1. Assessment
Information from multiple sources that describes a student’s level of achievement
Used to make educational decisions about students
Gives feedback to students about progress, strengths, & weaknesses
Judge the effectiveness of the curriculum and the teacher’s instruction

2. Goals of assessment Enhance learning
Monitor & report student achievement

3. Assessment as part of the learning process
Preassessment: Tells teacher about students’ knowledge, skills, fitness, interests, attitudes
Which students already have skills/knowledge prior to the daily lesson
Which students may need additional, individual help

4. Part of the learning process
Assessment during instruction may be given through feedback to students so they are aware of their progress throughout the activity
At conclusion of instruction, assessment helps teachers check the effectiveness of the teaching process

5. Part of the learning process
When students are held accountable for evaluating their performance (or a peer’s), they stay on task more and spend less time in avoidance behaviors
Formative assessment should be on-going
Informs students
Used to evaluate and improve instruction
May be used as a reflective tool for teachers

6. Types of assessment Norm-referenced:
Students are compared with others of same age, gender, grade level, even school
Based on the normal bell curve which assumes the class is normally distributed around the class average
Should not compare students with norms of other students who are not similar
Used for summative assessment

7. Criterion referenced:
Types of assessment
Criterion referenced:
How well a student performs in comparison with a predetermined standard of performance
Can be used for either summative or formative evaluation
When used for summative assessment, the criteria will not change as students become ore proficient

8. Traditional Authentic Types of assessment
Consumes time and seems unrelated to outcomes
Does not describe what students can do with their knowledge and skills
Authentic
Students apply skills and knowledge to solve real world problems
Emphasizes higher order thinking skills
Students are engaged in their own learning and assessment

9. Steps in the assessment process
#1 Determine the purpose
Unit/lesson objectives should align with content standards
Objectives should have terminal behavior,conditions, criteria
Assessments should reflect appropriate expectations

10. Steps in the assessment process
#2 Selecting the correct technique
If the objectives have been written correctly, the verb should indicate the kind of assessment technique to be used
Skill assessment for verb in psychomotor
Written assessment may be for cognitive
Written surveys/journals may be used for affective domain

11. Steps in the assessment process
#3 Effective assessment
Validity: does it assess the content correctly?
Reliability: would the student get the same test score on the same test?
Objectivity: would the student get the same score regardless of who administered or graded the test?
Learn about these in PEP 289! Stay tuned!

12. Creating authentic assessments
Students are required to utilize or apply knowledge or skills to address a real problem or situation
Determine the content standard
Determine whether the task requires student to integrate knowledge in a meaningful manner
Be sure the task is at a higher level of thinking on the cognitive taxonomy

13. Creating authentic assessment
Determine whether the task is feasible in the amount of time
Can students construct learning with other students
Will students be able to ‘perform’ their learning in some form to an audience?
Do students have a chance to master & revise the task?

14. Developing the rubric criteria
What do you want to assess?
What type of rubric will you use?
What elements of knowledge, skill, qualities should students attain?
How many levels do you want to put in your rubric?
3 is minimum, 5 is more detailed

15. Write the criteria for judging performance
Developing the rubric
Write the criteria for judging performance
Focus on the presence of observable behaviors or elements of learning
Begin with the first level, then move to the last, then move to the middle criteria
Middle criteria will be the most difficult
Check for appropriateness of elements for all students
Check that the rubric elements reflect current ideas of excellence

16. Types of rubrics Numerical Checklist Analytic rating Holistic
Points assigned for parts of a response, e.g. open-ended test questions
Checklist
Yes/no on presence of feature
Analytic rating
Numerical or qualitative scale
Holistic
Score based on rater’s judgment of student performance

17. Homework Be ready to discuss the different types of rubrics
You will be required to construct an authentic assessment project for your unit plan and create a grading rubric