Presentation on theme: "Assessment in the Classroom"— Presentation transcript:
1Assessment in the Classroom EDEL 429 CSUBDebbie MeadowsBorman and Levine (1997) A Practical Guide to Elementary Instruction, Chapters 14, 15, 16.Charles and Senter (2002) Elementary Classroom Management, Chapter 10.
2Terminology Cognitive Functioning (Knowing) Content-Area KnowledgeAffective Functioning (Feeling)Social and Emotional DevelopmentConative Functioning (Willing)Self-Discipline and Will
3Cognitive Functioning Familiarity with FactsEssential facts to build backgroundUnderstanding ConceptsPutting facts together to derive meaningApplying ConceptsGeneralizing facts and concepts to form creative and original ideasTeachers Generally Dwell HereWhat do my students know?
4Affective Functioning Motivation InterestSocial InteractionSelf-ConceptAttitudeStudents Dwell HereWhat is school doing for me?Teacher Asks:How are my students affected by the world around them?
5Conative Functioning Self-Discipline Concentration and Attention PerseveranceStudent Asks:Why should I put in/out the effort?Teacher Asks:How able are my students to do different things?
6Phases of Evaluation Diagnostic Formative Summative Pre-test, initial abilityFormativeMonitoring of progress from baselineSummativeBenchmark evaluation of achievement
7Cognitive Functioning Matrix DiagnosticFormativeSummativeFamiliarity with FactsWhat is readiness for this skill?Is student developing the background?How well has the background been built?Understanding of ConceptsReadiness for understandingDeveloping the understanding of the conceptUnderstands the conceptApplication of conceptsReadiness for creatively applying contentDeveloping the ability to apply contentHow well can they apply the concept?
8Affective Functioning Matrix DiagnosticFormativeSummativeMotivation/InterestWhat is the apparent InterestHow is student interest changed in different situations?How far has student moved toward fully interested?Social InteractionWhat is the ability to work and play with othersHow has student changed?How close to positive interaction?Self-ConceptLevel of self-esteemSelf-esteem changesHow close to positive, healthy, realistic?AttitudeAttitude toward school, learning, othersGrowth in attitudeHow close to positive, respectful attitude?
9Conative Functioning Matrix DiagnosticFormativeSummativeSelf-DisciplineApparent level of self-discipline (behavior and control)Change in different situations and experiencesProgress toward self-disciplined in behavior and work habitsConcentration andAttentionAbility to pay attention and concentrate when neededProgress toward concentration for longer timesPerseveranceAbility to persevere in task completion and goalsChange in ability over timeProgress toward completion of tasks and goals
10Ways to Assess Students Authentic AssessmentCenter of TeachingWriting process, Ongoing, LifePerformance TasksTest, Quiz, Homework, Projects, ReportsSubjective, Objective, CombinationPortfolio AssessmentCollected during a specific time periodInteractive, Cumulative, BroadObservationAnecdotal record, checklist
11Areas for Grading Academic Grades Cognitive Functioning Tests, Quizzes, Classwork, Homework, Projects, Reports, PortfoliosWork-HabitGradesAffective FunctioningEffort in Work, Working with othersConative FunctioningCompletion of work, staying on task, listeningCitizenshipAffective and Conative FunctioningRespects others, Follows school and class rules, Demonstrates self-control
12Rubrics and Checklists Given at beginning of assignmentPoints for progress toward highest level of completionChecklistYes or No for completion
13Marginally legible writing. Legible handwriting. Objectives1 PointNot There Yet2 PointsGetting There3 PointsThere!EarnedPointsLegibilityWriting is not legible.Marginally legible writing.Legible handwriting.Story follows appropriate grade level writing, spelling, and grammar guidelines.A capital letter and end punctuation are not used on each sentence. Familiar words are not spelled correctly.Capital letters and ending punctuation are used on some sentences. Familiar words are spelled correctly.Capital letters and ending punctuation are used in all sentences. All words are spelled correctly.Story is creative.The story has some describing and action words.The story has describing and action words that make the story exciting.The story contains well chosen describing and action words.Story contains characters, plot and setting.The story tells about something you wish was extinct.The story contains characters, plot and setting.The story names and describes characters, describes the setting and contains two or more plot elements.
14Student Response to The Frog Prince Unit Circle you answer to each statement. I liked the stories. Yes No I liked working in groups. Yes No My group helped me understand the stories better. Yes No The story map helped me write a better story. Yes No I enjoyed writing a new ending to the story. Yes No I enjoyed making my computer presentation. Yes No My favorite part of the unit was... My least favorite part of the unit was... Mrs. Meadows, the next time you teach this unit, I would... Mrs. Meadows, the next time you teach this unit, I would not...
15Objectives1 PointNot There Yet2 PointsGetting There3 PointsThere!EarnedPointsI helped my group find materials.I used an inside voice while working.I shared information with my group.I listened to other’s ideas.I did my part to complete the activity.I helped my group finish our activity on time.I helped my group present our findings to the class.
17Recording Assessment Grade Book Anecdotal Records Portfolio Paper, ComputerAnecdotal RecordsNotebook, Palm Pilot, Post-it notesPortfolioPizza Box, PowerPoint, FolderReport CardsDistrict created, Make sure your “grades” match