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Determining the Best Type of Assessment Tool for an Indicator.

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1 Determining the Best Type of Assessment Tool for an Indicator

2 Indicator 5-4.6Edit for the correct use of written Standard American English, including capitalization, punctuation, and spelling Edit for the correct use of written Standard American English, including capitalization, punctuation, and spelling.

3 Checklist Criteria Correct use of Capitalization Punctuation Spelling

4 Point-Allocated Checklist Criteria Seldom Uses Sometimes Uses FrequentlyUses Capitalization Punctuation Spelling

5 Holistic Rubric Criteria 3 You show solid control over basic conventions and are beginning to show control over a few advanced conventions. You have few, if any, basic convention errors, and I am able to understand what you write. You need to make minor edits to your text. 2 You show control over basic conventions. You have errors, but I am able to understand what you write. You need to edit your text. 1 You show little control over basic conventions. Your errors make it hard for me to understand what you write. You need to edit your text. You show little control over basic conventions. Your errors make it hard for me to understand what you write. You need to substantially edit your text.

6 Multiple Choice What is the best way to revise this sentence? Around the beginning of october, you probably start to notice that pumpkins are everywhere.

7 Options A. Around the beginning of october, you probably start to notice that pumpkins are everywhere. B. Around the beginning of October, you probably start to notice that pumpkins are every where. C. Around the beginning of October, you probably start to notice that pumpkins are everywhere. D. Around the beginning of October, you probably start to notice that pumpkin's are everywhere.

8 Question? Which tool or tools best measures how well a student independently edits? Which tool or tools best measures how well a student independently edits?

9 Align Standards and Assessment Assessment Indicator

10 Alignment Two Parts Two Parts Cognitive demand Cognitive demand Content demand Content demand

11 Indicator 5-4.6Edit for the correct use of written Standard American English, including capitalization, punctuation, and spelling Edit for the correct use of written Standard American English, including capitalization, punctuation, and spelling.

12 Assessment Tools Should target the cognitive level of the standard Should target the cognitive level of the standard Helps a teacher target what he or she wants to measure Helps a teacher target what he or she wants to measure Measures a standard directly (optimal) or indirectly Measures a standard directly (optimal) or indirectly Have different strengths or weaknesses depending upon type Have different strengths or weaknesses depending upon type

13 Observation Used to monitor behavior/strategies Used to monitor behavior/strategies Often used for young students Often used for young students For documentation, requires the use of an additional assessment tool (e.g., checklist or rubric) For documentation, requires the use of an additional assessment tool (e.g., checklist or rubric) Formative and summative uses Formative and summative uses

14 Questioning  Can be used to guide student thinking and probe for depth of understanding or gaps  In practice often uses to have students recall information  When planned, instruction- embedded questions can reach higher cognitive levels and direct the focus of instruction

15 Performance Tasks When well developed, targets higher cognitive levels When well developed, targets higher cognitive levels The increased work to produce a response also leads to increased retention of the learned material (McDaniel, Roediger, & McDermott, 2007). The increased work to produce a response also leads to increased retention of the learned material (McDaniel, Roediger, & McDermott, 2007). For documentation, requires the use of an additional assessment tool (e.g., checklist or rubric) For documentation, requires the use of an additional assessment tool (e.g., checklist or rubric) Requires less time to develop but more time to grade Requires less time to develop but more time to grade

16 Matching Targets recall Targets recall Easy to grade Easy to grade Does not align to cognitive level of most indicators Does not align to cognitive level of most indicators Should have more options than statements Should have more options than statements Not covered in this series Not covered in this series

17 True False Targets recall Targets recall Easy to grade Easy to grade Can inadvertently have students retain inaccurate information (Roediger & Karpicke, 2006) Can inadvertently have students retain inaccurate information (Roediger & Karpicke, 2006) Not covered in this series Not covered in this series

18 Checklists Used with performance tasks (constructed response items) Used with performance tasks (constructed response items) Used to document if a performance attribute is present or not Used to document if a performance attribute is present or not Tends to lower cognitive levels Tends to lower cognitive levels May target higher cognitive levels May target higher cognitive levels

19 Rubrics Used with performance tasks (constructed response items) Used with performance tasks (constructed response items) Used to measure depth of student understanding Used to measure depth of student understanding Targets higher cognitive levels when well developed Targets higher cognitive levels when well developed

20 Multiple Choice Used to test more content in less time Used to test more content in less time When well developed, targets higher cognitive levels When well developed, targets higher cognitive levels Time consuming to develop Time consuming to develop

21 Portfolio Can be used to have students evaluate their work and to set learning goals Can be used to have students evaluate their work and to set learning goals Require direction/support from the teacher Require direction/support from the teacher Time consuming to grade Time consuming to grade

22 Indicators May Guide Assessment Strategies in the Classroom Grade 8: Social Studies Grade 8: Social Studies Teaching Objective: Students will explain the significance of African Americans in the developing culture of South Carolina (Source 8-1.4) Teaching Objective: Students will explain the significance of African Americans in the developing culture of South Carolina (Source 8-1.4) Explain denotes a constructed response and a rubric Explain denotes a constructed response and a rubric

23 Indictors May Guide Assessment Strategies in the Classroom Grade 8: English Language Arts Grade 8: English Language Arts Indicator: Identify the use of propaganda techniques (including card stacking, plain folks, and transfer) in informational texts. Indicator: Identify the use of propaganda techniques (including card stacking, plain folks, and transfer) in informational texts. Given cold informational text, students could (a) identify type of propaganda technique in a multiple choice item or (b) identify in a constructed response and a rubric and provide supporting evidence from the text for their choice Given cold informational text, students could (a) identify type of propaganda technique in a multiple choice item or (b) identify in a constructed response and a rubric and provide supporting evidence from the text for their choice

24 Indictors May Guide Assessment Strategies in the Classroom Grade 8: Science Grade 8: Science Indicator: Use the formula for average speed, v = d/t, to solve real-world problems. Indicator: Use the formula for average speed, v = d/t, to solve real-world problems. Given a real world problem, students could (a) use the formula and identify the correct answer in a multiple choice item (indirect) or (b) show the use of the formula in a constructed response with a rubric and provide the correct answer (direct) Given a real world problem, students could (a) use the formula and identify the correct answer in a multiple choice item (indirect) or (b) show the use of the formula in a constructed response with a rubric and provide the correct answer (direct)

25 Determining which Assessment Format is Best What does the standard ask students to do? Use, explain, and create all connote different types of cognitive tasks and assessment tools. What does the standard ask students to do? Use, explain, and create all connote different types of cognitive tasks and assessment tools.

26 Determining which Assessment Format is Best What age are your students? Some formats are not optimal with younger grades. What age are your students? Some formats are not optimal with younger grades. What time constraints are present? Do you like to spend more time developing assessments or grading them? What time constraints are present? Do you like to spend more time developing assessments or grading them?


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