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Transcript of Classroom Assessment Strategies Chapter Fifteen Educational Psychology: Developing Learners 6th...
Classroom Assessment Strategies
Chapter FifteenEducational Psychology: Developing Learners
6th edition
Jeanne Ellis Ormrod
Assessment as Tools
Assessment is the process of observing a sample of a student’s behavior and drawing inferences about the student’s knowledge and abilities. When we are looking at students’ behavior, we
typically only use a sample of classroom behavior.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Assessment as Tools
Assessment instruments do not dictate the decisions to be made.
Teachers, administrators, government officials, parents, and even students interpret assessment results and make decisions based on the results.
Assessments are tools. Allow us to make informed decisions about how best
to help our students learn and achieve Assessment interpretation can be abused.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
ASSESSMENT
Informal assessment
vs.
Formal assessment
Paper-pencil assessment
vs.
Performance assessment
Traditional assessment
vs.
Authentic assessment
Informal assessment
vs.
Formal assessment
Standardized test
vs.
Teacher-developed assessment
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Using Assessment for Different Purposes
Two basic types of assessment
Some assessments are formative and assess students’ knowledge before or during instruction.
Homework assignments, in-class assignments, quizzes
Some assessments are summative and assess students’ achievement after instruction.
Exams
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Other Purposes of Assessment
To promote learning In order for assessment to promote students’ learning
and achievement, it should: Provide specific & concrete feedback Act as a learning experience, letting students know
what they have and have not mastered Act as a motivator—students should know what to
study and when Act as a review mechanism Influence cognitive processing
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Other Purposes of Assessment
To guide instructional decision making To assist in the diagnosis of learning and
performance problems To promote self-regulation To determine what students have learned
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Important Qualities of Good Assessment
Remember RSVP
Reliability The results of our assessments should be
consistent no matter when we give it. Standardization
The assessment should have a similar format, content, and procedure for all students.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Important Qualities of Good Assessment
Validity The assessment should measure what it is
intended to measure. Practicality
The assessment and its procedures should be fairly simple to use and take only a small amount of time to administer and score.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Reliability
There may be slight variation from time to time. Students change from day to day. The physical environment may change. Sometimes teachers are more clear in their
instructions than others. There is always subjectivity in scoring.
More likely when responses are scored on the basis of vague, imprecise criteria
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Enhancing Reliability
Include several tasks in each instrument and look for consistency in students’ performance
Define each task clearly so students know exactly what they are being asked to do
Identify specific, concrete criteria for evaluation Try not to let expectations for students’ performance
influence judgments Avoid assessing students when they are obviously
tired, ill, etc. Administer assessments in similar ways and under
similar conditions for all students
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Validity
Content Validity This is the extent to which an assessment includes a
representative sample of tasks within the domain being assessed.
It assures that what we are testing truly represents what we have taught (the instructional objectives).
High content validity is essential in summative evaluations. Teachers can use a table of specifications to enhance
content validity.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Validity
Predictive Validity Extent to which the results of an assessment
predict future performance Often take the form of aptitude tests
Construct Validity Extent to which an assessment accurately
measures general, abstract characteristics E.g., motivation, self-esteem, or intelligence
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Informal Assessment
Informal assessment occurs in our day-to-day interactions with students.
Advantages: It provides continuing feedback about the effectiveness of
instructional tasks and activities. It helps determine the appropriateness and success of our formal
assessments. It is easily adjusted. It provides valuable clues about social, emotional, and motivational
factors affecting classroom performance. Disadvantages:
It is not very reliable or valid. We sometimes see the halo effect.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Paper-Pencil Assessment
Paper-pencil assessment is often the first choice for formal assessment because of its practicality.
It may use recognition or recall tasks. Recognition: Multiple choice, true-false, matching Recall: Short-answer, essay, word problems
It often only measures lower-level skills. However, they can be used to measure higher-level
skills, but these questions take more time to write. Essays are more often used to measure higher-level
skills.Copyright © 2008 by Pearson Education,
Inc.Upper Saddle River, New Jersey 07458
All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Constructing Paper-Pencil Assessments
Alternative-Response Items Rephrase ideas presented in class or the
textbook Make statements that clearly reflect one
alternative or the other Avoid excessive use of negatives
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Constructing Paper-Pencil Assessments
Matching Items
Keep the items in each column homogeneous
Have more items in one column than the other
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Constructing Paper-Pencil Assessments
Multiple-Choice Items Present distractors that are clearly wrong to students
who know the material but plausible to students who haven’t mastered it
Avoid putting negatives in both the stem and the alternative
Use “all of the above” or “none of the above” seldom if at all
Avoid giving logical clues about the correct answer
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Constructing Paper-Pencil Assessments
Short-Answer and Completion Items Indicate the type of response required For completion items, include only one or two
blanks per item
Problems and Interpretive Exercises Use new examples and situations Include irrelevant information
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Constructing Paper-Pencil Assessments
Essay Tasks Ask for several essays requiring short
responses rather than one essay requiring a lengthy response
Give students a structure for responding Ask questions that can clearly be scored as
correct or incorrect
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
General Guidelines for Constructing Paper-Pencil Assessments
Define tasks clearly and unambiguously Decide whether students should have access
to reference materials Specify scoring criteria in advance Place easier and shorter items at the
beginning of the instrument Set parameters for students’ responses
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Administering the Assessment
Provide a quiet and comfortable environment
Encourage students to ask questions when tasks are not clear
Take steps to discourage cheating
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Strategies for Scoring Students’ Responses
Specify scoring criteria in concrete terms Unless specifically assessing grammar skills, score
grammar and spelling separately from the content of students’ responses
Skim a sample of students’ responses ahead of time Score item by item rather than paper by paper Try not to let prior expectations of students’
performance influence judgments of their actual performance
Keep students’ scores confidential
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Performance Assessment
Performance assessment can be used for measuring mastery of: Playing a musical instrument Performing a workplace routine Engaging in a debate
Ideal for the assessment of complex achievements
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Choosing Appropriate Performance Tasks
Four distinctions to help choose tasks most appropriate for the purpose
Decide whether to look at the products, the processes, or both Is what you are assessing tangible (product) or a
behavior (process)? Determine if you need an individual or group
performance Dependent upon WHAT you are assessing
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Choosing Appropriate Performance Tasks
Restricted vs. extended performance E.g., is the student playing a few notes or an
entire piano piece?
Should you use static or dynamic assessment? Dynamic assessment applies the Vygotskian
concept of the zone of proximal development.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Planning and Administering Performance Assessments
Consider incorporating the assessment into normal instructional activities
Provide an appropriate amount of structure Plan classroom management strategies for
the assessment activity Be continually aware of what the students are
doing and make sure all students are busy and engaged
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Strategies for Scoring Student Performance Consider using checklists, rating scales, or both in your
rubric Decide whether analytic or holistic scoring better serves
your purpose(s) Analytic: Scoring a student’s performance by
evaluating various aspects of it separately Holistic: Summarizing a student’s performance with a
single score Limit the criteria to the most important aspects of the
desired response Describe the criteria as explicitly and concretely as
possible Make note of other significant aspects of a student’s
performance that the rubric doesn’t address
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Including Students in the Assessment Process
Including students in the process encourages them to self-assess.
Teachers should: Provide examples of “good” and “poor” products Make evaluation criteria explicit Allow students to compare self-ratings with teacher-
ratings Encourage self-reflection via the use of daily journal
entries
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Evaluating Assessment Tools
An item analysis can be done to determine if certain items are measuring the knowledge or skill we intended to measure: Item difficulty measurements Item discrimination measurements
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
Taking Student Diversity into Account
Some things to keep in mind: Students often suffer from test anxiety. Gender and ethnic differences may impact
assessment performance independently of their actual learning and achievement.
Assessment instruments must comply with the federal mandates regarding students with special needs.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition
The “Big Picture” of Assessment
Our assessments will indirectly affect students’ learning and achievement.
Our instruments and practices should match our instructional goals and objectives.
Remember RSVP. Our scoring criteria should be as explicit as possible. Students’ errors provide valuable information about
where their difficulties lie. We should continually evaluate our instruments.
Copyright © 2008 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458All rights reserved.
Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition