Presentation on theme: "Re-Cap NGSS. Assessment, Evaluation, and Alignment."— Presentation transcript:
Assessment, Evaluation, and Alignment
Objectives 1. Define assessment, evaluation, and alignment. 2. Define the three major types of assessment. 3. Explain the significance of the “Cycle of Continuous Improvement”. 4. List some types of traditional and alternative or performance-based assessments. 5. Identify instances of good and poor alignment in instruction.
Evaluation vs Assessment Evaluation is a process of making a decision about student learning. It requires us to make a judgment about student knowledge, student behavior or performance, or student attitude. Assessment is a strategy for measuring that knowledge, behavior or performance, or attitude. It is a data-gathering strategy. The measurement or data you gain from assessment helps you make the decision of evaluation.
Purposes of Assessment Promote Learning Planning Decision-making Communication
before during after Cycle of Continuous Improvement
Three Major Kinds of Assessment Diagnostic (Before) Formative (During) Summative (After)
Assessment Formative assessment – an ongoing process designed to guide the teacher in planning and to determine whether learning problems are emerging. Summative assessment- occurs at the end of instruction to show the teacher the level of student accomplishment
Is the assessment formative or summative? It depends on what is done with the results. If the teacher uses the outcome to shape future teaching and to “form” instruction, then the assessment is formative. If the results are used to determine how much the student has learned and to assign a grade or final evaluation then it is summative.
Assessment Measures Traditional Alternative choice Matching Multiple Choice Completion/Short Answer Alternative/Performance-based Checklists Rubrics Observation instruments Anecdotal Records Portfolios Performances Demonstrations Displays
What type of evaluation would you use in each of the following situations – diagnostic, formative, or summative?
1. Identify if additional practice is needed? Diagnostic Formative Summative
2. Give a final grade? Diagnostic Formative Summative
3. Identify areas of content that are unclear? Diagnostic Formative Summative
4. Prepare for transfer of what was learned? Diagnostic Formative Summative
5. Find out what the students already know Diagnostic Formative Summative
6. Focus learner attention on topics to be learned? Diagnostic Formative Summative
7. Give corrective feedback? Diagnostic Formative Summative
Aligning Assessment When assessing for student achievement, it is important that you use procedures that are compatible with the instructional objectives.
Not Aligned/Not Congruent Objective: Students will apply the scientific method process to analyze infomercials. Teaching: The teacher describes the steps of the scientific method and gives examples of each step. Practice: Students are asked to describe the steps of the scientific method and discern the different parts of the scientific method from a given example. Assessment: Students define the steps of the scientific method
Aligned/Congruent Objective: Students will apply the scientific method process to analyze infomercials. Teaching: The teacher describes the steps of the scientific method and gives examples of each step. Practice: Students are asked to describe the steps of the scientific method and discern the different parts of the scientific method from a given example. Assessment: Students take a current infomercial and analyze it scientifically using the scientific method as evidence for proving or disproving the claim.
Next Steps Let’s deconstruct a regents exam Trend maps Look at questions Pick one and pick out content and skills
Your Unit Begin creating your assessment Write questions—traditional or authentic aligned to your objectives/understandings/ essential questions