1. Assessment 3 Write a goal for your future personal health. Underneath the goal, list two objectives you would like to meet related to this goal. Grading purposes Grading types Grading recommendations and activity Assessment review of ideas

2. Announcements Final exam format: –50 items, each worth 2 pts –Multiple choice –Short scenarios or case studies with related questions –Your score will be posted on WebCT—if you send me a message asking me to do this—by noon Dec 14, but can do as soon as the final is done. See directions on WebCT Assessment assessment—due by 3:00 Dec. 2 –Hard copy of blueprint is acceptable –Submit rest via WebCT

3. General directions for assessment Keep it concise and well-organized One paragraph for: –Each of 2 formative assessments –Description of grading and summative assessment Label each section using the format in the directions

4. Getting the most out of assessment Use a variety of assessment strategies frequently Use informal assessment the most Use informal and simple teacher-made tests to decide where to begin instruction Use tests that measure the skills and knowledge you want students to learn (validity) Use tests that require students to process information the way you want them to Use tests in ways that make them learning experiences

5. Grading important points Take grading seriously Make your best effort to be fair Use a variety of assessment strategies on which to base grade (fair and more accurate) Be consistent—identify a system and stick with it Grades should be based on meeting a criterion, not on effort, improvement, or extra credit Base grades only on the criteria you want to measure

6. Being fair Communicate grading plan to parents and students Support summative with formative assessments Grade only on criteria you said you would grade on Use reliable and valid tests of the criteria you want to measure

7. Grading basic ideas Types: –Grades that compare to a standard (criterion- referenced, in points or raw scores) –Grades that compare to another group (norm referenced) –Grades that compare a student against past performance (self-referenced)

8. Grading activity Individually, rate the essays as a 1, 2, or 3: 3=a variety of relevant details are organized to support the topic sentence 2=Some details are present and are related to the topic sentence 1=Minimal details are present or are unrelated to the topic sentence

9. Next, share your ratings with a partner to determine how much each of your agreed. What were some of the problems you encountered?

10. Recommendation 1 Discuss your ratings with colleagues, and do “reliability’ checks from time to time

11. Recommendation 2 Predetermine what criteria you will use to grade and stick to it(make a rubric, list important qualities, etc.)

12. With a partner, pick the 3 lowest essays and write some feedback to the student to go along with the essay.

13. Recommendation 3 Pair grading with feedback to promote learning. Tell student what they did well. Give student some suggestions on how to improve the paper.

14. Now go back to the papers: Using the following information, adjust your earlier rankings of the essays: Paper 6-8 is a Level 3 paper Paper 6-9 is a Level 2 paper Paper 6-7 is a Level 1 paper

15. Recommendation 4 Use exemplars to guide your grading Share exemplars with students (sometimes)

16. Using grading to promote self- regulation Prior provision of evaluation criteria Students design evaluation criteria Students evaluate own performance Encourage self-reflection and journaling about own performance Compare student’s work to earlier work Create portfolios that show progress over time Have students record their scores over time

17. Grading 1.How can grades match academic goals? 2.How/should grading be adapted for different ages? Kinds of students? 3.How can grades be fair? 4.How can grades be valid? 5.How can teachers minimize the risk of getting into grading issues with parents? 6.How can grading be done with least damage and the most help to students? (over-emphasis on competition, damage to self-esteem, increase learning and motivation, etc.) 7.How do you know which things to grade? 8.How/should grading be adapted for different ages? Kinds of students?

18. Grading important points

19. Review of Assessment assignment Part 1 will be a list of 3 objectives related to a standard Part 2 will be a 10-item pretest you create to measure these objectives, blueprint to match this test Part 3 will be two paragraphs –1 paragraph describing one type of formative assessment you will use. –Another paragraph describing another type of formative assessment you will use. Part 4 will describe the type of summative assessment you will use and how you will handle grading—one paragraph. Include a rationale for why you are using this type of assessment, how it will improve learning, and how and why you will do grading as you will. Part 5: Use summary of accommodations form to list accommodations for a student with a math learning disability, a student with a reading/writing learning disability, a student with ADHD, as student in a wheel chair, a student with a general cognitive delay. (see Marchel’ special direction on my web site.)

20. Rubrics Definition: –Descriptive scoring scheme –Often teacher-developed –Analyzes products or processes –Often when quality analysis is required –Used for a wide range of academic tasks –Designed to reflect the weight or importance of an aspect of the task –Provides descriptions of behavior at each level to guide analysis and student improvement

21. For what kind of assessments would rubrics NOT be used? What are examples of things that can be measured by rubrics?

22. Types of rubrics Analytic: divides the task into aspects and each aspect has levels (rubric for PMP) Holistic: considers the task as a whole and describes different levels of the entire task: Like a writing sample that is divided p.77 Task-specific: for one assignment p. 78 General: covering several different assignments, like a student’s performance across several assignments p. 76

23. Activity to work with rubric to grade

24. Test blueprints Item-by-item analysis Rates each item according to Bloom’s and objective measured Allows teacher to see if test samples objectives and cognitive levels desired Allows teacher to design tests that sample objectives and cognitive levels desired BLUEPRINTS MAY OR MAY NOT BE USED FOR PREASSESSMENT, BUT WE WANT YOU TO KNOW THE PROCESS, SO WE LINKED IT TO A SHORTER TEST, LIKE MIGHT BE USED FOR PREASSESSMENT. http://www.ncpublicschools.org/accountability/te sting/policies/mcTestDevelopment/index.htmlhttp://www.ncpublicschools.org/accountability/te sting/policies/mcTestDevelopment/index.html

25. Test your knowledge What is a goal? –Broad statement of expected student learning –Example: Students will be able to write a business letter. What is an objective? –Divide goals into observable behaviors –Example of objectives related to above: Students will edit their own letter/ students will include all necessary parts in the letter, students will convey message clearly

26. Procedure for test blueprints 1.List the learning objectives you want to measure 2.Determine how important each objective is to set weight or %age of items needed for each objective. 3.Plot out which items fit which objective and which are higher or lower level thinking questions.

27. Developing blueprints On the health test, list 2-3 objectives (you added several last time.) Decide how important each objective is (you are deciding on the weight) Decide how many higher order thinking questions you want for each objective. Fill in the blueprint to fit the weight and number of higher order thinking questions.

28. Sample test blueprint for a pre-test or test designed to measure hypothetical learning Objectives 1 & 2 ObjectivesLower level (rote memory) Higher level (analysis, etc.) Objective 12 items4 items Objective 23 items1 item

29. Now use the blueprint to create a revised test that “fits” the blueprint

30. BUZZ: How would you use the blueprint idea to evaluate an assessment for a performance task?

31. Blueprint analysis sheet Lower levelHigher level Other Learning objective 1 Learning objective 2 Learning objective 3 LO #1: _____________________________________% emphasis ___ LO#2: _____________________________________ % emphasis ___ LO#3: _____________________________________ % emphasis