CAEL Center for the Assessment and Enhancement of Learning ASSESSMENT WHAT MAKES GOOD PEDAGOGICAL SENSE? Dr. Holli Schauber, Ed.D. © 2005

THE GOOD SENSE PARADIGM You don’t ask, you don’t get Dr. Holli Schauber, Ed.D. © 2005

WORKSHOP AGENDA and GOALS Improve understanding of the nature and role of assessment Link assessment to your Qs Operationalize assessment Developrubrics and templates Formulate some criteria and standards Eat and assess chocolate chip cookies Dr. Holli Schauber, Ed.D. © 2005

ASSESSMENT DEFINED “Systematic collection, review and use of information about student knowledge and performance undertaken for the purpose of improving and informing teaching, learning, development, and assessment.” Dr. Holli Schauber, Ed.D. © 2005

SMALL GROUP EXERCISE WHAT GETS ASSESSED IN YOUR CLASS AND WHY? WHO CONDUCTS THE ASSESSMENT? WHAT EXTERNAL FORCES HAVE AN INFLUENCE ON YOUR ASSESSMENT DECISIONS? HOW DO THE RESULTS FILTER BACK INTO THE CLASS? Dr. Holli Schauber, Ed.D. © 2005

THE TLA TRIAD TEACHING LEARNINGASSESSMENT Dr. Holli Schauber, Ed.D. © 2005

STAKEHOLDERS STUDENTS TEACHERS EDUCATIONAL SYSTEM PARENTS Dr. Holli Schauber, Ed.D. © 2005

PURPOSES OF ASSESSMENT Inform teaching and learning Set goals Think critically Solve problems Practice self- evaluation Transition data Promote reflection and evaluation Decision making Apply learning strategies Develop awareness Stimulate self- directedness Dr. Holli Schauber, Ed.D. © 2005

TYPES OF ASSESSMENT FORMATIVE Portfolios Rubrics Self and peer review Reflection Checklists SUMMATIVE Tests Exams Commercial measures Dr. Holli Schauber, Ed.D. © 2005

PORTFOLIO ASSESSMENT Harnessing process and product Making visible performance data Ongoing data collection and review Facilitating student investment Shifting focus of assessment Individualizing objectives Dr. Holli Schauber, Ed.D. © 2005

RUBRICS Teacher/student generated guide Tied to curriculum Dimensions of performance Explicit description of criteria and standards ‘What counts’ scienceDetailed Complete strong Adequte Presence proficient Beginng evidence Basic Little or no evidence weak observation comparison evaluation conclusion Dr. Holli Schauber, Ed.D. © 2005

USING A RUBRIC To ASSESS Chocolate Chip Cookies Create a rubric Eat some chocolate cookies Assess them Dr. Holli Schauber, Ed.D. © 2005

LET’S TAKE A BREAK

Applying the Good Sense Paradigm in Assessment It informs teaching and learning It makes strengths and needs visible It is integrated and formative, discrete and summative It is context relevant It is process, strategy, and product sensitive It moves students toward independence Dr. Holli Schauber, Ed.D. © 2005

Assessment: What makes good pedagogical sense? Dr. Holli Schauber, Ed.D. © 2005 Workshop for Teachers at College du Leman November 22, 2005