Assessment Basics and Active Student Involvement.
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Transcript of Assessment Basics and Active Student Involvement.
Assessment Basics and Active Student Involvement
Big Ideas & Key Questions
• How does assessment fit into the teaching/learning process?
• Learning targets - why should I care?
• Evidence – what’s that?
• Assessment methods - what are my options?
• Scoring guides – what are those?
• How do I put it all together?
What have been your experiences with assessment?
What have been the purposes of assessment in
your school career?
Assessment
• Marv• Teach, test, and hope for the best….• “It’s not teaching that causes results, it’s
adjustments by the learner.” - G. Wiggins
• Learners need feedback => Assessment
My Learning Targets
1. Students will develop their understanding of the role of assessment in the larger processes of curriculum planning and active learning (ala *UbD). (concept/generalization)
2. Students will develop their understanding of the learning target categories: fact, concept, skill and disposition (adopted from *Stiggins).
(concept/generalization)
3. Students will develop their understanding of basic assessment methods (M.C./short answer, essay, performance assessment, personal communication) and scoring guides (e.g. rubrics) (concept/generalization).
4. Students will develop their ability to make reasonable associations between types of learning targets and the four basic assessment methods (skill/process). * UbD: “Understanding by Design”
Backward Design: Assessment in the curriculum planning process
• Know your content!• Develop your learning targets;
• Develop your assessments;
• Develop your instructional activities;• Evaluate the quality and equity of the process.
Planning with Assessment in Mind
Planning with Assessment in Mind
ExamplesIf Target = facts about WWI Then Evidence might = recitation of facts And Assessment Method = selected response If Target = conceptual understanding of the causes of WWI Then Evidence might = an effective essay about how you might have averted WWI as a time traveler And Assessment Method = essay If Target = Skill / ability to use the concept of "sample space" to solve a probability problem Then Evidence might = your ability to show how to derive and use a sample space in the Spinners Exercise. And Assessment Method = performance assessment. If Target = positive disposition regarding 17th C. British Lit. Then Evidence might = students select this lit. for pleasure reading. And Assessment might be personal communication (or selected response / short answer, e.g., a survey)
• Fact – that which we know
• Concept/Generalization – that which we understand
• Skill/Process– that which we can do
• Disposition– that which we value, enjoy, appreciate, etc.
Target => Evidence => Assessment
Learning Targets: Fact
Students will know….• that the capital of Australia is Canberra;• twelve important dates for WWI:
– June 28, 1914 - Archduke Ferdinand, is assassinated in Sarajevo, . . . , – June 28, 1919 - Peace Treaty signed in Versailles.
• an isosceles triangle has 2 sides of equal length;• the definition of perseverance : [Steadfastness in doing
something despite difficulty or delay in achieving success.]EVIDENCE: state the definition of “perseverance.”ASSESSMENT: selected response - matching test
Target => Evidence => Assessment
Learning Targets: Concept/GeneralizationConcept: an abstract idea generalized from particular instancesGeneralization: statements about relationships between or among concepts
Students will understand….• that confronting prejudices and stereotypes is part of
building meaningful relationships across differences;• that it takes perseverance to work for justice;• Perseverance as “steadfastness in doing something despite
difficulty or delay in achieving success.”EVIDENCE: identify and explain examples of perseverance in
the novel, “Something to Hold.” ASSESSMENT: essay or personal communication
Target => Evidence => Assessment
Learning Targets: Skill/Process
Students will be able to….• make inferences about character traits that support
characters’ abilities to build relationships across differences; • glean information about causes of the Civil War from primary
sources;• use the strategy of “reading-on” to comprehend words and
ideas in complex text; • use the text animation feature of Power Point, including
“effects,” and “order and timing.” EVIDENCE: student produces slides using these featuresASSESSMENT: performance assessment
Target => Evidence => Assessment
Learning Targets: DispositionsStudents will value, enjoy, appreciate, etc….
• value divergent scientific thinking;• enjoy speaking Spanish;• appreciate the use of history as a tool to understand the
present;• value perseverance in mathematical problem solving. EVIDENCE: students persist with their own problem solving
efforts before consulting the teacher or their peers. ASSESSMENT: personal communication
Target => Evidence => Assessment
Target => Evidence => Assessment
• Facts• ”Students will know that …”
• Concepts/Generalizations• “Students will understand that …”
• Skills/Processes• “Students will be able to …”
• Dispositions• “Students will enjoy / appreciate / value, etc. …”
What does it look like when students are achieving the following kinds of targets?
Write a learning target of your own and then write a statement of evidence for that target.
• M.C. / Selected Response / Short Answer• Essay• Performance Assessment• Personal Communication
How do we give students a chance to give us the evidence we require of them?
Target => Evidence => Assessment
A Quiz….Please select one of the following descriptors to characterize the quality of the match between each target type and assessment method. Excellent - Good - Fair - Poor
Selected Response/ MC/ Short Answer
Essay Performance Assessment
Personal Communication
Fact
Concept/Generalization
Skill / Process
Disposition
We need a way to keep track of all the evidence we get from these assessment and to provide consistent and directed feedback to learners.
Target => Evidence => AssessmentNow what?
Scoring Guides
• Answer Keys • Checklists √• Rating Scales ____|____|____|____|____• Rubrics
1 2 3 4
In order to assess we must elicit, observe, and interpret external indicators of an internal state.
INFERENCES
The Valentine Creation Workshop
• What are the important outcomes for your graduates? Pick two. (Learning Targets)
• How will you know that graduates have achieved these outcomes? (Evidence)
• How will you give them a chance to demonstrate their achievement? (Assessment)
Create a rubric.
The Valentine Creation Workshop
The Pumpkin Carving Workshop
• What are the important outcomes for your graduates? (Learning Targets)
• How will you know that graduates have achieved these outcomes? (Evidence)
• How will you give them a chance to demonstrate their achievement? (Assessment)
The Pumpkin Carving Workshop
Create a learning target, evidence, and a scoring guide
Scoring Guides:Answer Keys, Checklists, Rating Scales & Rubrics
Checklists
• “A checklist is a set of specific key behaviors that represent the competency or activity of interest”
• The behaviors should be concrete and observable. • The behaviors are either present or absent. • Checklists may be scored (yes: +1, no: -1)
Gredler, M. (1999). Classroom Assessment and Learning. Longman
Item Present AbsentOutline of paragraph ____
____Topic Sentence ____
____Paragraph single topic ____
____Content in logical order ____ ____Conclusion supported ____
____
• Identify your target (e.g., effective paragraph construction)
• Construct a list of observable component behaviors• Arrange the components in a logical order• Devise a simple (e.g., present / absent) marking system
Checklists
Rating Scales
• “Rating scales are used when characteristics or dimensions of performance or product can be identified and exist to a greater or lesser degree.”
• Include only those behaviors that you will teach;• Limit each item to a single dimension of the
performance or product;• Avoid judgmental terms.
Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman.
Chase, C. (1999). Contemporary Assessment for Educators. New York: Longman.
Rating scales for essays of literary criticism
5 4 3 2 1 0 Exceptional Adequate Limited huh? Achievement Achievement Evidence
5 4 3 2 1 0 Exceptional Adequate Limited huh? Achievement Achievement Evidence
Gives reasons and specific evidence to support the argument
Identifies and discusses alternatives points of view
Rubrics
• A rubric is simply “a hierarchy of standards used to score students’ work.*”
• Rubrics generally have 3 - 6 levels of achievement.• Rubrics can be holistic or analytic, general or specific.
– Holistic: describes the qualities of the performance as a whole. One score stands for a constellation of descriptors.
– Analytic: assigns separate scores to the task’s essential traits.– General: one rubric applies to various instances of the phenomenon. – Specific: the rubric applies to one specific task
*Bush & Leinwand. (2000). “Mathematics Assessment:…” Reston, VA. NCTM.
McGatha & Darcy. (2010). “Rubrics at Play.” Teaching Mathematics in the Middle School. v. 15 n.6
RubricsHOLISTIC
RubricsANALYTIC
Which Ball is the Best Bouncer?
Plan a controlled experiment, using the materials in the container, that would allow you to answer this question.
WHY MIGHT I DO THIS WITH A 5TH GRADE CLASS?
Which Ball is the Best Bouncer?
Washington Science Standards for Grades 4-5–EALR 2: Inquiry
–Big Idea: Inquiry (INQ)–Core Content: Planning Investigation
–4-5 INQB Investigate
Content Standard:Scientists plan and conduct different kinds of investigations, depending on the questions they are trying to answer. Types of investigations include systematic observations and descriptions, field studies, models, and open-ended explorations as well as controlled experiments.
Performance expectation:Work collaboratively with other students to carry out a controlled experiment, selecting appropriate tools and demonstrating safe and careful use of equipment. http://www.k12.wa.us/Science/pubdocs/WAScienceStandards.pdf
Learning Target: Student will be able to control variables in an experiment or “fair test.” (Skill/Process)
Evidence: Student devises an experiment in which one variable is manipulated while all others are held constant. Assessment: Performance assessmentScoring Guide - Rubric
Which Ball is the Best Bouncer?