1. ASSESSMENT 19 September 2015Laila N. Boisselle 1

2. CLASSROOM ASSESSMENT 19 September 2015Laila N. Boisselle2

3. What is assessment? Any activity used to obtain evidence of students’ learning? Any activity used to obtain evidence of students’ learning? 19 September 2015Laila N. Boisselle3

4. Contemporary Shifts in Assessment Assessment of Learning: A summative form of assessment to determine how much is learnt and mainly used for certification Assessment of Learning: A summative form of assessment to determine how much is learnt and mainly used for certification Assessment for Learning: An assessment that is continuous throughout a course and mainly uses alternative methods of assessments Assessment for Learning: An assessment that is continuous throughout a course and mainly uses alternative methods of assessments Assessment as Learning: development of metacognition in students so that they become the critical connector between learning and assessment. Assessment as Learning: development of metacognition in students so that they become the critical connector between learning and assessment. 19 September 2015Laila N. Boisselle4

5. Assessment can be: Diagnostic: used to identify students’ needs Diagnostic: used to identify students’ needs Formative: used to get information on the learning taking place during the teaching session Formative: used to get information on the learning taking place during the teaching session Summative: used to obtain evidence of students’ learning after completing a unit. Summative: used to obtain evidence of students’ learning after completing a unit. 19 September 2015Laila N. Boisselle5

6. 19 September 2015Laila N. Boisselle6 Types of Assessment/ Characteristic (McMillan, 2008) FormativeSummative Purpose To provide ongoing feedback and adjustments to instruction To document student learning at the end of an instructional segment When conductedDuring instruction and after instructionAfter instruction Student involvementEncouragedDiscouraged Student MotivationIntrinsic, mastery-orientedExtrinsic, performance-oriented Teacher Role To provide immediate, specific feedback and instructional correctives To measure student achievement and give grades Learning Emphasized Deep understanding, application, and reasoning Knowledge and comprehension Level of SpecificityHighly specific and individualGeneral and group oriented Structure Flexible, adaptableRigid, highly structured Techniques InformalFormal Impact on Learning Strong, positive, long-lastingWeak and fleeting

7. 19 September 2015Laila N. Boisselle7 Traditional Assessment (Caruth-Blake, 2010) Authentic Assessment Generally relies on forced-choice, written measuresPromotes integration of various written and performance measures Relies on proxy measures of student learning to represent target skillsRelies on direct measures of target skills Encourages memorization of correct answersEncourages divergent thinking in generating possible answers Goal is to measure acquisition of knowledgeGoal is to enhance development of meaningful skills Curriculum directs assessmentAssessment directs curriculum Emphasis on developing a body of knowledgeEmphasis on ensuring proficiency at real-world tasks Promotes “what” knowledgePromotes “how” knowledge Provides a one-time snapshot of student understandingProvides an examination of learning over time Emphasizes competitionEmphasizes cooperation Targets simplistic skills or tasks in a concrete, singular fashionPrepares students for ambiguities and exceptions that are found in realistic problem settings Priority on summative outcomes or productPriority on the learning sequence or process

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9. Main Uses of Assessment Criterion Referenced Assessment A system of assessment which: Identifies the skills required Identifies the skills required Assesses understanding of concepts and principles – mastery of criterion Assesses understanding of concepts and principles – mastery of criterionLimitations Needs a range of assessment technique to adequately assess criterion Needs a range of assessment technique to adequately assess criterion Norm Referenced Assessment Norm Referenced Assessment An assessment in which s tudents’ scores are compared with other students’ scores to determine whether performance is above average, average or below average according to set criteria. An assessment in which s tudents’ scores are compared with other students’ scores to determine whether performance is above average, average or below average according to set criteria.Limitations: Cannot measure effectiveness of curricula Cannot measure effectiveness of curricula Does not indicate what the student is or is not able to do after being exposed to the curriculum Does not indicate what the student is or is not able to do after being exposed to the curriculum (King, 2010) 19 September 2015Laila N. Boisselle9

10. Popularity of Norm Referenced Tests High stakes assessment and its impact High stakes assessment and its impact In instances of limited job and educational opportunities high stake assessments become the means to identify meritocracy In instances of limited job and educational opportunities high stake assessments become the means to identify meritocracy Impact on curriculum Determining the legitimacy and level of importance given to areas of the curriculum Determining the legitimacy and level of importance given to areas of the curriculum Teaching to the test Teaching to the test Defining the learned curriculum (King, 2010) Defining the learned curriculum (King, 2010)

11. General Principles of Assessment Assessment is an integrated process for determining the nature and extent of student learning and development. This process will be most effective when the following principles are considered. Assessment is an integrated process for determining the nature and extent of student learning and development. This process will be most effective when the following principles are considered. Clearly specify what is to be assessed. Clearly specify what is to be assessed. Select an assessment procedure that is relevant to the characteristics or performance to be measured. Select an assessment procedure that is relevant to the characteristics or performance to be measured. Use a variety of assessment procedures. Use a variety of assessment procedures. Be aware of the limitations of assessment procedures. Be aware of the limitations of assessment procedures. Remember, assessment is a means to an end, not an end in itself. Remember, assessment is a means to an end, not an end in itself. 19 September 2015Laila N. Boisselle11

12. General Principles of Assessment Validity – assessment instrument measures what it says it will and does so consistently i.e. the instrument is reliable Validity – assessment instrument measures what it says it will and does so consistently i.e. the instrument is reliable Reliability – assessment instrument is consistent in measuring the constructs it intended to measure Reliability – assessment instrument is consistent in measuring the constructs it intended to measure 19 September 2015Laila N. Boisselle12

13. Issues of Fairness Assessment and evaluation processes should consider language – should students be penalized for not being able to write and speak standard English? language – should students be penalized for not being able to write and speak standard English? Cultural content – avoid statements and questions that may imply cultural bias Cultural content – avoid statements and questions that may imply cultural bias Students’ special needs – plan for the assessment of special needs students (King, 2010) Students’ special needs – plan for the assessment of special needs students (King, 2010)