1. Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

2. 14-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 14 Classroom Assessment Strategies

3. 14-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Many Forms of Assessment

4. 14-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Assessment Process of observing a sample of a student ’ s behavior and drawing inferences about the student ’ s knowledge and abilities.

5. 14-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Formative vs. Summative Formative assess students ’ knowledge before or during instruction homework assignments, in-class assignments, quizzes “ curriculum-based assessment ” Summative assess students ’ achievement after instruction final exams

6. 14-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Informal vs. Formal Informal = spontaneous, unplanned observation Formal = planned in advance, used for a specific purpose scheduled at particular time students can prepare for it intended to yield information about particular instructional goals or content area standards

7. 14-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Paper–Pencil vs. Performance Paper–pencil students address questions or problems on paper Performance students demonstrate abilities or skills

8. 14-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Traditional vs. Authentic Traditional measuring knowledge and skills in relative isolation from tasks typically found in the outside world Authentic measuring students ’ knowledge and skills in a real-life context

9. 14-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Standardized vs. Teacher-Developed Standardized developed by test construction experts published for use in many different schools and classrooms Teacher-developed typically used to assess achievement related to specific instructional objectives

10. 14-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Criterion-Referenced vs. Norm-Referenced Criterion-referenced what students have and have not accomplished relative to predetermined standards Norm-referenced how each student ’ s performance compares with the performance of peers

11. 14-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Using Assessment for Different Purposes

12. 14-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Assessment is used for… Guiding instructional decision making Determining what students have learned from instruction Evaluating the quality of instruction Diagnosing learning and performance problems Response to intervention (RTI) Promoting learning

13. 14-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Promoting Learning Assessments can motivate students to study and learn. Assessments can influence students’ cognitive processes as they study. Assessments can serve as learning experiences in and of themselves. Assessments can provide valuable feedback about learning progress.

14. 14-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Assessment Strategies Use rubrics for complex topics/skills. Describe instructional goals/objectives in clear, understandable language. Assess students’ progress frequently rather than infrequently. When giving an assessment, communicate a desire to enhance understanding and promote mastery.

15. 14-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Assessment Strategies Help students detect important differences between genuine mastery and more superficial knowledge. Engage students in constructive discussions of one another’s work, with a focus on ideas for improvement. Give students opportunities to revise their work based on feedback they’ve received.

16. 14-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Dynamic Assessment Assesses students’ ability to learn something new, in a one-on-one situation that includes instruction, assistance, some other form of scaffolding. Gives insight into: Students’ readiness for instruction Students’ motivational and affective patterns Students’ work habits Potential obstacles to students’ learning

17. 14-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Include Students Solicit students’ ideas about assessment criteria and rubric design. Provide examples of good and not-so- good products. Have students compare self-ratings of their performance with teacher ratings. Ask students to write practice questions similar to those they might see on an upcoming paper–pencil test.

18. 14-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Include Students Have students keep ongoing records of their performance. Have students reflect on their work in daily or weekly journal entries. Have students compile a portfolio of their work. Ask students to lead parent–teacher conferences.

19. 14-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Important Qualities of Good Assessment

20. 14-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. RSVP Reliability The results of an assessment should be consistent no matter when we give it. Standardization The assessment should have a similar format, content, and procedure for all students.

21. 14-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. RSVP Validity The assessment should measure what it is intended to measure. Practicality The assessment and its procedures should be fairly simple to use and take only a small amount of time to administer and score.

22. 14-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Reliability Extent to which a measure yields consistent information about the knowledge, skills, or characteristics being assessed Not perfect students change from day to day physical environment may change administration may vary measure may not be well constructed scoring is subjective

23. 14-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Standardization Extent to which an assessment involves similar content and format and is administered and scored in the same way for everyone

24. 14-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Validity Extent to which an assessment instrument measures what it ’ s intended to measure allows us to draw appropriate inferences about the ability in question

25. 14-24 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Validity Content validity are we testing what we taught? Predictive validity do the results predict future performance? Construct validity Are we measuring general, abstract characteristics accurately?

26. 14-25 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Practicality Extent to which assessment instruments and procedures are relatively easy to use expense expertise time

27. 14-26 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Informal Assessment

28. 14-27 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Informal Assessment Occurs in day-to-day interactions Provides continuous feedback about effectiveness of instruction Helps determine appropriateness and success of formal assessments Provides clues about factors affecting performance Is very practical May not be very reliable or valid Is not standardized

29. 14-28 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Paper-Pencil Assessment

30. 14-29 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Paper-Pencil Assessment Easy, fast, practical Recognition tasks multiple choice, true-false, matching Recall tasks short-answer, essay, word problems

31. 14-30 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Constructing Assessments Alternative-response items rephrase ideas presented in class or the textbook write statements that clearly reflect one alternative or the other avoid excessive use of negatives Matching items keep items in each column homogeneous have more items in one column than the other

32. 14-31 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Constructing Assessments Multiple-choice items present distractors that are clearly wrong to students who know the material but plausible to students who don ’ t avoid negatives in both stem and alternative use “ all of the above ” or “ none of the above ” seldom if at all avoid giving logical clues about the correct answer

33. 14-32 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Constructing Assessments Short-answer and completion items specify the type of response required For completion items, include only one or two blanks per item Problems and interpretive exercises use new examples and situations include irrelevant information

34. 14-33 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Constructing Assessments Essay tasks combine lengthy essay items with other items that require less time provide a structure for responding ask questions that can be scored clearly

35. 14-34 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. General Guidelines Define tasks clearly, unambiguously Consider giving students access to reference materials Place easier and shorter items before more challenging ones Identify scoring criteria in advance

36. 14-35 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Administering the Assessment Provide a quiet and comfortable environment Encourage students to ask questions when tasks are not clear Take steps to discourage cheating

37. 14-36 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Scoring Students ’ Responses Strive for objectivity Score grammar and spelling separately from content Skim a sample of responses before scoring Score item by item rather than paper by paper Try not to let expectations influence judgments Provide detailed feedback

38. 14-37 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Performance Assessment

39. 14-38 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Performance Assessment When selecting a measure decide whether to look at products, processes, or both determine if you need an individual or group performance determine if you are measuring restricted or extended performance

40. 14-39 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Planning and Administering Performance Assessments Consider incorporating assessment into other instructional activities Provide appropriate structure Plan classroom management strategies for the assessment activity

41. 14-40 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Scoring Student Performance Describe criteria in concrete terms Develop a checklist or rating scale Select analytic or holistic scoring analytic: evaluating components separately holistic: summarizing performance with a single score Limit criteria to the most important aspects of the desired response Note significant aspects of performance that the rubric doesn't address

42. 14-41 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Additional Considerations in Formal Assessment

43. 14-42 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Teach Testwiseness Teach students to clarify task(s) to be performed use time efficiently reason deductively avoid sloppy errors guess well

44. 14-43 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Keep Anxiety in Check Test anxiety can be debilitating

45. 14-44 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Encourage Risk Taking Assess students ’ achievement frequently Provide opportunities to correct errors When appropriate, allow students to retake assessments

46. 14-45 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Evaluating Assessment Tools Item analysis item difficulty item discrimination

47. 14-46 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Using Digital Technologies in Classroom Assessments

48. 14-47 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Digital Technology Online resources for formative assessment Templates and management systems for teacher-developed assessments Electronic essay graders Strategies for facilitating self- assessment and peer feedback

49. 14-48 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Taking Student Diversity into Account

50. 14-49 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Student Diversity Keep in mind: Students often suffer from test anxiety. Gender and ethnic differences may affect assessment performance independent of their actual learning and achievement. Assessment instruments must comply with the federal mandates regarding students with special needs.

51. 14-50 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

52. 14-51 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture Assessments must be closely aligned with important instructional goals and objectives. Classroom assessment practices have a significant influence on what and how students learn. Classroom assessments practices also affect students ’ motivation and emotions. Classroom assessments are useful yet imperfect tools.