1. How to Use Assessment as a Tool for Achieving Learning Outcomes Assessment is Not a Grade

2. Resource: Classroom Assessment for Student Learning: Doing It Right-Using It Well Richard J. Stiggins, Judith A. Arter, Jan Chappuis, and Stephen Chappuis

3. What is assessment? A tool used to measure student learning It is not simply a grade or a score It does not always have to be counted It can motivate and stimulate learning, not punish students or diminish their motivation

4. Why assess? To serve all stakeholders’ individual needs “Stakeholders” include:  Students  Instructor  Department  Administrators  State and Federal agencies

5. What should be assessed? Clear, good learning targets “We must have a clear sense of the achievement expectations we wish our students to master” --Classroom Assessment for Student Learning

6. Effectively Communicating Results In a timely and understandable manner Students must understand symbols used in assessment i.e. letter grades, raw scores, teachers’ comments Communication must be tailored to the intended audience Students must understand why they got an answer incorrect, so that they may correct it in the future

7. Self-Assessment Chart Test Question CorrectIncorrectKnew itGuessedNo Idea 1.XX 2.XX 3.XX 4.XX 5.XX 6.XX 7.XX 8.XX 9.XX 10XX

8. Involving Students in Assessment “The most important instructional decisions [which contribute most to student learning] are made by the students themselves. Students decide whether the learning is worth the effort required to attain it.” --Classroom Assessment for Student Learning Students decide if they are capable of achievement As instructors we must keep students believing in themselves as learners through effective assessments

9. The Two Types of Assessment Formative  Informational for both the student and instructor  Does not count toward a grade or score  Provides opportunity for student correction and supports ongoing growth  Summative  Document individual or group achievement  Measures learning at a specific point in time (what do you know today)

10. Formative Assessment Assessment for learning A Process during learning: What do I know? What do I need to know? What do I need to learn before it “counts”?  Provides students insight to improve achievement  Helps teachers diagnose and respond to students needs  Acts as a primary motivator in the belief that success in learning is achievable  No penalty for making mistakes

11. Formative Assessment Instructor’s Role:  Instructor transforms learning outcomes or objectives into learning targets  Adjusts instruction based on results  Offer frequent and descriptive feedback to students Student’s Role:  Self-assess and keep track of improvement  Set individual learning goals  Use as a means of self-correction

12. Formative Assessment Learning targets are statements of what we want students to be able to know and to do Students can hit any clear target that stands still Communicate with students what they must know before they need to know it Example: I will write simple sentences using a subject and a verb. I will write complex sentences using subordinating conjunction.

13. Formative Assessment “No Count” Quizzes Verbal Feedback Student Signals (Thumbs up/Thumbs Down) Student Post-It Notes Discussion Logs Think-Pair-Share

14. Reflection Journal for Discussions DateWhat I Originally ThoughtNew Information from others What I think Now Classroom Discussion. Dixie Lee Spiegel. 2005

15. Formative Assessment What is Effective Feedback? Descriptive, criterion-based feedback Emphasize it is the learning that is important, not what looks good or how it is comparable to others Focuses on strengths and weaknesses, or areas needing improvement Does not use arbitrary symbols, such as letter grades or numerical scores, that do not reflect specific criteria.

16. Summative Assessment Assessment of Learning An Event after learning: Documents achievement or mastery of learning targets  Provides information about level of learning to both students and others outside of the classroom  Certifies student competence, sorts students according to achievement, provides a mode for grading

17. Summative Assessment Instructor’s Role:  Administer assessment to carefully ensure accuracy, quality, and comparability  Use results to help students meet student outcomes  Use as a means of report card grading Student’s Role:  Strive for highest possible score  Avoid failure

18. Summative Assessment In-class essay Unit test Mid-term or final examination Placement tests Achievement tests

19. Assessment Development 1. Plan: Assess why (purpose)? Assess what (focus)? Assess how (method)? How Important? 2. Develop: Determine the sample. Select, create, or modify test items or tasks and scoring mechanisms. 3. Critique: Evaluate for Quality 4. Administer: Administer the assessment 5. Revise: Evaluate test quality based on results and revise as needed

20. Potential Sources of Inaccuracy Barriers that can occur within a student i.e. language barriers; physical handicap; lack of test-taking skills; lack of confidence; lack of literacy skills Barriers that can occur within the assessment context i.e. distractions; poor lighting; cultural insensitivity; lack of proper equipment Barriers that can occur within the assessment itself i.e. lack of or vague directions; poorly worded questions; poor reproduction of test; missing information

21. Potential Barriers in Methods Multiple Choice Tests: more than one correct choice; incorrect bubbling on answer sheet; clues to the answer in the item or choices Extended Written Responses: no or inappropriate scoring criteria; biased scoring; insufficient time to read or score carefully; students don’t know the criteria by which they will be judged

22. Rubrics as Evaluation Tools A RUBRIC is a scoring scale used to assess student performance along a task-specific set of criteria* A “contract” between students and instructor. An agreement of how students will be evaluated and the level of expectation clearly communicated prior to completion of task. Comprised of three components: criteria, levels of performance, and descriptors Quality Not Quantity. Instead of applying a number number of references, concrete examples, paragraphs, etc., describe the quality of the criteria. Can’t two good examples be better than five poor examples? Clear, Objective, and Consistent. Everyone feels “graded the same” *http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm#versus

23. Analytical vs. Holistic Analytical - assesses levels of performance for each criteria separately and equally. Breaks down and examines various parts. Analytical is formative; it provide students with detailed information of individuals’ strengths and weaknesses; detailed feedback explains how student can improve. Holistic - evaluates a level of performance by assessing performance of all criteria as a whole. Holistic is summative; it is a snapshot of what a student can do at that moment.

24. Analytical Rubric Criteria4 points3 points2 points1 point Has a plan for Investigatio n The plan is thorough The plan is lacking a few details The plan is missing major details The plan is incomplete and limited Use of Materials Manages all materials responsibly Uses the materials responsibly most of the time Mishandles some of the materials Does not use materials properly Collects the Data Demonstrates thorough collection of data Exhibits some of the data Major portions of the data are missing The data collection consists of a few points Georgia State University www.gsu.edu/~mstnrhx/457/rubric.htm

25. Holistic Rubric Proficient- 3 points The student's project has a hypothesis, a procedure, collected data, and analyzed results. The project is thorough and the findings are in agreement with the data collected. There are minor inaccuracies that do not affect the quality of the project. Adequate- 2 points The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project is not as thorough as it could be; there are a few overlooked areas. The project has a few inaccuracies that affect the quality of the project. Limited- 1 pointThe student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project has several inaccuracies that affect the quality of the project. Georgia State University www.gsu.edu/~mstnrhx/457/rubric.htm

26. How To Apply Methods in the Classroom Begin by clearly stating what students must be able to DO (state in syllabus, verbalize in lecture, post on Blackboard.) Determine and create appropriate summative assessment based on learning targets (written response, speech, project, multiple choice exam) Design lesson plans to specifically meet learning targets Implement daily formative assessment of learning targets (diagnostic test, verbal feedback, “no-penalty” quiz, discussion log)

27. Email Address Hollie.villanueva@azwestern.edu