1. Assessment of Classroom Learning “If it isn’t tested why teach it?”

2. Assessment of Classroom Learning What is assessment? Why do we assess? How do we assess?

3. Assessment of Classroom Learning What is Assessment? A well thought out process of making inferences about a student’ classroom performance and learning. A well thought out process of making inferences about a student’ classroom performance and learning. A professional judgment based upon: A professional judgment based upon: MeasurementMeasurement Evaluation (a qualitative judgment)Evaluation (a qualitative judgment) ObservationObservation

4. Assessment of Classroom Learning  Why do we assess? To determine if a student has reached a goal, mastered an objective, or meet a specific criteria. To determine if a student has reached a goal, mastered an objective, or meet a specific criteria. To provide feedback to the teacher regarding the effectiveness of the lesson – did you hit your target or objectives To provide feedback to the teacher regarding the effectiveness of the lesson – did you hit your target or objectives

5. Assessment of Classroom Learning  How do we assess? Paper pencil or written tests Paper pencil or written tests Examples?Examples? Verbally or Interview Verbally or Interview Demonstration or Performance Demonstration or Performance Authentic assessmentAuthentic assessment Observation Observation Standardized test Standardized test Portfolio Portfolio Student conferences Student conferences Other Other

6. Assessment of Classroom Learning  Summative Evaluation A summary or final evaluation of the student’s knowledge or skills A summary or final evaluation of the student’s knowledge or skills Final examFinal exam Standardized testStandardized test Entry or placement examEntry or placement exam  Formative Evaluation A periodic and ongoing evaluation of the student’s progress A periodic and ongoing evaluation of the student’s progress QuizQuiz HomeworkHomework

7. Assessment of Classroom Learning  Assessment - Portfolio Style Portfolio - Common Characteristics Portfolio - Common Characteristics They contain samples of student work that stretch over an entire period, rather than just a single test.They contain samples of student work that stretch over an entire period, rather than just a single test. They contain work that represent a variety of different assessment tools.They contain work that represent a variety of different assessment tools. They focus on performance, as well as on knowledge.They focus on performance, as well as on knowledge.

8. Assessment of Classroom Learning  Assessment - Portfolio Style They contain both samples of work and evaluations of that work by the student, peers, and teachers, and possibly even reactions from parents. They contain both samples of work and evaluations of that work by the student, peers, and teachers, and possibly even reactions from parents. They show evidence of at least some student participation in the design of evaluation of the materials contained in them. Such participation is contrary to the typical test situation They show evidence of at least some student participation in the design of evaluation of the materials contained in them. Such participation is contrary to the typical test situation

9. Assessment of Classroom Learning  Assessment - Portfolio Style Portfolios - General Rules and Guidelines Portfolios - General Rules and Guidelines Identify 3 to 5 major skills or concepts that students should be able to demonstrate at the end of the grading period or year, which they will not have been able to do at the beginning. Limiting the portfolio to major behaviors will keep the contents of the portfolio from taking over the classroom space.Identify 3 to 5 major skills or concepts that students should be able to demonstrate at the end of the grading period or year, which they will not have been able to do at the beginning. Limiting the portfolio to major behaviors will keep the contents of the portfolio from taking over the classroom space.

10. Assessment of Classroom Learning  Assessment - Portfolio Style Identify the major ways in which students will perform as they learn these skills or concepts. What observable behaviors will provide clues to their learning and the progress that occurs? Identify the major ways in which students will perform as they learn these skills or concepts. What observable behaviors will provide clues to their learning and the progress that occurs?

11. Assessment in Classroom Learning  Assessment - Portfolio Style Identify the primary activities that can be designed to provide evidence to their acquisition of these skills or concepts. These activities become the performance assessments. Identify the primary activities that can be designed to provide evidence to their acquisition of these skills or concepts. These activities become the performance assessments.

12. Assessment of Classroom Learning  Assessment - Portfolio Style Identify a way of scoring or grading as a whole. Identify a way of scoring or grading as a whole.

13. Assessment of Classroom Learning  Assessment - Portfolio Style Rubrics Rubrics Should reflect quality - quantityShould reflect quality - quantity

14. Assessment of Classroom Learning  Student Directed Conferences

15. Assessment of Classroom Learning  Standardized Testing (the good, the bad & the ugly) (the good, the bad & the ugly) Norm referenced tests Norm referenced tests Results based on standardized normsResults based on standardized norms Examples?Examples? The famous “bell curve”The famous “bell curve” Criteria referenced tests Criteria referenced tests Results based on set criteriaResults based on set criteria Examples?Examples?

16. Assessment of Classroom Learning  Final thoughts... Assessments drives instruction !!! Assessments drives instruction !!! Authentic assessment takes time - a lot of time Authentic assessment takes time - a lot of time Portfolios - It’s a team effort Portfolios - It’s a team effort Assessment is not an ends to a mean - it is a tool. Assessment is not an ends to a mean - it is a tool. Assessment should reflect desired outcomes (skills) Assessment should reflect desired outcomes (skills) What does that grade reflect or represent? What does that grade reflect or represent?