Presentation on theme: "Assessment in the Classroom EDEL 429 CSUB Debbie Meadows Borman and Levine (1997) A Practical Guide to Elementary Instruction, Chapters 14, 15, 16. Charles."— Presentation transcript:
Assessment in the Classroom EDEL 429 CSUB Debbie Meadows Borman and Levine (1997) A Practical Guide to Elementary Instruction, Chapters 14, 15, 16. Charles and Senter (2002) Elementary Classroom Management, Chapter 10.
Terminology Cognitive Functioning (Knowing) –Content-Area Knowledge Affective Functioning (Feeling) –Social and Emotional Development Conative Functioning (Willing) –Self-Discipline and Will
Cognitive Functioning Familiarity with Facts –Essential facts to build background Understanding Concepts –Putting facts together to derive meaning Applying Concepts –Generalizing facts and concepts to form creative and original ideas Teachers Generally Dwell Here –What do my students know?
Affective Functioning Motivation Interest Social Interaction Self-Concept Attitude Students Dwell Here –What is school doing for me? Teacher Asks: –How are my students affected by the world around them?
Conative Functioning Self-Discipline Concentration and Attention Perseverance Student Asks: –Why should I put in/out the effort? Teacher Asks: –How able are my students to do different things?
Phases of Evaluation Diagnostic –Pre-test, initial ability Formative –Monitoring of progress from baseline Summative –Benchmark evaluation of achievement
Cognitive Functioning Matrix FunctioningDiagnosticFormativeSummative Familiarity with Facts What is readiness for this skill? Is student developing the background? How well has the background been built? Understanding of Concepts Readiness for understanding Developing the understanding of the concept Understands the concept Application of concepts Readiness for creatively applying content Developing the ability to apply content How well can they apply the concept?
Affective Functioning Matrix FunctioningDiagnosticFormativeSummative Motivation/ Interest What is the apparent Interest How 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 others How has student changed? How close to positive interaction? Self-ConceptLevel of self- esteem Self-esteem changes How close to positive, healthy, realistic? AttitudeAttitude toward school, learning, others Growth in attitude How close to positive, respectful attitude?
Conative Functioning Matrix FunctioningDiagnosticFormativeSummative Self-DisciplineApparent level of self- discipline (behavior and control) Change in different situations and experiences Progress toward self- disciplined in behavior and work habits Concentration and Attention Ability to pay attention and concentrate when needed Change in different situations and experiences Progress toward concentration for longer times PerseveranceAbility to persevere in task completion and goals Change in ability over time Progress toward completion of tasks and goals
Ways to Assess Students Authentic Assessment –Center of Teaching –Writing process, Ongoing, Life Performance Tasks –Test, Quiz, Homework, Projects, Reports –Subjective, Objective, Combination Portfolio Assessment –Collected during a specific time period –Interactive, Cumulative, Broad Observation –Anecdotal record, checklist
Areas for Grading Academic Grades Cognitive Functioning Tests, Quizzes, Classwork, Homework, Projects, Reports, Portfolios Work-Habit Grades Affective Functioning Effort in Work, Working with others Conative Functioning Completion of work, staying on task, listening CitizenshipAffective and Conative Functioning Respects others, Follows school and class rules, Demonstrates self-control
Rubrics and Checklists Rubric –Given at beginning of assignment –Points for progress toward highest level of completion Checklist –Given at beginning of assignment –Yes or No for completion
Objectives1 Point Not There Yet 2 Points Getting There 3 Points There! Earned Points LegibilityWriting 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.
Student Response to The Frog Prince Unit Circle you answer to each statement. I liked the stories. YesNo I liked working in groups. YesNo My group helped me understand the stories better. YesNo The story map helped me write a better story. Yes No I enjoyed writing a new ending to the story. YesNo I enjoyed making my computer presentation. YesNo 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...
Objectives1 Point Not There Yet 2 Points Getting There 3 Points There! Earned Points I helped my group find materials. I used an inside voice while working. I shared information with my group. I listened to others 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.
Recording Assessment Grade Book –Paper, Computer Anecdotal Records –Notebook, Palm Pilot, Post-it notes Portfolio –Pizza Box, PowerPoint, Folder Report Cards –District created, Make sure your grades match