Evaluation Overview - Basics
Purpose of Testing Diagnostic Formative Summative
Targets of Testing Knowledge Reasoning Skills Products Dispositions
Methods -1 Selection Items True-false Matching Multiple Choice
Methods -2 Supply Answers Completion Short Answer Essay
Methods -3 Performance Tests Performance of Understanding Performances of Expertise Professionalism
Methods -4 Direct Personal Communication Oral Exam Interview Conference Q & A Discussion Debate Observation
Quality Indicators Clear Targets Proper Method Proper Sample: Representative from which can be drawn Confident Inferences Interference Controlled re Bias & Distortion Clear Purpose
Referencing Norm [peers, others] Criterion [standard, criteria] Self [improvement over time, progress]
Tools for Objectivity Anecdotal records Checklists Rating scales Rubrics Exemplars
Methods of Organizing Testing Assessment stations Individual assessments Group assessments Contracts Self- & peer-assessments Expert [Teacher] assessment Portfolios
Ongoing Student Activities Written assignments Presentations Conferencing/interviewing Performance assessments Homework
Testing sampling behavior to determine what is there
Measurement Quantifying behavior to determine how much of the behavior is present
Assessment Collecting & displaying the evidence to determine the patterns present
Evaluation Making a judgment re the adequacy of the results
Blooms Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation
Wiggins Facets of Understanding Explanation Interpretation Application Perspective Empathy Self-knowledge
Significant Understandings (Fink) Foundational Knowledge Application Integration – Connecting Human Dimension – Knowledge of Self & Others Motivation – Caring Learning How to Learn Metacognition – Thinking about Thinking
Assessment Continuum Traditional Assessment Informal Checks for Understanding Observation / Dialogue Quiz / Test Performance Assessments Academic Prompt Performance Task Authentic Task Long-Term Project Portfolio
Motivational Testing Teaching flows from testing. Teaching focuses on developing the knowledge, skills, and attitudes tests show the learner lacks. Success is seen as improvement, progress, mastery, innovation, creativity. Value is placed on EFFORT!
Motivational Testing One is satisfied with progress, mastery. Evaluation criteria are public, absolute, & evidence of progress. Errors are viewed as part of the growth process; errors are informational. Competence is viewed as developing through EFFORT.
Motivational Testing The motivational elements are: Attribution Theory: To what do we attribute our successes and failures? [Effort over ability, task difficulty, luck] Self-Efficacy Theory: What do we feel are our chances of succeeding with this task? [If reasonable, we will attempt it.]
Motivational Testing The motivational elements are: Goal Theory: What type of goals do I pursue: task, getting better, improving; or ability, being the best, top, No. 1? [Task goals provide reasonable targets; ability, often do not!]