Exploring Assessment Options NC Teaching Standard 4
Chapter 5 Exploring Assessment Options NC Teaching Standard 4
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Chapter 5 Exploring Assessment Options
1. LEARNING OUTCOMES 2. ASSESSMENT 3. TEACHING 4. TECHNOLOGY DEVELOP MATERIALS Buy – Adapt - Develop TEACH LESSONS AND UNITS What do you know about your classroom? Content, Learners, Context What have you learned about teaching? Reflection and Action Steps ANALYZE DESIGN DEVELOP IMPLEMENT EVALUATE 1 2 4 3
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Teacher Decision Cycle
1 What will students learn? LEARNING OUTCOMES 4 How will technology help students to learn? TECHNOLOGY 2 How will you know if students learned? ASSESSMENT How will technology use help you to re-examine outcomes, assessment, and teaching? 3 How will you assist students to learn? TEACHING Why assessment before teaching?
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Purposes for Assessment
Chapter Organizer Views of Assessment Purposes for Assessment Assessment Tools Why assessment before teaching? Purposes for assessment in the classroom Selected response Constructed response Performance assessment Observation checklists and scales Rubrics
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Design Activity 15 Views on Assessment (answer three questions)
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What is assessment? Traditionally, assessment has been viewed as evaluation; but assessment can provide more information about students than just grades. Assessment becomes evaluation when judgments are made.
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What are the Purposes for Assessment
Placement Diagnostic Formative Summative
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Placement Assessment that is used prior to instruction to help identify prerequisite knowledge and skills, mastery of content, etc. Types Readiness tests Aptitude test Pretesting observations
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Diagnostic Similar to placement tests but used to find areas of difficulty for students Types Tests observations
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Formative – during instruction
Assessment during the course of instruction—ongoing Types Observations Work sheets Quizzes Practice Discussions Any instructional activity What about grading?
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Summative- at the end of instruction
Formal measures of student learning usually conducted at the end of instruction for a grade Standardized tests Teacher-made tests (Criterion reference, tests should relate to objectives (multiple choice, matching, completion, true/false, completion, essay) Projects Essays Portfolios (Purposeful collection of student work that exhibits students’ efforts, progress, and achievements)
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Types of Assessment Tools
Selected Response assessments Constructed response assessments Performance assessments
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Multiple choice Matching True-False
Selected response assessments require students to select from a choice of answers Multiple choice Matching True-False
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Constructed response assessments require students to supply or construct responses
Short answer quizzes and essays Interviews with students Student Self assessment Logs Journals Interviews on demonstrations, investigations, and projects Student Led Parent Conferences –use portfolios and other work products
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Performance assessments give students the opportunity to demonstrate performance as they learn and as a means to demonstrate final mastery Projects – assessment products that are comprehensive demonstrations of skills or knowledge—usually address a broad range of competencies Portfolios- purpose is either to document learning development (developmental portfolio) or to demonstrate competence (showcase portfolio)
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Helpful tools to measure student progress
Observation checklists Usually list of student names in a table Rubrics An assessment tool used to evaluate a range of student performance across several categories
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Performance Rubrics Range of Performance Categories of Performance
Unacceptable C B A Content Issues Action Writing Format Specify student performance for each cell
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Caveats for Rubric Use Keep overall performance in mind
Use to assess performance over time Decide what performance indicators go into each cell Share rubric development with teachers, students Do students understand Rubrics are difficult to get right the first time
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Assessment Main Ideas People view assessment in different ways.
Assessment can be used for different purposes. Match assessment tool to assessment purpose. Steer clear of labeling assessments as traditional and alternative. What will students learn and how will you know?
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NC Teaching Standard 4: teachers use a variety of methods to assess what each student has learned.
Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions. • Use multiple indicators, both formative and summative, to evaluate student progress • Provide opportunities for self-assessment • Use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions
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