Implementing Effective Assessment Adapted from a lecture given by Damian Cooper (in Dufferin-Peel...
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Transcript of Implementing Effective Assessment Adapted from a lecture given by Damian Cooper (in Dufferin-Peel...
Implementing Effective Assessment
Adapted from a lecture given by Damian Cooper (in Dufferin-Peel 2011)
Terms you may already be familiar with…
Diagnostic assessment• identifying prior knowledge and skills• (e.g., “the entrance test to cooking school”)
Formative assessment • (feedback along the way) • (e.g, the cook tastes the soup)
Summative assessment (or evaluation)• Judging the quality of the final product • (e.g., the customer tastes the soup)
Preferred Terms
Assessment for Learning (AfL)
Assessment as Learning (AaL)
Assessment of Learning (AoL)
Assessment for Learning
-process of collecting and interpreting evidence of where students are in their learning and where they need to
- used by teachers and students
Assessment as Learning
-students learn to take ownership for improving their own learning (metacognition)
-through monitoring, reflecting upon, and adjusting their own learning, often in response to feedback from the teacher and their peers.”
Assessment of Learning
- Assessments that are evidence of the success of the learning over a significant period of instruction.
-data from such assessments is often used to determine report card grades.
Differing Assessment Purposes
Assessment for and as Learning
TryoutsPractices
Assessment of Learning
GamesPlayoffs
Time to “Practice”
Classifying Assessments activity
What issues and concerns arise?
Assessment and Learning
Learning is not a linear process. Assessment
doesn’t come at the end…Learning intentions
and assessment are connected so closely to
curriculum that it is impossible to plan them in
isolation from one another.
Earl (2003)
Key Questions that guide integrating planning with instruction.
What are students expected to learn ?
How will students know they have learned ?
How will we design the instruction?
Assessment of Learning
Organizing Assessment Data:traditional model or K.I.C.A?
Tests Assignments Performance
tasks (presentations,
debates, seminars, etc.)
Examination …
Knowledge & Understanding
Thinking and Investigation
Communication
Application,
TestsAssignmentsPerformance tasks(presentations, debates, seminars, etc.)Examination…
Designing an Evaluation Plan – The “Big Ticket” Items
T O T I Learning T O I O WH/H Skills
WI I W WI _______ _______ _______ _________ ______ ______ _______ _______ _______ _________ ______ TERM ______ _______ _______ _______ _________ ______
More tasks….
_____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ SUMMATIVE _____________ _____________ _____________ _____________
Knowledge/ Understanding
Thinking/ Inquiry
Communication
Application
Summative Performance
Task
Final Examination
Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Damian Cooper 2002
Ensuring a Balance of “Write”, “Do”, and “Say”
You Need to Ensure a Balance of Assessment Types
Students: write, do or say
Teachers: mark, observe or listen
Authenticity is key –
no collages!
What are the requirements of a “valid sample”?
No diagnostic evidence
Includes a variety of modes to allow for differences in learning style (write, do, say)
Includes multiple (3+)pieces of evidence for each learning cluster
Provides evidence of the essential learning in the subject
Tasks represent polished work:– Not practices or early
tries– Feedback has occurred
previously and been implemented
Reporting Student Achievement
Given that it’s a crude summary of lots of information, what do we want the report card grade to represent?
The recent trend in
a student’s
achievement.