1. EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus

2. Bell Work Discuss with your neighbor what is the purpose of assessment in a classroom, department, and school Why do we assess students?

3. Content Objectives Understand the different levels of assessment Review the EDU 385 syllabus

4. Language Objectives List the levels of assessment Compare and contrast the different types of classroom assessment and the purposes of each Carefully review the EDU 385 Syllabus including the course outline, assignments, and course calendar Develop a plan and timeline to complete the course assignments

5. Vocabulary Institutional Curiosity Learning Goals Program Goals

6. Classroom Tasks Clearly Define classroom Objectives/Standards of Learning based on Curriculum Guidelines Assessment of Learning and Skill Development Use Effective Classroom Instructional Strategies including Lesson Preparation Measurement and Evaluation is Translated into a Grade

7. Why do we Assess Student Grades External Accountability Improve Student Learning Improve Teaching Practice

8. Questions What do you really want students to know, learn, and be able to do? What are your students actually learning? What can you do to help students learn -what you believe they need to know?

9. Follow These Steps Identify and articulate what students should learn in your class Develop tools to measure student learning Establish systems to compile and analyze the data you collect with these tools Use the information gathered to improve/adapt curricula, pedagogy, and goals

10. Perspective The previous list are good forms of assessment and give a teacher important feedback - BUT Will not tell us how students do in the course, as a whole Tests provide information from one section on one day

11. Assessment - Philosophy Institutional Curiosity (What do we want to know about our students?) What feedback do we need to ensure our efforts are having the greatest impact on students’ lives? Measuring and evaluating outcomes we truly care about Developing a culture among students for a passion to learn and understand

12. Levels of Assessment Observing students’ nonverbal behavior Asking students questions during class Assigning an individual or group activity Developing test or quiz questions about a new concept Surveying students level of understanding Soliciting questions from students Using a classroom assessment technique (CAT) to measure understanding

13. Classroom Level Syllabus English Form 4, an essay on traditional culture in Kiribati as identified as a theme this semester Course Level Common Course Outline Members of the English Department share copies of student essays to determine whether course outcomes were met Program Level Program Goals All members of faculty score essays using a rubric designed to determine if Church curriculum goals & standards have been met School Level Guiding Principles School faculty score essays using a rubric designed to measure the guiding principle of “Effective Communication” Level Documentation Example One Assessment over four Levels of Analysis

14. Section/C lass Level *Using a test, paper, or presentation to gauge how well students learn key concepts *Using end-of-class assessment to determine if key points of todays class were clear *Using a survey following a student club activity to find how students benefited from the activity Course Level *HOD’s meet with department - review final papers to review formatting documents *HOD’s meet with department - review student papers to plan curriculum changes *HOD’s meet with department - review student scores on government exams *HOD’s meet with department - to complete scope and sequence across form levels Program Level *Two or more departments to meet together to integrate some concepts taught *Two or more departments meet together to build common rubrics to score student writing School Level *School wide evaluation of beginning, middle, and end of education program to assess critical thinking skills *Student survey to assess the degree to which club activities enhances communication ability *Common training for staff in 6-Trait Writing Level Examples Examples of Assessment at Four Levels of Analysis

15. Drafting Course Objectives The next two sessions will focus on how to do this

16. Assessing Student Learning Defining what we want students to learn Measuring student performance against criteria Evaluating student learning to achieve and improve on classroom instruction, and also department and school goals Good assessment helps determine: What students know, How they think, How they feel

17. Teacher Feedback Good assessment gives teachers’ feedback To reinforce our strengths Address our weaknesses Ensure students are capitalizing on their opportunities to learn

18. Questions to help develop Course Objectives For each of stated goal: what specific student behaviors, skills, or abilities tell you the goal is being achieved? What would a skeptic need (what evidence needs to be present, what specific behavior needs to be visible) to see students are achieving the major goals set out for them? In your experience, what evidence tells you when students have met these goals – how do you know when they’re “getting” it?

19. Effective Objectives Use action words that specify definite, observable behaviors (See table on next page). indicate an appropriate level of attainment are assessable through one or more indicators comprehensively and meaningfully define a goal are realistic and achievable use simple language

20. Text

21. Syllabus EDU 385 Log on to: http://www.moroni-itep.wikispaces.com http://www.moroni-itep.wikispaces.com Go to EDU 385