Assessment and Evaluation TCH 347 Social Studies Methods Department of Teacher Education Shippensburg University Han Liu, Ph. D.

Types of Evaluation Classified by purpose  Diagnostic Evaluation: Identifying individual and group needs  Formative Evaluation: Appraising ongoing progress  Summative Evaluation: Appraising the attainment of objectives

Types of Evaluation Classified by relation to criteria  Criteria-referenced measurement: Determining the extent to which defined objectives have been met  Non-referenced measurement: comparing the achievement of students with that of a larger sample in terms of percentile, grade equivalent, or other scores.

Types of Evaluation Classified by the reflection of different learning traits of students  Traditional Assessment: e.g., true/false, multiple choice, essay, and matching, etc.  Alternative/Performance- based/Authentic Assessment: e.g., checklist, rubric, observation, reports, and portfolio, etc.

Guidelines for Evaluation  Plan and conduct Evaluation Systematically  Determine purpose  Select tools (techniques)  Data processing and make decisions  Consider All Objectives  Content knowledge  Skills  Attitudes  Evaluate Continuously  Diagnosis (needs assessment)  Adjustments (formative evaluation)  Achievements (summative evaluation)

Assessment Tools  Observation Checklist  Discussion of Self-Evaluation  Evaluating Different Types of Student Work  Participation in Group Work  Questionnaires and Inventories  Semantic Differential Scale  Individual Learning Log  Anecdotal Reports

Test Tools (Criterion-referenced tests)  Peer Evaluation  Testing the Six Level of Thinking Skills  Testing Attitudes, Appreciations, and Values  A Test that Incorporates Instructional Materials  Using Problems for Assessment  Assessing Problem Solving Skills

A Gallery of Test Items  Multiple-Choice Test Items  Matching Test Items  Binary-Choice Test Items  Short-Answer Test Items  Essay Test Questions  Writing Assignments as Tests

Assessment & Evaluation-1 AssessmentEvaluation Work Status Not done yet (in progress) Done Focus Result Method Cause-Effect analysis, etc. Parties Involved The teacher Students Teacher Administrator Parents Students

Assessment & Evaluation Dimension of DifferenceAssessmentEvaluation Content: Timing, Primary Purpose Formative: Ongoing, To Improve Learning Summative: Final, To Gauge Quality Orientation: Focus of Measurement Process-Oriented: How Learning Is Going Product-Oriented: What’s Been Learned Stance of Administrator and Recipient: Who Defines Goals Reflective: Internally Defined Criteria/Goals Prescriptive: Externally Imposed Standards Findings: Uses Thereof Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures Thereof: Outcomes Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Standards of Measurement: What Makes for a Good Measure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Relation Between Objects of A/E: How They Relate to Each Other Cooperative: Learn from Each Other Competitive: Beat Each Other Out

Exam Question Types & Bloom’s Taxonomy True/FalseMatching Multiple Choice Short Answer Essay Knowledge  Comprehension  Application  Analysis   Synthesis  Evaluation 

Assessment Targets and Tools Assessment Targets Assessment Tools Selected Response EssayPerformanceCommunication Knowledge Reasoning ++++ Skills Products

Think about…  The Relationship between Standards and Assessment/Evaluation  Alignment of Standards, Curriculum, Objectives, Inquiry Questions, and Assessment/Evaluation