Presentation on theme: "Assessment & Evaluation “Classroom teachers have the primary responsibility for assessing and evaluating student achievement with the intent of supporting."— Presentation transcript:
Assessment & Evaluation “Classroom teachers have the primary responsibility for assessing and evaluating student achievement with the intent of supporting student learning.” (Canadian Teachers’ Federation, 1999)
When you think of Assessment, what is the first tool that comes to mind?
A & E Disclaimer We know some of this information might be a repeat, but it's really important so we hope the refresher helps.
A & E Agenda 1.What is A & E 2.Myth Busters & Late policy suggestions 3.Blooms Taxonomy 4.The Evaluator 5.Authentic Assessment 6.Design Down 7.Tools & Strategies 8.Hang Your Thoughts
Assessment & Evaluation Assessment is the gathering of reliable information pertaining to students’ knowledge and understanding of critical concepts, or achievement in relation to the grade specific curriculum expectations Evaluation is the process of making judgements, based on assessment data from a variety of sources in order to quantify achievement or progress
A vs. E Assessment enables teachers to better understand how schooling is being experienced from the students’ point of view. It is primarily for teachers. Evaluation helps students better understand standards and quality in terms of their production. It is primarily for students.
A & E Explain it Use it Compare/Contrast it Relate it Transfer it Discover it Combine it Create it differently Question it Generalize it Assess it Teach it A Student Who Understands Can…
Myth 1. There are no consequences for students not completing work and not meeting deadlines. Reality 1. To earn a credit students have the responsibility to provide teachers with a body of evidence and to meet established deadlines. Failure to provide a complete body of evidence will negatively impact student achievement.
Myth 2. Teachers must accept student work whenever they complete it and decide to submit their work. Reality 2. Students must be given feedback and the opportunity to improve their work, but ultimately are responsible for meeting clearly established deadlines.
Myth 3. Process work is not to be marked. Reality 3. Although preparing and revising drafts of work should not be marked, process such as research, preparing a thesis and outline etc. are linked to expectations and should be marked.
How to Handle Late Policy Provide mini due dates to help keep students on trackProvide mini due dates to help keep students on track Create a 'culture of responsibility' in the classroomCreate a 'culture of responsibility' in the classroom Work together with student to set goalsWork together with student to set goals Promptly notify parentsPromptly notify parents Institute an 'alternate assignment' policyInstitute an 'alternate assignment' policy
Critical Thinking A complex activity, not a set of generic skillsA complex activity, not a set of generic skills Concerned with judging or assessing what is reasonable or sensible in a situationConcerned with judging or assessing what is reasonable or sensible in a situation Focuses on quality of reasoningFocuses on quality of reasoning Can be done in endless contextsCan be done in endless contexts A person is thinking critically only if he/she is attempting to assess or judge the merits of possible options in light of relevant factors or criteriaA person is thinking critically only if he/she is attempting to assess or judge the merits of possible options in light of relevant factors or criteria
Traditional vs. Authentic Assessment Traditional Assessment: Traditional assessment has placed an emphasis on efficient tasks and tests that are perceived as demonstrating the student's educational abilitiesTraditional assessment has placed an emphasis on efficient tasks and tests that are perceived as demonstrating the student's educational abilities Examples of Traditional Assessment: quiz, multiple choice test, spelling testquiz, multiple choice test, spelling test
Traditional vs. Authentic Assessment Authentic Assessment: Authentic assessment aims to evaluate students' abilities in 'real-world' contextsAuthentic assessment aims to evaluate students' abilities in 'real-world' contexts Examples of Authentic Assessment: –science experiment, solving math problems that have real-world applications, writing a business letter, changing the oil on a car
Traditional vs. Authentic Assessment In Context: If you were asking a student to demonstrate that they are capable of writing a letter, a traditional assessment might be a spelling quiz and then a multiple choice test the student's understanding of what is involved in writing a letter. An authentic assessment would be asking the student to actually write a letter and then grading it based on a series of criteria provided in a rubric.
Design Down Involves addressing 3 basic steps: 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction
Tools & Strategies * Assessment Binder * Discussions –Allows for oral explanation of knowledge.
Tools & Strategies * Summative Assessment – Ideas: –Drama Presentation –Conference –Create a game –Create own test * Mind Maps * Student Journals
Tools & Strategies Some Things to Remember: Diversity of Learners Diversity of Learners Use different modes of assessment/evaluation Use different modes of assessment/evaluation Long range planning Long range planning Backward/ design down planning Backward/ design down planning Assessment is not a secret Assessment is not a secret Share your rubrics with students Share your rubrics with students Use a team approach Use a team approach Keep parents informed Keep parents informed
Sources Aitken, Nola, Lydia Pungur. Alberta Education. Authentic Assessment. Retrieved 4 February 2009, from: http://education.alberta.ca/apps/aisi/literature/pdfs/Authentic_Assessment_UofAb_UofL.PDF Gini-Newman, Garfield (2009) How Authentic Assessments can Motivate and Inspire Students [PowerPoint slides and PDF Document] Retrieved from OISEnet. Province of British Columbia Ministry of Education. (1999). Physical Education Appendix D: Assessment and Evaluation – Generic Tools. Retrieved 3 February 2009, from: http://www.bced.gov.bc.ca/irp/pe810/apdgt.htm Strachan, Jim. (2006). Supporting Beginning Teachers: Assessment and Evaluation Tips from 2 nd Year Teachers & Mentors. Retrieved 3 February 2009, from: http://schools.tdsb.on.ca/asit/standards/btstart/AssessK8.pdf Teacher Vision. Authentic Assessment Overview, Retrieved 4 February 2009, from: http://www.teachervision.fen.com/teaching-methods-and-management/educational-testing/4911.html Witte, Jane. (2009) Assessment and Evaluation in the Family Studies Classroom [PowerPoint slides]. Retrieved from Blackboard.