Assessment-Midterm
Selected Response Strengths
* Easy to administer to a large number of students at the same time * easy to grade * Reputation for scientific precision because they are free from human judgement * Measure knowledge and reasoning level learning targets
Selected response limitations
* Reading abilities are a factor * Support services given to qualified students (read aloud) * One correct or best answer * Does not measure higher level learning targets.
Which Learning Targets are a match for which assessment type
* selected response-KNOWLEDGE LEVEL * Written response-HIGHER LEVEL QUESTION * Performance assessment-performance/skill target * Personal communication-product learning target
Definition Validity
- An assessment's results are said to be valid if they represent student achievement on the learning targets. - The assessment must provide a large enough sample of the information. - An assessment is valid if the results can be used to accomplish the purpose. (The test measures what it says it is going to measure.)
Creating and Scoring with Checklists, General Rubrics, and Task Specific Rubrics
- Checklist-Identify the possible correct responses. Use a box or___line before the answers. Specify how many points are awarded. Students should receive information on how their response will be scored. The checklist is an answer key, so it should not be shared with the prompt. Example: 1 point possible foreach correct answer. - General rubrics-Identify student learning targets. Define your Goal. Choose a Rubric Type. Determine the Criteria. Develop a Rating Scale. Write a description for each Performance Level. Identify student learning targets. Rank outcomes from most import to the least. Define your goal. Criteria are general across tasks. Advantage: can use the same rubric across different tasks. Disadvantage: feedback may not be specific enough. - Task specific rubrics-Unique to a specific task. Advantage: more reliable assessment of performance on the task. Disadvantage: difficult to construct rubrics for all specific tasks.
Which Learning targets are a strong match for Performance Assessment
- High Level of Blooms Targets=More hands on instead of paper and pencil Focuses on the use of knowledge and skills Students demonstrate what they understand through the application of knowledge and skills.(create, solve, justify, design, invent, plan, evaluate, judge) - Reasoning Learning Targets=Students use reasoning to demonstrates kills and construct products.•Students are given a problem to solve.•Students are asked to make a decision.(analysis, synthesis, critical thinking, inference, prediction, generalizing, hypothesis testing)Ex. Letter to the principal, school newsletter - Performance Learning Targets=Communication and Presentation Skills-Reading-Writing-Speaking-Listening - Product Learning Targets=Products-Technology-Reports-Projects *Should be engaging and authentic. Generate products by thinking about what people do indifferent occupations (actor, podcaster, Youtubers, journalists, scientist, teacher, zoologist, chemist, etc.)
Performance Assessment scored with Holistic and Analytic Rubrics
- Holistic-all criteria is lumped together and evaluated simultaneously which makes it faster to create and grade. one rating scale, features of quality are considered together when determining the score, one rating results, evaluate learning targets that are NOT complex or multidimensional, use for summative assessment to assign to a grade - Analytic-each criterion is evaluated separately which gives specific feedback to the teacher and student about performance, two or more rating scales, features of quality are organized into separate categories and are rated independently from one another, has a separate rating for each category, evaluating learning targets that ARE complex or multidimensional, use for formative assessment to gain strengths and weaknesses
Performance Assessment Strengths and Limitations
- Strengths-Learning occurs during the assessment.•Provides formative and/or summative assessment. More authentic than other assessments.•More engaging for students. Emphasis on reasoning skills. Criteria is used to judge a performance. Encourages student self-assessment. Emphasis is on application of knowledge. Another way for students to show their learning - Limitations-Measurement error can occur because of the subjective nature of scoring. (teacher judgement)•Inconsistent student performance. Few samples of student achievement. Requires considerable teacher time to prepare. Requires considerable student time to complete. Difficult to plan for amount of time needed.
Know 4 different types of learning targets and examples of each
1. Knowledge Target-Facts and concepts students need to know. Content Knowledge provides the foundation. ex: I can identify similes, I can tell time to the hour on an analog clock, I can label the parts of a cell membrane. 2. reasoning target-Reasoning is using what they know to reason or solve a problem. Includes inferencing, analysis, comparison, classification, synthesis, and evaluation. (Bloom's Taxonomy). ex: I can compare the three branches of government. I can analyze nutrition labels to select a healthy food item, I can distinguish between needs and wants. 3. performance/skill target-Use knowledge and reasoning to act skillfully. Have real-time demonstration or physical performance. Subjects include: fine arts, music, physical education, performing arts, math, science, social studies, and language arts. ex: I can weigh objects with a scale, I can introduce myself in English, I can skip to the end of the gym and back, I can draw a landscape using perspective. 4. product target-Use knowledge, reasoning, and skills to create a concrete product. ex: I can construct a clock with hour and minute hands, I can develop a healthy breakfast menu for a week, I can show the six regions of Kentucky with different colored icing on a cookie with a key, I can write an essay with five paragraphs about the early life of George Washington.
Four types reliability
1. Stability (Test/Retest Reliability) - Administer the same test at two different times and get similar results (blood pressure) 2. Parallel Form Reliability - Administer two different forms of the same test material (ACT) 3. Internal consistency (Split Half)- All questions on the test measure the same thing. If the items on the test are divided in half, the scores are similar (odd # Vs. even #) 4. Inter-Rater Reliability - Different examiners produce similar results on the test
Uses of a Blueprint
A Blueprint for a test is for the teacher to follow. It is in a table format and contains Standard(s), Learning Targets, Assessment Method, Sample Size.
Example Validity
A school adopted a mathematics text that claims to give similar results as state wide testing. A 4th grade teacher gave an assessment on the math standard: Numbers and Operations in Base 10. The teacher noticed that students scores resembled the standardized state testing score on the same standard
Definition of effective Learning Targets
Accomplished in one or a few days at most, Specific to what and how, usually consist of a concept (noun), skill (verb), and a specified context-"I can" statements.
Examples of Formative Assessment
After a lesson, tell students it's time to "Talk to the Hand." Each student traces his or her hand on a sheet of paper. Write the topic or summary on the palm of the hand space. Students wrote five vocabulary words related to the topic on the fingers. The palm can contain an illustration and five facts were written on the fingers
Definition reliability
An assessment's ability to give consistent results. It reflects the same level of learning each time it is administered.
4 keys to quality assessment
Clear Purpose (Who will use the information? How will they use it? What information, in what detail, will they need?), Clear Targets (Learning targets need to be clear for the teachers and students. Learning targets need to be the focus of instruction), Sound Design (Assessment methods need to match the learning targets. Sample size needs to represent the learning appropriately, enough questions to know if the standard was mastered. Test items, tasks, and scoring guides need to be of high quality. Students need to be able to use the results to self-assess and set goals for next steps), Effective Communication (Formative assessment provides feedback to the teacher and the student. Achievement is tracked by learning targets. Grades communicate achievement accurately. Students are involved in tracking and communicating their learning. Standardized test results are used and shared)
Guidelines for matching
Clear directions for making the match, Keep the list of things to be matched short (Maximum is10 fewer is better) List of things is homogeneous (don't mix dates, names, events)
Guidelines for Multiple Choice
Clear directions for students, Ask a question. Avoid negative wording, Make the choices similar in length, Use 3-5choices Do not use" All or None of the Above"
Definition of Assessment
Gathering evidence of student achievement. 1. Gathering evidence of student achievement. 2. Interpreting the results. 3. Communicating student achievement. 4. Integrating assessment into daily instruction.
Examples of tasks/knowledge/skill assessed by type of test
I CAN FORM THE LETTERS CORRECTLY AND USE THELINES WHEN WRITING MY FIRST AND LAST NAME. (REPORT CARD) PERFORMANCE/SKILL, PERSONAL COMMUNICATION * Selected response-multiple choice, t/f, matching, fill-in-the-blank * written response-short answer, extended response * performance/skill assessment-READING ALOUDFLUENTLY, CARRYING OUT STEPS, ORALLY PRESENTING A PROJECT, RESEARCH PAPER, WORK OF ART, GRAPH SHOWING DATA * personal communication-INTERVIEWS, STUDENT CONFERENCES, ORAL EXAMS, CLASSDISCUSSIONS, THINK, one-on-one
Examples of Performance/Skills and tasks assessed
I can decorate milk cartons to represent the necessary buildings in a community and verbally justify. performance
Examples of effective Learning Targets
I can describe how photosynthesis helps an ecosystem maintain homeostasis. I can identify the main idea of a non-fiction passage.
Examples of ineffective Learning Targets
I can determine how earth's materials are classified by properties and used.
Which Learning targets are a strong match
KNOWLEDGE AND SOME REASONING
Which Learning targets are a strong match for written response
Knowledge Targets: Short answer Reasoning Targets: Written response
Guidelines for fill in the blank
Make a statement so there is one answer, Try for one blank, Place the blank at the end, Make the length of the blanks the same
Non-examples of Assessment as Motivation
Mr. Green is having his students score each other's quizzes and then call out the scores so he can enter them in his gradebook. He feels this practice motivates students to learn from mistakes and provides students with immediate feedback
Guidelines for creating Short Answer
Narrow concept, answer is one word or sentences, recall knowledge and memorized infromation
Know how to use Learning Targets with students
Post on wall, chalkboard or whiteboard, Read at start of the lesson, Reference during the lesson, Review at end of the lesson, Students can reflect on progress, Teachers use it for a formative assessment
4 Types of Assessment
SELECTED RESPONSE• WRITTEN RESPONSE• PERFORMANCE ASSESSMENT• PERSONAL COMMUNICATION
When to use Short Answer or Extended Response
Short answer items require a brief response, with one or a limited number of possible answers. Extended response items have a lengthier response and usually a greater number of possible answers. Short answer-Items should be clear and brief, Give students enough information to give the desired response, Can give guidelines for the answer. List two characteristics-Give three examples-Name four details. Extended response-Students who have mastered the learning targets should know how to answer the item.
Written Response Strengths
Short answer questions area good match for knowledge. •Extended Response is a strong match for reasoning level learning targets.
Examples of Assessment as Motivation
Students in Ms. Black's science class are examining a range of anonymous samples of lab notes to decide which are great examples and which are poor examples. They will make a list of what good science notes should look like.
Written Response limitations
Students must be able to write down their thoughts. Students need time to answer one question. Takes more time to grade than Selected Response questions
Definition of Summative Assessment
Summative assessment is gathering information to be used to make a judgement about a student.
Guidelines for t/f
The item is entirely true or false, A single factor idea, No long sentences, No negative statements, No tricky questions, No clues (never, all, every, always)
Definition of Formative Assessment
The support is known as formative assessment and the reporting is known as summative assessment. Formative assessment is a formal or informal process that teachers use to gather evidence for the purpose of informing next steps.
Example reliability
The teacher gave students a quiz on insects in science. All students mastered the learning targets. Tim was sick and had to be given a make up quiz. The teacher made a new quiz for Tim so cheating could not occur. Tim's score showed that he mastered the targets
Why do we use Learning Targets
They convey to students the destination for the lesson—what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. The intention for the lesson is one of the most important things students should learn. From the very beginning of the lesson, one factor remains constant: The teacher will always be the one providing direction and focusing on getting students to meet the instructional objectives.
Examples of Summative Assessment
Unit tests, final portfolio, standardized tests, final projects, end of the chapter exam, antidotal records
Guidelines for creating Extended Response
broad concepts, answer in a paragraph or more, complex thinking, application
What learning Targets lead to in regard to instruction
improved instruction and student outcomes. Learning targets are short term goals or statements, They guide instruction and learning for a single classroom lesson.• They clearly state what you expect students to know and be able to do at the end of the lesson
Definition of ineffective Learning Targets
long term, broad, lacking one or more components
Know how to evaluate rubrics with inter-rater agreement
occurs when two raters evaluate the same product or performance with the rubric and draw the same conclusions without conversing. Also have raters with experience evaluate samples with the rubric.
Where Learning targets come from
standards
