Critically Evaluating an Assessment Task Deena Boraie The American University in Cairo 1 2/17/2019 footer

Learning Theories “Learning theories are conceptual frameworks that describe how information is absorbed, processed, and retained during learning.” Retrieved from http://en.wikipedia.org/wiki/Learning_theory_(education) on January 19, 2014

Learning Theories and Assessment Behaviorism Social Learning Change in knowledge. System of positive and negative reinforcement. Active involvement of learner to integrate new knowledge with existing knowledge through social interactions. Dependent on instructor for knowledge. Instructor observes, assesses and engages students while they are doing tasks. Begin with easy tasks focus on memorization: facts and terminology Begin with complex tasks and teach basic skills while solving problems Assessment is based on tests Open-ended performance assessment tasks. No tests. @ 2016 PLP - All rights reserved

Learning Theories and Assessment Cognitivism Social Learning Learning is a sequential development of mental processes: Bloom’s Taxonomy Active involvement of learner to integrate new knowledge with existing knowledge through social interactions. Instructor provides assistance and support to learner Instructor observes, assesses and engages students while they are doing tasks. Developing conceptual knowledge, techniques, and problem solving skills Begin with complex tasks and teach basic skills while solving problems Assessment is based on tests & performance tasks Open-ended performance assessment tasks. No tests. @ 2016 PLP - All rights reserved

Modified Bloom’s Taxonomy Creating Generating new ideas, products, or ways of viewing things Evaluating Justifying a decision or course of action Analysing Breaking information into parts/exploring relationships _______________________________________________ Applying Using information in another familiar situation Understanding Explaining ideas or concepts Remembering Recalling information 

Current Assessment Theory Quality assessments must be based on standards: validity, reliability and fairness Use more open-ended performance assessment tasks focusing on critical thinking, solving complex problems, applying knowledge in real-world contexts Assessment FOR and OF learning Use self-assessment Use multiple-assessments: individual and group, variety of tools

Assessment Standards As teachers, should you ensure your assessments have validity, reliability, and fairness? Yes or No? Why?

Definitions An assessment is valid if it measures what it is supposed to measure. Reliability is defined as the accuracy and “the consistency of assessment results” (Nitko, 2007). Fairness is when an assessment is free of bias against test takers of different cultures, gender, ethnic background or handicapping conditions.

Strategies to Ensure Validity Assessments must be based on what you taught and linked to course objectives or learning outcomes Should match the cognitive levels and skills reflected in your teaching Use a variety of appropriate assessment tools Use multiple assessments Achievement is the only basis for grading

Strategies to Ensure Reliability Use a systematic scoring procedure i.e. scoring rubric or scoring answer key or guide Assessments should be of sufficient length Sufficient time should be given Use multiple raters for high stakes assessments

Strategies for Fairness No bias in the content give students sufficient information about the assessment: time, format make grading criteria clear to students conduct administration of assessment professionally return results in a timely manner students have the right to privacy students have the right to have assessment results explained

Standards for Quality Assessments PLP: Presidentional Leadership Program Standards for Quality Assessments Validity Fairness Reliability Learning Objectives Scoring Rubrics Student Rights PLP copyright @ 2016

Formative vs Summative AfL - Formative AoL - Summative AfL is an integral part of teaching and learning. AoL evaluates or judges student achievement. Purpose is to improve learning and not for grading or judging students’ achievement Counts toward the final grade.

Critique a Quiz Worksheet Critique the quiz in terms of the standards of high quality assessments. You have 10 minutes.

Thank You... dboraie@aucegypt.edu