1. EDUC 311 - S18 Scarfe 1005 Nov. 2 nd, 2010

2. ASSESSMENT

3. Cookie Assessment / In your group of three, develop an assessment instrument to evaluate the cookie each of you has received. / You may wish to establish criteria for your assessment / In your group of three, develop an assessment instrument to evaluate the cookie each of you has received. / You may wish to establish criteria for your assessment

4. SUMMATIVE ASSESSMENT (assessment of learning) / Summative assessment is generally carried out at the end of an unit of study, project or course. / Summative assessments are used typically to assign students a course grade. / Summative assessment is generally carried out at the end of an unit of study, project or course. / Summative assessments are used typically to assign students a course grade.

5. PERFORMANCE-BASED ASSESSMENT / Performance-based assessment focuses on achievement and is a form of summative assessment. / The most common form in B.C. is the provincial exam (Grades 10-12). / Other forms include portfolios which can include a variety of artifacts. / Performance-based assessment focuses on achievement and is a form of summative assessment. / The most common form in B.C. is the provincial exam (Grades 10-12). / Other forms include portfolios which can include a variety of artifacts.

6. BC PERFORMANCE STANDARDS / http://www.bced.gov.bc.ca/perf_stands/ http://www.bced.gov.bc.ca/perf_stands/ / http://www.bced.gov.bc.ca/perf_stands/ http://www.bced.gov.bc.ca/perf_stands/

7. FORMATIVE ASSESSMENT (assessment for learning) / Formative assessment is generally carried out throughout a project or course. It is used to aid learning. / Formative evaluation can be self assessed, peer assessed or teacher assessed - it often serves as feedback on a student’s work and is not necessarily used for grades. / Formative assessment is generally carried out throughout a project or course. It is used to aid learning. / Formative evaluation can be self assessed, peer assessed or teacher assessed - it often serves as feedback on a student’s work and is not necessarily used for grades.

8. DIAGNOSTIC ASSESSMENT / A common form of formative assessment is diagnostic. / Diagnostic assessment measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning. / A common form of formative assessment is diagnostic. / Diagnostic assessment measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning.

9. OBJECTIVE ASSESSMENT / Objective assessment is a form of questioning which has a single correct answer. / Types of objective questions include: multiple choice, matching, fill-in-the- blank, true or false. / Objective assessment is a form of questioning which has a single correct answer. / Types of objective questions include: multiple choice, matching, fill-in-the- blank, true or false.

10. SUBJECTIVE ASSESSMENT / Subjective assessment is a form of questioning which may have more than one correct answer or more than one way to express a correct answer. / Subjective questions include: essay questions, short answer questions, document analyses, comprehension questions, substantiated opinions, etc. / Subjective assessment is a form of questioning which may have more than one correct answer or more than one way to express a correct answer. / Subjective questions include: essay questions, short answer questions, document analyses, comprehension questions, substantiated opinions, etc.

11. CRITERION-REFERENCED ASSESSMENT / Criterion-referenced tests have clearly defined criteria for measurement. A rubric often is prepared for students before assessment occurs, so that students will identify easily, the specifics that will be evaluated. / The “Teacher Candidate” Evaluation Checklist is criterion-referenced. / The rubric for the Inquiry Project is criterion referenced. / Criterion-referenced tests have clearly defined criteria for measurement. A rubric often is prepared for students before assessment occurs, so that students will identify easily, the specifics that will be evaluated. / The “Teacher Candidate” Evaluation Checklist is criterion-referenced. / The rubric for the Inquiry Project is criterion referenced.

12. NORM-REFERENCED ASSESSMENT / Norm-referenced assessment is also known as “grading on the curve” and typically does not have defined criteria. / Examples of norm-referenced assessment include: IQ tests, entrance exams, etc. / Norm-referenced assessment is also known as “grading on the curve” and typically does not have defined criteria. / Examples of norm-referenced assessment include: IQ tests, entrance exams, etc.

13. FORMAL AND INFORMAL ASSESSMENT / Formal assessment has a numeric score or grade (most often is summative). Your final grade for EDUC 329 will be formal. / Informal assessment is more anecdotal. For example, lesson observations, pre- and post-conferences, and self-evaluations are informal. / Formal assessment has a numeric score or grade (most often is summative). Your final grade for EDUC 329 will be formal. / Informal assessment is more anecdotal. For example, lesson observations, pre- and post-conferences, and self-evaluations are informal.

14. VALIDITY AND RELIABILITY / A valid assessment is one that measures what it is intended to measure. / A reliable assessment is one that measures results in a consistent fashion (from class to class and year to year). / The challenge for test makers is to be fair and reasonable and consistent. / A valid assessment is one that measures what it is intended to measure. / A reliable assessment is one that measures results in a consistent fashion (from class to class and year to year). / The challenge for test makers is to be fair and reasonable and consistent.

15. CONTROVERSY / Standardized B.C. provincial exams are controversial because some educators believe that some exams have not been valid nor reliable. / Often B.C. provincial exams have caused test anxiety for some students. / Some teachers have narrowed the curriculum to prepare for the exam. / Standardized B.C. provincial exams are controversial because some educators believe that some exams have not been valid nor reliable. / Often B.C. provincial exams have caused test anxiety for some students. / Some teachers have narrowed the curriculum to prepare for the exam.

16. POSSIBLE DEBATE / Be it resolved that Provincial Exams are not valid nor reliable instruments for assessment. / Set up a debate pit activity with 5 volunteers for the motion and 5 volunteers against the motion. / 14 others observe and assess the debate experience (but how to assess?) / Be it resolved that Provincial Exams are not valid nor reliable instruments for assessment. / Set up a debate pit activity with 5 volunteers for the motion and 5 volunteers against the motion. / 14 others observe and assess the debate experience (but how to assess?)

17. INQUIRY PROJECT QUESTION PROPOSAL / Form 6 triads for the singleton projects and engage in a peer editing process / Form a larger group of six for the three partnerships and engage in a peer editing process / Form 6 triads for the singleton projects and engage in a peer editing process / Form a larger group of six for the three partnerships and engage in a peer editing process

18. INQUIRY PROJECT QUESTION PROPOSAL DUE @ 2:00 P.M. Thursday, November 4 th, 2010 / Please submit a hard copy at the beginning of our Thursday session / Be prepared to defend the proposal / Please submit a hard copy at the beginning of our Thursday session / Be prepared to defend the proposal

19. Inquiry Project Presentation Schedule / Nov. 23 – Scarfe 1005 (1:30 – 3:20) Rachel, Kat, Amy/Jenny, Brandon, Nathan, Dianna/Paul, Art, Maya / Nov. 25 – Scarfe 202 (2:00 – 3:50) Sarah J., Jennifer, John, Simone Sarah K., Shaun/Adam, Kyla, Mike / Nov. 30 – Scarfe 1005 (1:30 – 3:20) Lisa, Katherine, Connie, Zubin, Graham / Nov. 23 – Scarfe 1005 (1:30 – 3:20) Rachel, Kat, Amy/Jenny, Brandon, Nathan, Dianna/Paul, Art, Maya / Nov. 25 – Scarfe 202 (2:00 – 3:50) Sarah J., Jennifer, John, Simone Sarah K., Shaun/Adam, Kyla, Mike / Nov. 30 – Scarfe 1005 (1:30 – 3:20) Lisa, Katherine, Connie, Zubin, Graham