1. EDU 385 EDUCATION ASSESSMENT IN THE CLASSROOM
Session 1:
Curriculum, Instruction, Assessment

2. New Framework BYUH School of Education
Prepare
Engage
Improve
“is to have students come prepared to class ready to engage and then take the knowledge from both preparation and class activities and go forth to improve.”

3. EDU 385 Syllabus Overview and Expectations of the Course
Course Goals and Objectives
Course Calendar
Assignments
Readings

4. Bell Work - Reflect on these Questions
Are your students approaching your course as hurdlers, barely clearing required levels of performance?
Or are they approaching your course like high jumpers, pushing themselves under your guidance to increasingly more challenging heights?
If your students aren't high jumpers, maybe it's because you aren't asking them to high jump.
By using appropriate assessment techniques, you can encourage your students to raise the height of the bar.

5. Content Objectives
Understand how to most effectively bring about student learning?
Know the Role that Assessment has in this Process
Understand that Effective Instruction combines a teaching-learning-assessment process
Know the main function of assessment is to improve student learning

6. Language Objectives Students Will Be Able To (SWBAT):
Describe the components of a Balanced Assessment Program
Summarize the roles of various types assessments in good instruction
Explain how a well designed assessment is an integral part of good instruction
Identify the advantages and disadvantages of of paper and pencil tests vs. performance assessment
Demonstrate an understanding of the methods of measurement

7. Vocabulary Types of Assessments
Performance
Alternative
Authentic
Placement and Preassessment
Formative and Diagnostic
Computer Adapted Testing
Summative

8. Assessment Drives Instruction
Assessment tells your students what the teacher feels is important
Students will learn what teachers guide them to learn through assessment

9. Traditional Assessments
Have been limited measures of student learning and
Have provided limited value in guiding student learning
Problematic: With increased emphasis on students to think analytically, to understand and communicate at both detailed and "big picture" levels, and to acquire life - long skills that permit continuous adaptation to workplaces that are in constant flux.

10. Assessment is the Glue
Assessment is the glue that links the components of a course -
its content
instructional methods
skills development
Changes in the structure of a course require coordinated changes in assessment.

11. Intended Outcomes
First Step is to Articulate the Course Goals

12. Key Questions What is Assessment? Why Do We Need It?
Why Do it in a Particular Way?

13. What is Assessment? Assessment is more than grades
Assessment is Feedback for both Instructor and Student
Assessment Drives Student Learning

14. Why Assessment To Evaluate Attainment of Course Goals
To Evaluate What Students Know and Can Do
Assessment must be Aligned with Course Goals

15. Why Assess in Particular Way?
To Align Assessment with Stated Goals
The level of understanding (high level thinking) you want students to have at end of course determines the type of assessments given
For students to learn course goals - choose appropriate assessment techniques that guide students to these goals

16. CIA Model of Course Development (Curriculum, Instruction, Assessment)
Goals
Students
Goals
Instruction
Assessment
Goals

17. CIA Model of Course Development
Curriculum (The content)
Instruction (Instructional Delivery Methods used to deliver Curriculum)
Assessment (techniques with which our success in attaining course goals is evaluated)

18. CIA Model
The CIA model requires that goals be formalized at the outset (i.e., goals be clearly articulated)
Course goals set the standard against which the success of the course development effort is measured
The role of assessment is to measure the efficacy of the curriculum and of the instructional methods with respect to the stated course goals.

19. Course Development Road Map
translate goals into Measurable Student Outcomes
determine Levels of Expertise required to achieve outcomes
select both Curriculum and Classroom Assessment Techniques
choose and implement Instructional Methods• conduct Assessment and
evaluate--were Measurable Student Outcomes realized?

20. Group Work
Examine the chart and discuss with your group how good assessment practices are key to good instruction

21. Relation of Instruction & Assessment
Instruction Effective When
Directed toward clearly defined learning Outcomes
Instructional Methods & Materials congruent with Outcomes
Instruction adapted to instructional needs of Students
Instruction decisions meaningful, dependable and relevant information
Student Progress monitored by teacher and student
Remediation provided
Instructional effectiveness reviewed often
Designed to clearly define set of intended learning outcomes
Assessments are congruent w/ outcomes to be assessed
Assessment fits relevant student characteristics and are fair to all
Assessments information is meaningful, dependable and relevant
Early assessment feedback provided students
Assessments identify learning weaknesses
Assessment information help evaluate program effectiveness
Assessment Effective When

22. Planning for Instruction
Planning a course or unit of instruction needs have a blueprint or road map
Define what students should look like at the end of the course (What students should know and be able to do)
What are the intended learning outcomes of instruction?
How will we know if students have achieved the learning outcomes?

23. Curriculum Content Standards
Terms such as: Knows, Understands, suggest they are Content Standards or more general in nature
Knows (e.g., identifies, describes)
Understands (e.g., explains, gives examples)
Applies (e.g., computes, converts)

24. Instructional Objectives
Standards are converted into instructional objectives or Student Learning Outcomes (SLO)
provide a guidelines or a blueprint for:
planning instructional activities
preparing assessment instruments
Instructional Objectives describe how students will demonstrate achievement of the learning objectives

25. Backward Design
First, identify and clearly define what students should know and be able to do when the complete the course of instruction
How will you know that they know the intended outcomes
When you have answered these issues you can begin to develop your lesson plans

26. Beginning of Instruction
Information teachers need to know when beginning a new unit of instruction
To what extent do the students possess the skills and abilities that are need to begin instruction
Prerequisite skills or knowledge (Prior Learning)
To what extend have the students already achieved the intended learning outcomes of the planned instruction

27. Placement Assessment
Readiness Pretest covers the prerequisite skills necessary for success in the course
Remediation may need to be provided
Placement Pretest assesses the students knowledge of the courses intended learning outcomes
Interested in knowing what learning outcomes the students have already mastered
May modify instruction based on information

28. Formative Assessment
Progress monitors learning outcomes during instruction (limited segments or units of instruction)
Purpose of Formative tests is not for grading it is to determine:
Which students are and which students are not progressing satisfactory?
Which students have severe learning issues and need remedial support

29. Diagnostic Assessment
When students learning problems are persistent and not resolved by correctives from formative assessments
Diagnostic tests probe deeper to identify specific learning tasks student have not mastered
Observation and teacher judgement are important

30. Example of a Diagnostic Test Yearly Progress Pro (YPP)

31. Summative Assessment Determines learning tasks students have mastered
Should student proceed to next course or unit of instruction
What grade should be assigned each student

32. Computer Adapted Testing
How it works
Measures student growth in reading, language, mathematics, and science

33. Other Ways Assessment Enhances Learning
Student Motivation
Retention and Transfer of Learning
Student Self-Assessment
Evaluating Instructional Effectiveness

34. Teacher Standards for Student Assessment
1) Teachers should be skilled in Choosing assessment methods appropriate for instructional decisions
2) Teachers should be skilled in Developing assessment methods appropriate for instructional decisions
3) Teachers should be skilled in Administering, Scoring, and Interpreting the results both externally produced and teacher-produced assessment methods

35. Teacher Standards for Student Assessment
4) Teachers should be skilled in Using Assessment Results when Making Decisions about Individual Students, Planning Teaching, Developing Curriculum, and School Improvement
5) Teachers should be skilled in Developing Valid Pupil Grading Procedures that use pupil assessments

36. Teacher Standards for Student Assessment
6) Teachers should be skilled in Communicating Results to Students, Parents, other lay audiences, and other educators
7) Teachers should be skilled in Recognizing Unethical, Illegal, and otherwise Inappropriate Assessment Methods and uses of Assessment Information

37. Summary of Key Concepts on Assessment
Movement to move emphasis from paper - pencil tests to performance assessment
Balanced Assessment should include both testing and Performance Testing where appropriate
Achievement Testing is a general category that includes many methods to determine extent students are mastering intended learning outcomes
Well-designed assessments enhance instruction
Assessment helps student motivation, retention, transfer of learning, self-evaluation, and instructional effectiveness

38. Summary of Key Concepts (continued) on Assessment
Assessment used to measure entry performance (Placement), Monitor learning (Formative & Diagnostic, Measure end-of- instruction (Summative
Teacher Assessment Standards focus on a) selecting, b) developing, c) administering, d) scoring, e) interpreting, f) grading, g) communicating, h) evaluating instructional effectiveness

39. Next Session
Nature of Student Assessment

40. Now Go Forth
and
Do Good Things