Module VModule VAssessmentAssessment

What is assessment?What is assessment?

What makes good assessment?What makes good assessment?

Alignment with learning objectivesAlignment with learning objectives

Part of the learning process Part of the learning process

Focus on the processFocus on the process

Employ a variety of toolsEmploy a variety of tools

What makes good assessment?What makes good assessment?Continued Continued

Crystal clear instructionsCrystal clear instructions

Clear grading criteriaClear grading criteria

Authentic tasks Authentic tasks

Assess higher order skills Assess higher order skills (Bloom’s Taxonomy)

Online AssessmentOnline Assessment

I – Traditional TestingI – Traditional Testing

The ChallengesThe Challenges

No identification No identification

Students can look up the answers Students can look up the answers

Students can collaborate Students can collaborate

Glitches happen Glitches happen

I – Traditional TestingI – Traditional Testing

WorkaroundsWorkarounds

Use open-ended questions Use open-ended questions

Use personalized questions Use personalized questions

Make the exam duration proportionate Make the exam duration proportionate

Randomize questionsRandomize questions

Use the no-print codeUse the no-print code

Use series of short assessmentsUse series of short assessments

II – Alternative AssessmentII – Alternative Assessment

Authentic assessmentAuthentic assessment

Group assignments Group assignments

Research and Investigation Research and Investigation

Self-Assessment Self-Assessment

II – Alternative Assessment - II – Alternative Assessment - PortfoliosPortfolios

What is a portfolio?What is a portfolio? ArtifactsArtifacts

CaptionCaption

ReflectionReflection

Validation Validation

II – Alternative Assessment - II – Alternative Assessment - PortfoliosPortfolios

Why use portfolio assessmentWhy use portfolio assessment A richer picture of performance A richer picture of performance

Put learners in charge Put learners in charge

Develop student self evaluation skills Develop student self evaluation skills

Online PortfoliosOnline Portfolios ConvenienceConvenience

Flexibility Flexibility

III - RubricsIII - Rubrics

III - RubricsIII - Rubrics

What is a rubric?What is a rubric? In simple a rubric is a grading form that In simple a rubric is a grading form that

contains grading criteria, pre-defined contains grading criteria, pre-defined

performance levels for each criterion, and a performance levels for each criterion, and a

grade for each performance level.grade for each performance level.

III - RubricsIII - Rubrics

Why use a rubric?Why use a rubric? More objective and consistent assessmentMore objective and consistent assessment

Help the teacher focus on criteriaHelp the teacher focus on criteria

Inform the students of how they will be gradedInform the students of how they will be graded

Students can use them to assess their peersStudents can use them to assess their peers

Provide benchmarks to assess progressProvide benchmarks to assess progress

III - RubricsIII - Rubrics

What types of rubric What types of rubric

are there?are there?

Analytic rubricAnalytic rubricScoring criteria Scale

Needs work1 point

Good Job3 points

Outstanding Job5 points

Topic Sentence Topic sentence is unclear and not at the right place. The main idea is not brought up again.

Topic sentence is either unclear or not at the right place, in the right place, and is not repeated in the wrap up.

Topic sentence is clear, in the right place, and repeated in the wrap up.

Supporting details The main idea is not supported at all.

The main idea is supported by 2 or fewer sentences.

The main idea is supported by 4 or more sentences.

Grammar 3 or more grammar errors Fewer than 3 grammar errors

No grammar errors.

Spelling and punctuation

3 or more spelling or punctuation errors

Fewer than 3 spelling or punctuation errors

All sentences use correct spelling and punctuation

Holistic rubricHolistic rubric

Proficient- 3

points

The student's project has a hypothesis, a procedure, collected

data, and analyzed results. The project is thorough and the

findings are in agreement with the data collected. There are

minor inaccuracies that do not affect the quality of the project.

Adequate- 2

points

The student's project may have a hypothesis, a procedure,

collected data, and analyzed results. The project is not as

thorough as it could be; there are a few overlooked areas. The

project has a few inaccuracies that affect the quality of the

project.

Limited- 1

point

The student's project may have a hypothesis, a procedure,

collected data, and analyzed results. The project has several

inaccuracies that affect the quality of the project.

Source: Georgia State University

End of Module V LectureEnd of Module V Lecture