Assessing Students Testing Scoring Reporting

Teacher - Evaluator Evaluating students is an important part of the classroom teacher’s responsibilities. Evaluation serves several purposes: Allows teacher to evaluate the effectiveness of teaching Serves as basis of students grades Can be used for decisions on upgrading and improving the program Gives teacher feedback on which tasks need more or less time for instruction Gives students feedback Responsibility Ways you were evaluated, ways you will evaluate – different ways

Teacher - Evaluator Tips as the Evaluator: Leave prejudice, bias, and subjectiveness out of the process Be consistent Test when necessary Do not over-test Teacher is accountable for evaluating and must be able to support grades given to students

How Do You Develop Tests? Look at material covered Decide how many questions are needed Write questions and right answer Struggle to come up with 3 wrong answers Decide to go with fewer questions Give the test and grade it Put the test away and record scores

Steps to Develop a Good Test List the objective(s) you want to evaluate Determine what is called for in behavior statement Examine content of lesson plan Specify method of evaluating objective and percent of grade objective will comprise Construct evaluation items Assemble like-items together; organize from easy to difficult Add directions for student Give test, grade it, and evaluate validity of test questions

Student Evaluations How do you rate student progress? Grading procedures Daily grades Written tests Performance tests/Observations Other factors that affect grade

Types of Tests Observation Matching Multiple-Choice Discussion (Essay) Fill-in-the-Blank (Completion) True-False Performance Group Assessment

Student Observation Examine process of learning Includes series of actions and behaviors –leads to result Interaction and action observed Meets a deadline process skills attitude safety rule Does not always end with a product

Student Observation Group work as a whole? Cooperation and assistance? Follow instructions? Make decisions based on previous lessons? Leader for the group chosen? Satisfactory use of materials? Plan developed first?

Student Observation Please NOTE: Process skills must be taught Teamwork Collaboration Listening Students need to know expectations Rubrics/checklist used for observation evaluation Can teach students or direct students Correct, expected behavior

Written Evaluations How often do you test? What type of test to use is your prerogative. Only test when necessary. Every Friday is a test day???? Some test cover only one or two tasks, others consists of 25-50. Give consideration to the purpose of the test: If purpose is to determine if students are keeping up or quick review – give short quiz and then don’t count it. If purpose is to determine what the students have learned – give a comprehensive test that covers all tasks or topics and record the grade.

Matching Tests Advantages Disadvantages Easily scored; objective; very little guessing factor; don’t need much time; easy to construct Disadvantages Measure low levels of cognitive ability; measure facts more than knowledge; clues are sometimes given; may require high level of reading ability

Matching Tests

Multiple-Choice Tests Advantages Students like them; measure all types of content; reduces chance of guessing; can be scored quickly; can be taken in short time Disadvantages Require more time to construct; takes lots of space for question and 4 responses; may measure reading ability

Multiple-Choice Tests

Discussion (Essay) Tests Advantages Measures learning outcomes better than other tests; provides opportunity for student feedback; easy to construct; easy to give Disadvantages Time consuming to take; student must respond in writing; may measure student’s ability to write; difficult to score

Discussion (Essay) Tests

Fill-in-the-Blank Test Advantages Good if recall is to be measured; most guessing is eliminated; can be constructed in various ways; easy to construct Disadvantages Can measure trivial facts more than important information; requires students to write and spell; must be worded carefully for right answer; takes longer to answer; takes longer to score; requires reading ability from student

Fill-in-the-Blank Test

True-False Test Advantages Disadvantages Everyone knows how to take them; short time to answer; easy to construct, give and score; provide quick glimpse of student accomplishment Disadvantages Require memorization of facts; answer may be obvious due to wording; measures only cognitive content; low in reliability; may measure reading level more than ability level

True-False Test

Performance Test Can cover one task/topic or several Must be hands-on Must have evaluation criteria Culminates with a concrete product

Defrost a Freezer Given a freezer in need of defrosting and the necessary supplies and equipment, the student will defrost the freezer. The freezer must be defrosted according to manufacturer's directions, and when completed, the freezer will be completely free of ice, without damage to the freezer surface, and all melted ice will be cleaned up. ____ Manufacturer’s directions followed ____ Freezer completely free of ice ____ No damage to freezer surface ____ Melted ice cleaned up ____ Proper tools used ____ Work habits ____ Instructor’s directions followed

Collaborative/Group Learning New teaching methods need new assessment procedures Procedures involve teacher observation and student-produced products Appropriate method determined by professional judgment

Collaborative/Group Learning Involvement Everyone, most, one or two Listening Group is attentive to whose speaking Staying on task No distractions Conduct Polite speech, No interruptions, members behave impulsively

Groups of Students – Look For: Clearly understands their roles in the team Understands the assignment Follows established guidelines Sticks to task Completes the assignment on time Assignment satisfactorily achieved Team members interact well Each team member assumes an equal role

Types of Assessment Methods that can be used Teacher observation, Observation checklists, Rubrics, Rating scales, Student self-assessment Activities that can be graded Student journals, Written reports, Oral reports, Class presentations, Portfolios, Homework Performance that can be observed Meeting deadlines, Process skills (critical thinking, decision making, problem solving, team work, social skills, delegating, etc.), Attitude, Observing safety rules

Determining Assessment Criteria Break down parts of assignment into task Define expected outcomes of each task How you want to assess?

Rubrics Definition - Uniform set of precisely defined criteria and guidelines used to judge student work Rubrics will become your most useful assessment tool Takes subjectivity out of grade Fair for student Grade is based on predetermined standards which are the same for all students Gives the teacher a sound defense for grades given

Rubrics Give to student ahead of time Understand what is expected, what must be accomplished to receive a passing grade Target to aim for Difference between quality work and unacceptable work

Developing Rubrics Decide on the performance to be assessed (task) Decide on the assessment criteria Make as detailed as you need it to be Ask yourself what you look for when grading Watch a student perform the task You may miss something important just listing criteria from memory

Example of Criteria Task: Apply a bandage Proper bandage selected? Wound cleansed properly? Safety precautions observed? Applied properly; too tight or loose? Bandage stay on after applied? Wound properly covered? Patient comfort taken into account?

Define Criteria/Develop Ratings What exactly are you looking for? Observe safety precautions Exactly what safety precautions are to be observed Rating scale for each criteria 4 – Excellent 3 – Good 2 – Needs improvement 1 – Very poor

Determining Criteria Decide what is the best performance, the poorest performance, fill in the middle Few rating scales (2-3) – harder to differentiate between small differences Large rating scales (6-7) - harder to use, takes longer Short scales – pass or fail Longer scales – detailed information Can be columns and rows or a checklist

Rating Example You determine criteria through your own judgment 4 Excellent 3 Good 2 Needs Improvement 1 Very Poor Sanitary Precautions Washed hands and put on gloves before beginning procedure Washed hands and put on gloves but did not use correct procedures Put on gloves but did not wash hands Did not wash hands or put on gloves before beginning You determine criteria through your own judgment

Checklist Example Use a belt sander to sand surfaces and edges ___ All safety precautions observed ___ Proper tools selected ___ Tools inspected for operating condition prior to use ___ Tools used correctly ___ Appropriate size belt sander selected for job ___ Appropriate abrasive belt selected for job ___ Surface sanded smooth ___ No burn marks exist ___ Surface free of cross-grain marks ___ Surface sanded to predetermined size ___ Surface sanded to predetermined shape ___ Instructor's instructions followed accurately ___ Work area cleaned after completing task ___ Tools cleaned after use ___ Tools properly stored after use Total score – add number of checks or assign points to each check

Pilot, Evaluate, Refine Evaluate finished rubric Fair and unbiased Relates only to the task being performed Covers all aspects of the performance Has well-defined criteria and rating scales Is useful and practical Pilot test rubric on actual student work and make any needed adjustments

Rubric for Group Performance 4 3 2 1 Participation All students actively participate More than half of students actively participate At least half the students participate in accomplishing group objective Only one or two persons actively participate Responsibility All group members evenly share responsibility for task Most group members share responsibility At least half of the group members share responsibility Only one or two members carry the load Interaction Excellent - Group members demonstrate willingness to listen to opinions of other members ; listening and interaction skills clearly evident Good - Group members actively discuss the task at hand; interaction between most of the members Fair - Group members discuss the task and interact, but seem inhibited or subdued Poor - Very little interaction; group members do not participate in discussions Teamwork Group members work together; roles clearly defined Group members mostly work together; roles clearly defined and followed for the most part Group members work together as a team somewhat; roles not clearly defined Group members worked individually, not as a team; no roles defined or assigned Total Points

Rubric Activity Read the following assignment and construct a Rubric for grading the assignment

Class Assignment –100 points Log onto the Internet and conduct a search for five career tech schools that have a web page for each of the occupational training programs offered at the school. Make a list of each school site and prepare a one page summary of what you found and make comments on what you liked and disliked about the school web pages. Put your name and course number on the paper and submit by October 15.

Rubric Scale On time 5 points Name on paper 5 points Course number on paper 5 points Listed five web sites 15 points One page summary 50 points Likes 10 points Dislikes 10 points Total Points 100 points

Websites for Rubrics http://www.google.com/Top/Reference/Education/K_through_12/Educators/Rubrics/ http://rubistar.4teachers.org/ www.teach-nology.com http://school.discoveryeducation.com/schrockguide/assess.html

Arriving at a Grade What do you grade? Tests, homework, classwork, projects, labs, problem solving, critical thinking, group work, etc. Grades based on individual weight, category weight, or straight point system

Recording Student Progress Grade book v. software programs Use grade book for attendance records Use software for grades and lesson plans Microsoft Works has a grading template Shareware – free to try Microsoft Excel STI

Reporting Student Assessment Progress Reports – 4 ½ weeks 9 Weeks Tests Report Cards – every 9 weeks/4 times a year Call parents Email/Letters Parent conferences

Recognition of Students Bring attention to a student’s success and accomplishments to the class members. Be creative in your style: Payday and Zero candy bars Student of the Week!

Recognition of Students Compliment students as often as you can: Dress Appearance Good presentation – verbal recognition Good work Good suggestion Staying on task Write short message on papers, reports, etc. Post notice on bulletin board Display work in classroom/lab Give feedback as often as you can!!!!!!

Websites www.quizlet.com www.logmein.com www.teachervision.fen.com