2. 14
The Role of Assessment

3. The Role of Assessment
Assessment—the methods used to gain information about student learning
Central to the educational process
Completes the cycle of instruction

4. Do you get nervous while taking tests
Do you get nervous while taking tests? Why do you think this is the case?
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5. Distinguish between formative and summative assessment.
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6. The Purpose of Assessment
Formative assessment takes place during instruction
Allows teachers to adjust teaching to help improve learning
Purpose is to make instructional decisions
Not used as part of students’ grades
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7. The Purpose of Assessment
Summative assessment is evaluation after learning has taken place
Assesses if learning objectives were met
Often scored or graded
Allows progress to be tracked over time
Usually includes tests

8. Identify the source of standards evaluated by assessments.
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9. What Can Be Measured? Student achievement of objectives
Learner growth and progress
Teaching effectiveness

10. Measuring Student Achievement of Objectives
Teachers constantly measure students’ progress
Students, classes, and schools are periodically measured against district, state, or national standards
Standardized tests have consistent grading

11. Measuring Learner Growth and Progress
Growth and progress can be assessed over time
Changes in classroom behavior can be tracked
Teachers can report progress to learners and parents
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12. Measuring Learner Growth and Progress
Assessment can offer encouragement or highlight areas of concern
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13. Measuring Teaching Effectiveness
Personal assessment leads to
self-improvement
modifications in teaching methods
Teachers may also make videos of themselves teaching or ask for feedback
They may ask others for feedback and suggestions
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14. Measuring Teaching Effectiveness
Mentor teachers help new teachers assess and improve their skills
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15. Using Tests to Assess Learning
Tests are the most widely used assessment tool
Standardized tests
Teacher-developed tests

16. Do you think tests are the best way of assessing what you, personally, have learned? Why?
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17. Standardized Tests
Scores can show the achievement of individual students, schools, and teachers
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18. Standardized Tests State tests are used
to hold states accountable
to determine funding
Districts may use them to devise strategies for improvement and monitor changes
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19. Standardized Tests SAT and ACT are used for college admissions
feedback on how a school’s student scores compare with others across the nation

20. Teacher-Developed Tests
Help teachers measure
how well students met the learning objectives
the effectiveness of their teaching
Teachers write tests based on
learning objectives
what they have taught
knowledge of their students

21. Write examples of appropriate and effective test questions.
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22. Types of Test Questions
True-false—test recall
Multiple choice—can test higher-level thinking
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23. Types of Test Questions
Matching—identifies a relationship
Fill-in-the-blank—should be carefully constructed so there is only one correct answer
Short answer—require a very brief answer
Identification—requires labeling or locating parts on a diagram or drawing
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24. Types of Test Questions
Essay—measure knowledge and the ability to think clearly, organize information, and express thoughts
Requires higher-level thinking
Takes time and effort to grade

25. Constructing Tests
Write questions that match the levels of the objectives
Match the proportion of questions to the emphasis placed on various objectives
Limit the number of different types of questions to three or four
Group questions of the same type together
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26. Constructing Tests
Be sure that questions do not give answers or clues to other questions
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27. Constructing Tests Provide clear directions for each section
Evaluate existing tests or questions carefully before using
Format the test for ease of use
Format the test for ease of grading

28. What do you think would be the most difficult part of constructing a test? Why?
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29. Using Alternative Assessment Strategies
Alternative assessments are methods other than tests
Encourage teachers’ and students’ creativity
Written papers
Multimedia presentations
Real-life tasks
Student portfolios
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30. Using Alternative Assessment Strategies
Students create something to show what they know
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31. Giving Clear Directions
Writing directions requires thinking in a logical, step-by-step way
Begin by achieving the goal or objective
Use precise, descriptive language
Confusing directions can prevent accurate assessment of learning

32. Evaluating Alternative Assessments
Students are usually involved in the process
Rubrics
Checklists and scorecards
Self-evaluation and peer evaluation

33. Develop a rubric to be used for alternative assessment.
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34. Rubrics A rubric is often organized as a chart
Quality ratings can be ranked using numbers and/or adjectives
Provides clear grading criteria for both student and teacher
Helps to communicate how a student did and did not meat expectations or standards
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35. Rubrics To create a rubric,
Identify the criteria that will be used in assessing performance
Determine the possible performance levels
Write a description for each performance level and criterion
Proofread

36. Have you ever been graded using a rubric
Have you ever been graded using a rubric? Did you think it was a fair assessment tool? Why?
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37. Checklists and Scorecards
Checklists show progress over time
Can be checked off or answered with a “yes” or “no” response
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38. Checklists and Scorecards
Scorecards identify a maximum point value for each criterion but do not describe levels of quality
Number of points depends on importance and complexity of each step
Provides students with a final score and information on which steps need practice

39. Self-Evaluation and Peer Evaluation
With self-evaluation and peer evaluation, students learn
the importance of honesty
how to phrase constructive criticism
acceptance of others’ assessment
important job-related skills

40. Describe the reasoning teachers use in choosing appropriate assessment strategies.
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41. Choosing Assessment Strategies
Validity—assessment actually measures learning objectives
Reliability—results will be the same over time with different learners in different circumstances
Should be developmentally appropriate for learners’ developmental stage
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42. Choosing Assessment Strategies
Assessment should not be the focal point, taking away from the learning process
Students will be less likely to internalize what was learned
Teachers must consider time and other resources assessment will require

43. Analyze a grading policy.
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44. Determining Grades and Providing Feedback
Ways teachers provide feedback include
grades
direct feedback
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45. Grading Students
Purpose of grading is to communicate students’ performance and progress
Establish a grading plan before classes begin
Communicate the grading plan to students
Grades should reflect students’ learning
Grades should be based on a variety of assignments, tests, and other work
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46. Grading Students Not every activity should be scored
Student work should be recorded as a number
Scores for some type of work may be weighted

47. Giving Effective Feedback
Feedback is more effective in improving learning than grades
Can occur throughout the learning cycle
Can be verbal reinforcement or written comments
Should be specific guidance

48. As a student, which do you find more effective: grades or feedback? Why?
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49. Develop questions a teacher might use for course evaluation.
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50. Course Evaluation
Course evaluation helps teachers improve their teaching
What worked and didn’t work
Evaluation leads to reflection and change

51. Have you ever evaluated a course
Have you ever evaluated a course? Do you think the teacher found your feedback useful?
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52. Assessment evaluates different aspects of teaching and learning
Strategies for assessment include standardized tests, teacher-developed tests, and alternative methods
Providing feedback helps students improve learning skills
Course evaluation helps teachers improve

53. What type of tests are state achievement tests? standardized tests
____ is an evaluation of students’ learning after instruction has taken place.
Summative
What type of tests are state achievement tests?
standardized tests
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54. What is a rubric?
a scoring tool that lists the criteria for judging a particular type of work
What is the difference between validity and reliability?
Validity means a test measures the learning objectives. Reliability means it measures the same over time.