1 Assessment

2 Classroom Assessment Classroom assessment is the collection, evaluation, and use of information to help teachers make better decisions.

3 Four Components of Assessment / Purpose / Why am I doing this? / Measurement / What techniques should I use to gather information? / Evaluation / How will I interpret the results? What performance standards criteria will I use? / Use / How will I use the results? / Purpose / Why am I doing this? / Measurement / What techniques should I use to gather information? / Evaluation / How will I interpret the results? What performance standards criteria will I use? / Use / How will I use the results?

4 Benefits / Benefits students / Benefits parents / Benefits teachers / Benefits students / Benefits parents / Benefits teachers

5 Assessment Types / Selected Response / Students choose the answer from 2 or more possible responses (multiple choice, true/false, matching). / Short Answer or Constructed Response / Students give a brief answer in writing or by drawing (fill in the blank, draw a diagram, outline concepts, draw a picture, solve a math problem). / Written or Oral Response / Students write or say the complete answer (compare & contrast two concepts, “describe how to…,” choose from a set of alternatives). / Selected Response / Students choose the answer from 2 or more possible responses (multiple choice, true/false, matching). / Short Answer or Constructed Response / Students give a brief answer in writing or by drawing (fill in the blank, draw a diagram, outline concepts, draw a picture, solve a math problem). / Written or Oral Response / Students write or say the complete answer (compare & contrast two concepts, “describe how to…,” choose from a set of alternatives).

6 Assessment Types / Performance Assessment / Students do, create, or perform the answer (not write about it). Performance assessment is more elaborate and related to real life. Examples: do a science experiment, perform a historical analysis, write a short story, formal essay, real life math problem, playing a music piece, paint, acting in a play / Personal Communication and Observation / The teacher answers questions or watches students (journals, discussions, questions, conferences, nonverbal). / Video: “Personal Communication” / Student Self-Assessment / Students reflect on their own learning (attitude surveys, self- concept questionnaires, interest inventories). / Performance Assessment / Students do, create, or perform the answer (not write about it). Performance assessment is more elaborate and related to real life. Examples: do a science experiment, perform a historical analysis, write a short story, formal essay, real life math problem, playing a music piece, paint, acting in a play / Personal Communication and Observation / The teacher answers questions or watches students (journals, discussions, questions, conferences, nonverbal). / Video: “Personal Communication” / Student Self-Assessment / Students reflect on their own learning (attitude surveys, self- concept questionnaires, interest inventories).

7 Alternative Assessment / Includes: / Authentic Assessment (knowledge, thinking, & skills similar to what is done in real life). / The purpose of authentic assessment is to assess abilities in contexts that closely resemble actual situations. / Students are asked to perform meaningful tasks. / Tasks include engaging problems of worth. / Examples: Develop and run a business, Organize a healthy luncheon, design an informational videotape, balance finances. / Includes: / Authentic Assessment (knowledge, thinking, & skills similar to what is done in real life). / The purpose of authentic assessment is to assess abilities in contexts that closely resemble actual situations. / Students are asked to perform meaningful tasks. / Tasks include engaging problems of worth. / Examples: Develop and run a business, Organize a healthy luncheon, design an informational videotape, balance finances.

8 Alternative Assessment / Includes: / Performance-based assessments (students perform an activity or create a product) / Portfolios (collection of student products to assess progress) / Exhibitions / Demonstrations / Journals / Includes: / Performance-based assessments (students perform an activity or create a product) / Portfolios (collection of student products to assess progress) / Exhibitions / Demonstrations / Journals

9 More on Types of Assessment Strategies

10 Assessment Types

11 Establishing Learning Targets / Goals, Objectives and Targets / Educational goals / Objectives / Standards / Expectations / Criteria / Learning Targets / Goals, Objectives and Targets / Educational goals / Objectives / Standards / Expectations / Criteria / Learning Targets

12 Types of Learning Targets / Knowledge and simple understanding / Deep understanding & reasoning / Skills / Products / Affect / Knowledge and simple understanding / Deep understanding & reasoning / Skills / Products / Affect

13 Sources for Learning Targets / Bloom’s Taxonomy / Professional preparation / Textbooks / Lists of objectives / District curriculum / State standards / Bloom’s Taxonomy / Professional preparation / Textbooks / Lists of objectives / District curriculum / State standards

14 Criteria for Selecting Targets / Choose the right number of targets. / The targets should be comprehensive. / The targets should reflect school goals. / The targets should be challenging yet realistic / The targets should be consistent with teaching and learning. / Choose the right number of targets. / The targets should be comprehensive. / The targets should reflect school goals. / The targets should be challenging yet realistic / The targets should be consistent with teaching and learning.

15 Creating an Assessment / Quality / Validity / Reliability / Quality / Validity / Reliability

16 Quality / Assessment quality issues include / Choosing the appropriate assessment tool / Establishing clear learning targets / Fairness / Practicality and efficiency of the assessment / Positive Consequences for Teachers and Students / Assessment quality issues include / Choosing the appropriate assessment tool / Establishing clear learning targets / Fairness / Practicality and efficiency of the assessment / Positive Consequences for Teachers and Students

17 Quality Appropriate Assessment Tool / Certain methods of assessment match the learning target better than other methods. / Match the Assessment with the Targets / Example assessment type: Knowledge & Simple Understanding Target / Selected response / Constructed response / Certain methods of assessment match the learning target better than other methods. / Match the Assessment with the Targets / Example assessment type: Knowledge & Simple Understanding Target / Selected response / Constructed response

18 Quality Matching Assessment with Targets / Match the Assessment with the Targets (cont’d) / Example assessment type : Deep Understanding & Reasoning / Essays / Performance-based / Selected and constructed response-can work / Match the Assessment with the Targets (cont’d) / Example assessment type : Deep Understanding & Reasoning / Essays / Performance-based / Selected and constructed response-can work

19 Quality Matching Assessment & Targets / Match the Assessment with the Targets (cont’d) / Example assessment type : Skills / Performance-based / Selected, constructed response, & questioning – work too / Example assessment type : Products / Performance-based / Essay & oral questioning – can work / Match the Assessment with the Targets (cont’d) / Example assessment type : Skills / Performance-based / Selected, constructed response, & questioning – work too / Example assessment type : Products / Performance-based / Essay & oral questioning – can work

20 Quality Matching Assessment & Targets / Match the Assessment with the Targets (cont’d) / Example assessment type : Affect / Observation / Self-assessment (reports and questionnaires) / Match the Assessment with the Targets (cont’d) / Example assessment type : Affect / Observation / Self-assessment (reports and questionnaires)

21 Quality Clear Learning Targets / Learning targets should provide the right level of difficulty to motivate students. / Targets should be consistent with goals, curriculum, and standards. / Targets should be comprehensive enough to cover all major areas you hope to change. / Learning targets should provide the right level of difficulty to motivate students. / Targets should be consistent with goals, curriculum, and standards. / Targets should be comprehensive enough to cover all major areas you hope to change.

22 Quality Fairness / Fairness is established when all students have an equal opportunity to show achievement. / Assessments should be unbiased and nondiscriminatory. / Fairness is established when the assessment matches what the students are told to do. / Fairness is established when all students have an equal opportunity to show achievement. / Assessments should be unbiased and nondiscriminatory. / Fairness is established when the assessment matches what the students are told to do.

23 Quality Practical & Efficient / Ask yourself: / Is the assessment worth the time and resources? / What is my familiarity with the type of assessment I wish to implement? / What is the time needed to complete the assessment? / Ask yourself: / Is the assessment worth the time and resources? / What is my familiarity with the type of assessment I wish to implement? / What is the time needed to complete the assessment?

24 Quality Practical & Efficient / Ask yourself: / What is the complexity of administering the assessment? / What is the ease of scoring? / What is the cost? / Ask yourself: / What is the complexity of administering the assessment? / What is the ease of scoring? / What is the cost?

25 Quality Positive Consequences for Teachers and Students / Students will learn and study. / There are positive consequences on student motivation. / The relationship between student & teacher is strengthened. / Students will learn and study. / There are positive consequences on student motivation. / The relationship between student & teacher is strengthened.

26 Quality Positive Consequences for Teachers and Students / Teachers focus teaching towards the assessment. / Better decisions are made about student needs. / Teachers get accurate perceptions of others. / Teachers focus teaching towards the assessment. / Better decisions are made about student needs. / Teachers get accurate perceptions of others.

27 Validity The assessment measures what it is supposed to measure

28 Enhancing Validity / Ask others to judge the clarity (how well the task matches the assessment). / Ask easy questions first. / Ensure appropriate vocabulary, sentence structure and item difficulty. / Ask others to judge the clarity (how well the task matches the assessment). / Ask easy questions first. / Ensure appropriate vocabulary, sentence structure and item difficulty.

29 Enhancing Validity / Use different methods to asses the same thing. / Check to see if other ways of assessing will get same results / Sample a sufficient number of examples. / Use different methods to asses the same thing. / Check to see if other ways of assessing will get same results / Sample a sufficient number of examples.

30 Evaluating Validity / Content validity / the match between was is taught and what is assessed / Content validity / the match between was is taught and what is assessed

31 Evaluating Validity / Criterion validity / The results are consistent with the results of another measure. / For example: Assess student knowledge of a microscope using both a hands- on test and a paper test. / Criterion validity / The results are consistent with the results of another measure. / For example: Assess student knowledge of a microscope using both a hands- on test and a paper test.

32 Evaluating Validity / Construct validity / The extent to which an assessment corresponds to another variable. Other variables can be unobservable traits or characteristics. / Examples of unobservable traits and characteristics would be intelligence, reasoning, and honesty. / Construct validity / The extent to which an assessment corresponds to another variable. Other variables can be unobservable traits or characteristics. / Examples of unobservable traits and characteristics would be intelligence, reasoning, and honesty.

33 Reliability Consistency, stability, and dependability of the results

34 Enhancing Reliability / Have clear criteria. / Be sure the scorer understands the criteria. / Use a sufficient number of items or tasks. / Use independent raters or scorers. / Have clear criteria. / Be sure the scorer understands the criteria. / Use a sufficient number of items or tasks. / Use independent raters or scorers.

35 Enhancing Reliability / Have items and tasks that clearly differentiate students on what is being assessed / Make assessment procedures and scoring as objective as possible. / Continue assessing until results are consistent / Eliminate or reduce extraneous factors. / Have items and tasks that clearly differentiate students on what is being assessed / Make assessment procedures and scoring as objective as possible. / Continue assessing until results are consistent / Eliminate or reduce extraneous factors.

36 Evaluating Reliability / Use inter-rater reliability / 3 people score the same samples / Use individual rater reliability / Slide the paper back into the pile and see if you get the same score. / Determine the statistical measurement of error in standardized assessments. / Use inter-rater reliability / 3 people score the same samples / Use individual rater reliability / Slide the paper back into the pile and see if you get the same score. / Determine the statistical measurement of error in standardized assessments.

37 Other Assessment Issues

38 Formative vs. Summative Assessment / Formative Assessment / Formative assessment is immediate. / Teachers give information to the students that helps the students learn better, or helps them engage in self- reflection. / The teacher also receives feedback from the students to help the quality of instruction. / Formative assessment focuses on the task, not the student. The students must also understand the feedback / Formative Assessment / Formative assessment is immediate. / Teachers give information to the students that helps the students learn better, or helps them engage in self- reflection. / The teacher also receives feedback from the students to help the quality of instruction. / Formative assessment focuses on the task, not the student. The students must also understand the feedback

39 Formative vs. Summative Assessment / Suggestions for Formative Assessment / Think-pair-share / Students discuss their thinking in a small group and then a representative presents everyone’s ideas. / Design activities that shore up gaps in knowledge. / Quiz, test, or assign performance tasks during the activity/unit. / Give task-specific feedback while instructing/facilitating. / Suggestions for Formative Assessment / Think-pair-share / Students discuss their thinking in a small group and then a representative presents everyone’s ideas. / Design activities that shore up gaps in knowledge. / Quiz, test, or assign performance tasks during the activity/unit. / Give task-specific feedback while instructing/facilitating.

40 Formative vs. Summative Assessment / Summative Assessment / Summative assessment is an attempt to summarize student learning at a particular point. / Summative assessments include: / End of chapter tests / Final exams / Standardized tests / Summary exercises / Summative Assessment / Summative assessment is an attempt to summarize student learning at a particular point. / Summative assessments include: / End of chapter tests / Final exams / Standardized tests / Summary exercises

41 Formative vs. Summative Assessment / Summative Assessment / Summative assessments are good for: / Accountability / Course and curriculum design / Diagnostic information / A basis for comparing student achievement / Summative assessments are not good for: / Immediate feedback / Contextualized feedback / Assisting in the learning process / Summative Assessment / Summative assessments are good for: / Accountability / Course and curriculum design / Diagnostic information / A basis for comparing student achievement / Summative assessments are not good for: / Immediate feedback / Contextualized feedback / Assisting in the learning process

42 Assessment Tools / Rubrics (criteria for differentiating between levels of proficiency) / Assessment Lists (List of criteria by which quality is assessed) / Checklists (components that must be present in a product or performance) / Likert Scales / Rubrics (criteria for differentiating between levels of proficiency) / Assessment Lists (List of criteria by which quality is assessed) / Checklists (components that must be present in a product or performance) / Likert Scales

43 Rubrics / Analytic / The performance or product is evaluated on several traits, each receiving a separate score / Holistic / A single score is assigned based on overall impression of a product or performance. / Video: “Teachers on Rubrics” / Analytic / The performance or product is evaluated on several traits, each receiving a separate score / Holistic / A single score is assigned based on overall impression of a product or performance. / Video: “Teachers on Rubrics”

44 Considerations when Writing Assessments / Start with the section that you consider to be a proficient performance (what you’d like everyone to achieve) / Descriptions should match the objectives and targets of the task. / Don’t use comparative or value terms (better, poor, etc.) / Be clear, precise, and accurate / Start with the section that you consider to be a proficient performance (what you’d like everyone to achieve) / Descriptions should match the objectives and targets of the task. / Don’t use comparative or value terms (better, poor, etc.) / Be clear, precise, and accurate

45 Considerations when Writing Assessments / State items using positive language / State items objectively. / Look for consistency, accuracy, and level of understanding throughout the assessment / Make clear distinctions between any levels of understanding. / Keep the elements small in number, specific, and directly related to the objectives of the task. / State items using positive language / State items objectively. / Look for consistency, accuracy, and level of understanding throughout the assessment / Make clear distinctions between any levels of understanding. / Keep the elements small in number, specific, and directly related to the objectives of the task.

46 Assessment Sites / Week 3 Activities link on class wiki

47 Assessment OF vs FOR LEARNING / Video: “Assessment OF/FOR Learning”

48 References / Arter, J. & McTiche, J. (2000). Scoring rubrics in the classroom. Thousand Oaks: Corwin Press, Inc. / Hibbard, K. et al. (1996). Performance-based learning and assessment. Alexandria: Association for Supervision and Development. / McMillan, J. (2001). Classroom assessment: Principles and practice for effective instruction (2 nd ed.). Needham Heights: Allyn & Bacon. / Ronis, D. (2000). Brain-compatible assessments. Arlington Heights: SkyLight Professional Development. / Stiggins, R. (1997). Student-involved classroom assessment (3 rd Edition). Upper Saddle River: Merrill Prentice Hall. / Arter, J. & McTiche, J. (2000). Scoring rubrics in the classroom. Thousand Oaks: Corwin Press, Inc. / Hibbard, K. et al. (1996). Performance-based learning and assessment. Alexandria: Association for Supervision and Development. / McMillan, J. (2001). Classroom assessment: Principles and practice for effective instruction (2 nd ed.). Needham Heights: Allyn & Bacon. / Ronis, D. (2000). Brain-compatible assessments. Arlington Heights: SkyLight Professional Development. / Stiggins, R. (1997). Student-involved classroom assessment (3 rd Edition). Upper Saddle River: Merrill Prentice Hall.