Incorporating Authentic Assessment in the Classroom Narrowing the Gulf Conference March/April 2011.
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Transcript of Incorporating Authentic Assessment in the Classroom Narrowing the Gulf Conference March/April 2011.
Incorporating Authentic Assessment in the Classroom
Narrowing the
Gulf Conference
March/April 2011
Incorporating Authentic Assessment in the Classroom 2011
St. Petersburg College
Presenters
Dr. James Coraggio, Director, Academic Effectiveness and Assessment, St. Petersburg College
Dr. Carol Weideman, Mathematics Professor, Gibbs Campus, St. Petersburg College
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Assessment Basics
Why do we assess? To see how well we are doing To confirm what we already know To share our progress with others To see where we can improve and change In some cases to demonstrate what does not
work
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Assessment Basics
Why do we assess?
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Source: http://www.c-pal.net/course/module2/pdf/Week1_Lesson5.pdf J
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Purpose of an Assessment
“Clearly delineate between those that know the content and those that do not.”
To determine whether the student knows the content, not whether the student is a good test-taker.
Likewise, confusing and tricky questions should be avoided to prevent incorrect responses from students who know the material.
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Types of Assessments
Objective assessments Authentic assessment
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Objective Assessments
Measure several types of learning (also levels) Wide content, short period of time Variations for flexibility Easy to administer, score, and analyze Scored more reliability and quickly
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Types of Objective Tests
Written-response Completion (fill-in-the-blank) Short answer
Selected-response Alternative response (two options) Matching Keyed (like matching) Multiple choice
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Assignment Example I
Multiple Choice Assessment
Assignment Objectives Solving equations using addition and
multiplication principles Solving applied problems by translating to
equations
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Assignment Example I
Multiple Choice Assessment1. Solve for x: 3(x + 8) = 4 (x – 4)
a. -8 b. 40 c. 8 d. -40
2. Write the sentence as an algebraic equation:
The sum of 18 and a number is 5
a. x -18 = 5 b. 5 + 18 = x
c. 18 = x + 5 d. 18 + x = 5
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Issues with Objective Assessments
Limited depth of content Not able to reveal student misconceptions Limited ability to test critical thinking skills Students are ‘Test-wise’
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Test-wise Students
Are familiar with item formats Use informed and educated guessing Avoid common mistakes Have testing experience Use time effectively Apply various strategies to solve different
problem types
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Authentic Experiences
Is the course aligned with the expectations for the student in the ‘real-world’? Authentic Learning Authentic Assessment
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Class Without Authentic Experiences
Didactic instruction where students are presented with factual information from a text book
Assessment is primarily multiple choice items where students are expected to regurgitate factual information
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Class With Authentic Experiences
Interactive learning environment where students not only learn facts but the relationship between the facts and the application of that information
Authentic assessment where students are able to model the applications of the discipline through simulations, projects, etc.
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Authentic Assessments
Authentic assessments serve dual purposes of encouraging students to think critically and providing assessment data for measuring improved
student learning.
These assessment techniques fall into three general categories: criterion-referenced rubrics, student reports (reflection or self-assessments), and student portfolios.
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Authentic Assessments
Authentic assessments include… Criterion-referenced rubrics. Complex, higher-order
objectives can be measured only by having students create a unique product, whether written or oral [in-class essays, speeches, term papers, videos, computer programs, blueprints, or artwork] (Carey, 2000).
Student Reflection. Written reflection is espoused to have several important benefits: it can deepen the quality of critical thinking, increase active involvement in learning, and increase personal ownership of the new learning by the student (Moon, 1999).
Student Portfolios. Collections of students’ work over a course or a program and can be an effective method of demonstrating student progress in the area of critical thinking (Carey, 2000).
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Assignment Example II
Authentic Assessment: Painting a Room Assignment Objectives
Solving Equations using addition and multiplication principles
Solving applied problems by translating to equations
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Assignment Example II
You have decided to paint your family room. Assume that one coat will be sufficient. Paint is currently on sale at Home Depot for $15.99 per gallon and one gallon will cover 400 square feet.
Your family room is 10 ft by 14 ft and the ceiling is 9 ft above the floor. There are 3 windows, 30 in by 50 in and 2 doorways, 36 in by 7 ft high.
Answer the following questions:
How many square feet of walls
do you need to cover?
How much paint is needed?
How much will it cost?
Is there any additional information
that would be helpful?
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Assignment Example II
A. Write an equation for the square feet of wall.
Let x = square feet of wall
y = Total cost for paint
Calculate the square footage.
B. Using the given information and the equation from Part A, how much paint do you need?
C. How much will the paint cost?
D. What other information would be helpful?
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Room is 10 ft wide x 12 ft long x 9 ft high.2 walls that are 10 ft x 9 ft = 90 ft x 2 = 180 sq ft2 walls that are 14 ft x 9 ft = 126 x 2 = 252 sq ft
Total Square feet = 432 sq. ft BUT: we need to adjust for windows and doors
One gallon covers 400 sq ft; we need one gallon of paint
Paint cost is $15.99Are we painting the ceiling?Do we need supplies (brushes, drop clothes, etc)?Do we need to add sales tax to paint cost? If so, what is rate?
Incorporating Authentic Assessment in the Classroom 2011
Assignment Example II
A. Write an equation for the square feet of wall.
Let x = square feet of wall
y = Total cost for paint
Calculate the square footage.
B. Using the given information and the equation from Part A, how much paint do you need?
C. How much will the paint cost?
D. What other information would be helpful?
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3 windows: 30 in x 50 in x 3= 4500/144 sq in per sq ft = 31.25 sq ft2 doorways: 3 ft by 7 ft = 21 sq ft x 2 = 42 sq ft
Total Square ft = 432 – 31.25 – 42 = 369.5 sq ft
One gallon covers 400 sq ft; we need one gallon of paint
Paint cost is $15.99
Are we painting the ceiling?Do we need supplies (brushes, drop clothes, etc)?Do we need to add sales tax to paint cost? If so, what is rate?
Incorporating Authentic Assessment in the Classroom 2011
Rubrics
What is a rubric? Scoring guidelines, consisting of
specific pre-established performance criteria, used in evaluating student work on performance assessments
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Rubrics
SPC currently uses rubrics in such programs as…
College of Education College of Nursing Paralegal Studies Program
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Rubric Development Process
1. Re-examine the learning objectives to be addressed by the task
2. Identify specific observable attributes your students should demonstrate
3. Describe characteristics at each attribute 4. Write narrative descriptions for each level of
continuum 5. Collect samples of student work 6. Score student work and identify samples that
exemplify various levels 7. Revise the rubric as needed
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Repeat as Needed
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Assignment Profile
Designed to provide consistency and accuracy as well as provide guidelines for the use
Rubric is an evaluation ‘tool’, but for a tool to be effective it must be in the correct situation or ‘job.’ It would be inefficient to use a machete to conduct heart surgery.
Rubric must be aligned to the most appropriate course assignment
The instructor is the assessment instrument not the rubric
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Assignment Example III
Rubric: STA2023 Sampling Project Assignment Objectives
Identify the sampling strategies commonly employed to collect data
Describe potential biases encountered with sampling strategies used in various statistical applications
Suggest strategies to avoid potential biases when using sampling to collect data for a statistical application
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Assignment Example III
Management at a retail store is concerned about the possibility of drug abuse by people who work there. They decide to check on the extent of the problem by having a random sample of the employees undergo a drug test. The lawyers for the retail store have assured the management that there are no legal issues with the proposed drug testing as long as the individual test results are not identified to a specific employee. Depending the extent of illegal drugs identified in the drug testing, drug counseling may be offered to all employees under the promise of complete confidentiality.
You have been hired as the statistician who will design the sampling plan. The budget for the drug testing will cover the cost of 40 drug tests.
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Assignment Example III
Management has proposed several different ideas about the best way to obtain the random sample of 40 employees who will be drug tested. There are currently 500 employees at this retail store. There are four classifications of employees: supervisors, full-time sales clerks, part-time sales clerks and maintenance staff. These sampling possibilities are listed below: Select one of the employee classifications and sample all
employees in that classification. Choose every fourth person who clocks in for each shift. Randomly select 10 employees from each classification. Each employee has a three-digit employee number. Randomly
select 40 employees.
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Assignment Example III
Answer the following questions regarding this scenario:
Define this problem in your own words. Compare and contrast the four proposed sampling plans. Select one of the proposed sampling plan that you feel is most
appropriate for this situation and defend your choice. Describe any weaknesses in your selected sampling plan. Make suggestions on ways to improve/strengthen the sampling
plan. You may include information not described in the scenario above.
Reflect on your own thought process after completing the assignment.
“What did you learn from this process?”
“What would you do differently next time to improve?”
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Assessment Rubric for CTPerformance
ElementExemplary
(4)Proficient
(3)Developing
(2)Emerging
(1)Not Present
(0)
I. CommunicationDefine problem in your own words.
Identifies the main idea or problem with numerous supporting details and examples which are organized logically and coherently.
Identifies the main idea or problem with some supporting details and examples in an organized manner.
Identifies the main idea or problem with few details or examples in a somewhat organized manner.
Identifies the main idea or problem poorly with few or no details or states the main idea or problem verbatim from the text.
Does not identify the main idea or problem.
II. AnalysisCompare & contrast the available solutions.
Uses specific inductive or deductive reasoning to make inferences regarding premises; addresses implications and consequences; identifies facts and relevant information correctly.
Uses logical reasoning to make inferences regarding solutions; addresses implications and consequences; Identifies facts and relevant information correctly.
Uses superficial reasoning to make inferences regarding solutions; Shows some confusion regarding facts, opinions, and relevant, evidence, data, or information.
Makes unexplained, unsupported, or unreasonable inferences regarding solutions; makes multiple errors in distinguishing fact from fiction or in selecting relevant evidence.
Does not analyze multiple solutions.
III. Problem SolvingSelect & defend your final solution.
Thoroughly identifies and addresses key aspects of the problem and insightfully uses facts and relevant evidence from analysis to support and defend potentially valid solutions.
Identifies and addresses key aspects of the problem and uses facts and relevant evidence from analysis to develop potentially valid conclusions or solutions.
Identifies and addresses some aspects of the problem; develops possible conclusions or solutions using some inappropriate opinions and irrelevant information from analysis.
Identifies and addresses only one aspect of the problem but develops untestable hypothesis; or develops invalid conclusions or solutions based on opinion or irrelevant information.
Does not select and defend a solution.
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Assessment Rubric for CTPerformance
ElementExemplary
(4)Proficient
(3)Developing
(2)Emerging
(1)Not Present
(0)
IV. EvaluationIdentify weaknesses in your final solution.
Insightfully interprets data or information;identifies obvious as well as hidden assumptions, establishes credibility of sources on points other than authority alone, avoids fallacies in reasoning; distinguishes appropriate arguments from extraneous elements; provides sufficient logical support.
Accurately interprets data or information;identifies obvious assumptions, establishes credibility of sources on points other than authority alone, avoids fallacies in reasoning; distinguishes appropriate arguments from extraneous elements; provides sufficient logical support.
Makes some errors in data or information interpretation; makes arguments using weak evidence; provides superficial support for conclusions or solutions.
Interprets data or information incorrectly; Supports conclusions or solutions without evidence or logic; uses data, information, or evidence skewed by invalid assumptions; uses poor sources of information; uses fallacious arguments.
Does not evaluate data, information, or evidence related to final solution.
V. SynthesisSuggest ways to improve/strengthen your final solution.
Insightfully relates concepts and ideas from multiple sources; uses new information to enhance final solution; recognizes missing information; correctly identifies potential effects of new information.
Accurately relates concepts and ideas from multiple sources; uses new information to enhance final solution; correctly identifies potential effects of new information.
Inaccurately or incompletely relates concepts and ideas from multiple sources; shallow determination of effect of new information on final solution.
Poorly integrates information from more than one source to support final solution; Incorrectly predicts the effect of new information on final solution.
Does not identify new information for final solution.
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Assessment Rubric for CTPerformance
ElementExemplary
(4)Proficient
(3)Developing
(2)Emerging
(1)Not Present
(0)
VI. ReflectionReflect on your own thought process.“What did you learn from this process?”“What would you do differently next time to improve?”
Identifies strengths and weaknesses in own thinking: recognizes personal assumptions, values and perspectives, compares to others’, and evaluates them in the context of alternate points of view.
Identifies strengths and weaknesses in own thinking: recognizes personal assumptions, values and perspectives, compares to others’, with some comparisons of alternate points of view.
Identifies some personal assumptions, values, and perspectives;recognizes some assumptions, values and perspectives of others; shallow comparisons of alternate points of view.
Identifies some personal assumptions, values, and perspectives;does not consider alternate points of view.
Does not reflect on own thinking.
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Questions
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Assessment Basics
Alignment of course objectives Competency, clarity, bias, level of difficulty Validity and Reliability
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Assessment Basics
Alignment Everything needs to align (objectives
through assessment)
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Competency
Items should test for the appropriate or adequate level of knowledge, skill, or ability (KSA) for the students.
Assessing lower division students on graduate level material is an ‘unfair’ expectation.
The competent student should do well on an assessment, items should not be written for only the top students in the class.
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Clarity
Clear, precise item and instruction Correct grammar, punctuation, spelling Address one single issue Avoid extraneous material (teaching) One correct or clearly best answer Legible copies of exam
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Bias
Tests should be free from bias…No stereotypingNo gender biasNo racial biasNo cultural biasNo religious biasNo political bias
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Level of Difficulty
Ideally, test difficulty should be aimed a middle level of difficulty. This can not always be achieved when the subject matter is based on specific expectations (i.e, workforce area).
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Trivial and Trick Questions
Avoid trivia and tricks Avoid humorous or ludicrous responses Items should be straight forward, they
should cleanly delineate those that know the material from those that do not
Make sure every item has value and that it is contributing to the final score
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Assessment Basics
Does one size fit all? Assessments need to be valid Assessments need to be reliable
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Validity
Does the assessment measure what it is suppose to measure?
“Validation is the process of accumulating evidence that supports the appropriateness of inferences that are made of student responses…” (AERA, APA, & NCME, 1999)
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Types of Validity Evidence
Content Related - the extent to which a student’s responses to a given assessment reflect that student’s knowledge of the content area
Construct Related - the extent to which the responses being evaluated are appropriate indicators of the underlying construct
Criterion Related - the extent to which the results of the assessment correlate with a current or future event
Consequential – the consequences or use of the assessment results
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Reliability
Consistency of the assessment scores
Types of reliability… Interrater Reliability – scores vary from
instructor to instructor. Intrarater Reliability – scores vary from
a single instructor from paper to paper A test can be reliable and not valid,
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Reliability Concerns
Reliability1. Are the score categories well
defined?2. Are the differences between the
score categories clear?3. Would two independent raters
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Improving Scoring Consistency
Provide grading rubrics or scoring criteria to students prior to assessment
Grade papers anonymously Use anchor papers to define levels
of proficiency for reference Use multiple scorers Calculate reliability statistics
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Assessment Basics
Multiple Measures Always to good to implement
multiple measures when possible Ideally direct and indirect measures
of competency
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Indirect Methods
“indirect measures …help deepen the interpretation of student learning” (Maki, 2004).
SSI is a good example of an indirect measure.
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