1. Assessment, Scoring, and Evaluation C+ Pass/Fail A A- 85% F S Unsatisfactory 67% D C B 93%

2. Definitions Assessment -- The process of measuring something with the purpose of assigning a numerical value. Assessment -- The process of measuring something with the purpose of assigning a numerical value. Scoring -- The procedure of assigning a numerical value to assessment task. Scoring -- The procedure of assigning a numerical value to assessment task. Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information. Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.

3. Assessment Types Formative - for performance enhancement Formative - for performance enhancement Formal - quizzes, tests, essays, lab reports, etc. Formal - quizzes, tests, essays, lab reports, etc. Traditional - tests, quizzes, homework, lab reports, teacher Traditional - tests, quizzes, homework, lab reports, teacher Summative - for performance assessment Informal - active questioning during and at end of class Alternative - PBL’s, presentations, essays, book reviews, peers

4. Alternative Assessment Alternative to what? Paper & pencil exams Alternative to what? Paper & pencil exams Alternatives: Alternatives: lab work / research projects lab work / research projects portfolios portfolios presentations presentations research papers research papers essays essays self-assessment / peer assessment self-assessment / peer assessment lab practical lab practical classroom “clickers” or responder pads classroom “clickers” or responder pads

5. More Formal Alternatives Rube Goldberg projects Rube Goldberg projects bridge building / rocketry / mousetrap cars bridge building / rocketry / mousetrap cars writing a computer program writing a computer program research project research project term paper term paper create web page create web page create movie create movie role playing role playing building models building models academic competitions academic competitions

6. Informal CATs (Classroom Assessment Techniques) Quick-fire questions Quick-fire questions Minute paper Minute paper 1) What did you learn today? 1) What did you learn today? 2) What questions do you have? 2) What questions do you have? Directed paraphrasing (explain a concept to a particular audience) Directed paraphrasing (explain a concept to a particular audience) The “muddiest” point (What is it about the topic that remains unclear to you?) The “muddiest” point (What is it about the topic that remains unclear to you?) For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed) San Francisco: Jossey-Bass. For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Assessment Techniques (2nd ed) San Francisco: Jossey-Bass.

7. Authentic Assessment The National Science Education Standards draft (1994) states, "Authentic assessment exercises require students to apply scientific information and reasoning to situations like those they will encounter in the world outside the classroom as well as situations that approximate how scientists do their work." The National Science Education Standards draft (1994) states, "Authentic assessment exercises require students to apply scientific information and reasoning to situations like those they will encounter in the world outside the classroom as well as situations that approximate how scientists do their work."

8. Assessment Concerns Validity -- Is the test assessing what’s intended? Validity -- Is the test assessing what’s intended? Are test items based on stated objectives? Are test items based on stated objectives? Are test items properly constructed? Are test items properly constructed? Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly) Difficulty -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a given item correctly) Discriminability -- Are the performance on individual test items positively correlated with overall student performances? (e.g., only best students do well on most difficult questions) Discriminability -- Are the performance on individual test items positively correlated with overall student performances? (e.g., only best students do well on most difficult questions)

9. Evaluation Types Criterion-referenced evaluation -- student performance is assessed against a set of predetermined standards Criterion-referenced evaluation -- student performance is assessed against a set of predetermined standards Norm-referenced evaluation -- student performance is assessed relative to the other students Norm-referenced evaluation -- student performance is assessed relative to the other students The “curve” -- sometimes a combination of criterion- and norm-referenced processes The “curve” -- sometimes a combination of criterion- and norm-referenced processes

10. Criterion-Referenced Eval’s Based on a predetermined set of criteria. Based on a predetermined set of criteria. For instance, For instance, 90% and up = A 90% and up = A 80% to 89.99% = B 80% to 89.99% = B 70% to 79.99% = C 70% to 79.99% = C 60% to 69.99% = D 60% to 69.99% = D 59.99% and below = F 59.99% and below = F

11. Criterion-Referenced Eval’s Pros: Pros: Sets minimum performance expectations. Sets minimum performance expectations. Demonstrate what students can and cannot do in relation to important content-area standards (e.g, ILS). Demonstrate what students can and cannot do in relation to important content-area standards (e.g, ILS). Cons: Some times it’s hard to know just where to set boundary conditions. Lack of comparison data with other students and/or schools.

12. Norm-referenced Evaluation Based upon the assumption of a standard normal (Gaussian) distribution with n > 30. Based upon the assumption of a standard normal (Gaussian) distribution with n > 30. Employs the score: Employs the z score: A = top 10% ( > +1.28) A = top 10% ( z > +1.28) B = next 20% (+0.53 < < +1.28) B = next 20% (+0.53 < z < +1.28) C = central 40% (-0.53 < < +0.53) C = central 40% (-0.53 < z < +0.53) D = next 20% (-1.28 < < -0.53) D = next 20% (-1.28 < z < -0.53) F = bottom 10% ( < -1.28) F = bottom 10% ( z < -1.28)

13. Norm-referenced Evaluation Pros: Pros: Ensures a “spread” between top and bottom of the class for clear grade setting. Ensures a “spread” between top and bottom of the class for clear grade setting. Shows student performance relative to group. Shows student performance relative to group. Con: In a group with great performance, some will be ensured an “F.” Con: In a group with great performance, some will be ensured an “F.” Cons: Top and bottom performances can sometimes be very close. Dispenses with absolute criteria for performance. Being above average does not necessarily imply “A” performance.

14. Norm and Criterion Compared Norm-Referenced: Norm-Referenced: Ensures a competitive classroom atmosphere Ensures a competitive classroom atmosphere Assumes a standard normal distribution Assumes a standard normal distribution Small-group statistics a problem Small-group statistics a problem Assumes “this” class like all others Assumes “this” class like all others Criterion-Referenced: Allows for a cooperative classroom atmosphere No assumptions about form of distribution Small-group statistics not a problem Difficult to know just where to set criteria

15. The “Curve” The “curve” might represent a mixture of norm- and criterion-referenced grading. The “curve” might represent a mixture of norm- and criterion-referenced grading. The “curve” is a highly subjective process. The “curve” is a highly subjective process. The “curve” is normally applied only at the end of a term. The “curve” is normally applied only at the end of a term.

16. Assessing Scientific Process Skills Scientific Process Skills (intellectual skills closely associated with inquiry learning) Scientific Process Skills (intellectual skills closely associated with inquiry learning)

17. Basic Scientific Process Skills Observing Observing Communicating Communicating Classifying Classifying Measuring Measuring Inferring Inferring Predicting Predicting

18. Integrated Scientific Process Skills Identifying variables Identifying variables Constructing a table of data Constructing a table of data Constructing a graph Constructing a graph Describing a relationship between variables Describing a relationship between variables Acquiring and processing data Acquiring and processing data Analyzing investigations Analyzing investigations Constructing hypotheses Constructing hypotheses Defining variables operationally Defining variables operationally Designing investigations Designing investigations Experimenting Experimenting

19. Enhanced Scientific Process Skills Solving complex, real-world problems Establishing empirical laws Synthesizing theoretical explanations Analyzing and evaluating scientific arguments Constructing logical proofs Generating principles through the process of induction Generating predictions through the process of deduction

20. Miscellaneous Comments Study guides can be created to set objectives. Prepare tests from objectives. Assess broad spectrum: content AND skills. Make a rubric for questions that do not have forced-choice answers. Create an answer key for forced-choice questions. Double-check your answer key. Grade ASAP, providing corrective feedback.

21. Handling Appeals Encourage students to learn from their mistakes. Encourage students to learn from their mistakes. Accept appeals in writing, due by a certain date. Accept appeals in writing, due by a certain date. Refuse to discuss question if student will be appealing the answer. Refuse to discuss question if student will be appealing the answer. Appeals include the following: Appeals include the following: Question being appealed Question being appealed Teacher and student responses Teacher and student responses Explanation of why student’s response is as good as or better than teacher’s expected response. Explanation of why student’s response is as good as or better than teacher’s expected response. Teacher responds in writing. Teacher responds in writing. No class-wide correction: each student must make own appeal. No class-wide correction: each student must make own appeal. Benefit: students feel they are treated fairly. Benefit: students feel they are treated fairly.

22. Portfolios of Student Work Have students prepare an ongoing, extensive portfolio of their work. Have students prepare an ongoing, extensive portfolio of their work. Maintain these portfolios in an open but supervised setting. Maintain these portfolios in an open but supervised setting. During parent-teacher conferences, have student in attendance and have parents go through portfolio with student under the watchful eyes of the teacher. During parent-teacher conferences, have student in attendance and have parents go through portfolio with student under the watchful eyes of the teacher.

23. Record Keeping Keep copies of your grade book or computer program in widely separated locations. Keep copies of your grade book or computer program in widely separated locations. Keep up to date. Keep up to date. Respect confidentiality laws.... Respect confidentiality laws....