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Copyright © Allyn & Bacon 2011 Frame of Mind How does assessment help us set instructional goals? How does a formal, high-stakes approach differ from an informal, authentic approach? What have state and federal legislators done to try and ensure students’ success on high- stakes standardized tests? What are some of the informal assessment strategies teachers use in the context of their classrooms?
Copyright © Allyn & Bacon 2011 Frame of Mind How can content area teachers involve students in the portfolio process? When and how might teachers use professional judgment in analyzing the difficulty of textbooks? What are predictive measures of readability, and how do they differ from performance measures?
Copyright © Allyn & Bacon 2011 Key Terms Accountability Authentic assessment Cloze procedure CARI ESEA Federal legislation Formal assessment Grade-equivalent scores High-stakes testing Informal testing Lexiles Norms Percentile score Portfolio assessment Raw score Readability Reliability Rubrics Self-assessment Standardized testing Stanine score State standards Triangulation Validity
Copyright © Allyn & Bacon 2011 Comparison of Two Approaches to Assessment High-StakesAuthentic OrientationFormalInformal AdministrationTesting one-time performance Continuously evolving MethodsObjective; standardized Classroom-based UsesCompare groups of students; align curriculum Make qualitative judgments about individual students Feedback formatReports; printoutsNotes; portfolios
Copyright © Allyn & Bacon 2011 Forms of Authentic Assessment Portfolios Checklists Interviews Personal reflections Rubrics Self-assessments
Copyright © Allyn & Bacon 2011 Standardized Testing Norms Percentile scores Stanine scores Grade-equivalent scores Reliability Validity
Copyright © Allyn & Bacon 2011 Portfolio versus Testing: Different Processes and Outcomes Portfolio Represents a range of learning activities Engages students in self- assessment Allows for individual differences Collaborative Addresses improvement Links assessment to instruction Testing Assesses across a limited range of assignments Mechanically scores Assesses all students on the same dimensions Not collaborative Addresses achievement Separates learning, testing, and teaching
Copyright © Allyn & Bacon 2011 Steps in the Implementation of Portfolios Discuss with your students the notion of portfolios as an interactive vehicle for assessment. Specify your assessment model. Decide what types of requirements will be used, approximately how many items, and what format will be appropriate for the portfolio. Consider which contributions are appropriate for your content area.
Copyright © Allyn & Bacon 2011 Types of Interviews Formally structured and semistructured Informal Retrospective
Copyright © Allyn & Bacon 2011 Rubrics Holistic Rubrics Analytic Rubrics Weighted Trait Rubrics
Copyright © Allyn & Bacon 2011 Assessing Text Difficulty Content Area Reading Inventories Readability The Fry Graph Cloze Procedure Readability Checklist
Copyright © Allyn & Bacon 2011 General Textbook Readability Checklist Understandability Usability External organizational aids Internal organizational aids Interestability Summary Rating Statement of Strengths Statement of Weaknesses