Lec 6

Question 1

When creating a performance assessment what is the most important step?

Answer 1

-Determine the most appropriate way to assess students

Question 2

what are the four tools for evaluating a performance assessment?

Answer 2

-Anecdotal Records
-Checklists
-Rating Scales
-Rubrics (Analytic or Holisitic)

Question 3

what do anecdotal records focus on?

Answer 3

-Specific skill
-Behaviour
-Attitude
In response to a product or performance the student has completed

Question 4

what do anecdotal records include?

Answer 4

-a description of the observation
-The setting
-Interpretation

Question 5

what should anecdotal be? (B O F)

Answer 5

should be…
Brief
Objective
and Focused on specific outcomes.

Question 6

Where can anecdotal records be shared?

Answer 6

-With students in class
-With parents at student-teacher conferences

Question 7

What are Checklists, rating scales and rubrics? (definition).

Answer 7

They are tools that state specific criteria and allow teachers to make judgments about what students know and can do in relation to the learner outcomes.

Question 8

The purpose of checklists, rating scales, and rubrics is to:

Answer 8

1. provide tools for systematic recording of observations
2. provide tools for self-assessment
3. establish criteria for students prior to evaluating data on their work
4. record the development of specific skills, strategies, attitudes, and behaviours necessary for demonstrating learning
5. clarify students’ instructional needs by presenting a record of current accomplishments

Question 9

7 steps for Checklists, rating scales and rubrics:

Answer 9

1. Use checklists, rating scales, and rubrics in relation to
   learner outcomes and standards assessment
2. Use simple formats that can be understood by students
3. Ensure that the characteristics and descriptors listed are clear,
   specific, observable, and measurable
4. Have students assist in constructing appropriate criteria
5. Date-stamp completed checklists to track progress
6. Use generic templates that become familiar to students and to which various descriptors can be added quickly, depending on the outcome(s) being assessed
7. Involve students in creating checklists, rating scales, and rubrics so they better understand expectations

Question 10

what can checklists be used for?

Answer 10

be used to
-record observations of an individual, a group, or a whole class.

Question 11

what are checklists good for?

Answer 11

they are good for evaluating a sequence of steps that are required.
- e.g., a checklist to
observe if students can use a microscope

Question 12

checklists should use what kind of scale?

Answer 12

-Binary scale (yes/no, complete/incomplete)
(Measurable dimensions of a performance or product)

Question 13

what do rating scales provide?

Answer 13

provide an opportunity to mark the degree to which a criterion is met

Question 14

whats the right order of a rating scale?

Answer 14

Criteria, Comments, Rating

Question 15

what does a linear rating scale use?

Answer 15

Uses descriptors that are more qualitative and has a broader range of scale positions.

Question 16

when is a rating scale of most value?

Answer 16

if it fosters a discussion between the teacher and the student regarding the assigned ratings, as this is a necessary element of high-quality formative assessment.

Question 17

what does a rubric provide?

Answer 17

provides a set of guidelines that describe the characteristics of the different levels of student performance.

Question 18

why do teachers build rubrics to assess constructed response/performance assessments?

Answer 18

-guidance to help in preparation of a response
-an objective means to evaluate the response
- a link between the program of studies expectations and the response

Question 19

Holistic rubrics:

Answer 19

-Based on an overall impression
-All important learner outcomes demonstrated by the performance or product are combined into a single assessment.

Question 20

when are holistic rubrics normally used?

Answer 20

• Specific feedback is not the goal
  -It is difficult to differentiate the level of performance among outcomes

Question 21

Analytic rubric:

Answer 21

o Analytic rubric
Learner outcomes are attached to criteria and the criteria are assessed independently.

Results are reported independently and amalgamated into a final summation.

Question 22

when are analytic rubrics used?

Answer 22

• Specific feedback is the primary goal
• The level of performance can be distinctly defined for each criterion

Question 23

what is the first step to constructing a rubric?

Answer 23

Step 1: Deconstruct the assigned task (i.e., what are students required/expected to do?)

Question 24

what is the second step to constructing a rubric?

Answer 24

Step 2: Determine if the task warrants a three-point or four-point scale (or more).
( Each scoring category needs a descriptor. Thus, each category should be able to characterize the performance distinctly. The more categories you use, the more descriptors you need to create.)

Question 25

What is the third step when constructing a rubric?

Answer 25

Step 3: For each category and criterion, identify what students can do (instead of what they cannot do). * Avoid double-jeopardy: Do not penalize twice for the same error * Keep the structure of the descriptors parallel and similar

Question 26

can you use the internet as a starting point to fund existing rubrics?

Answer 26

yes but remember "CAVEAT EMPTOR"

Question 27

Quantitative descriptors: cautions

Answer 27

Quantitative Descriptors Requiring specific numbers in a rubric may create problems. e.g. The number of: * spelling/grammar errors * supporting examples * words in the composition * visual illustrations * steps to be provided in a solution

Question 28

Qualitative descriptors: cautions

Answer 28

Qualitative Descriptors The descriptors used to characterize the quality of work at each scale division must be appropriate, for example is: comprehensive better than thorough? precise better than specific? insightful better than thoughtful?

Question 29

A well designed _______ rubric is better than a ________ rubric

Answer 29

analytic rubric is much better than a holistic rubric, especially for summative purposes

Question 30

Holistsic VS Analytic rubric: A holistic rubric is

Answer 30

HOLISTIC * It is simpler than an analytic rubric * It can combine multiple evaluation criteria and give an overall summary of student performance * Since all assessment criteria are combined together, the scoring process is faster and easier

Question 31

Holistsic VS Analytic rubric: A analytic rubric is

Answer 31

It is more detailed and complex than a holistic rubric * It can separate different criteria in evaluating the performance * The assessment process is more complex but it is more precise * When the purpose of an assessment is formative, using an analytic rubric is more appropriate because it enables teachers to provide more detailed feedback

Question 32

Guidelines for using rubrics:

Answer 32

Rubric criteria should reference program of studies learner outcomes * The type of rubric should be suited to the purpose of the assessment (summative vs. formative) * Criteria are are based on observable and measurable products * Evaluate all students’ answers to one task before moving onwards (to avoid item-to-item carry-over effect) * Do not look at the students’ identities (remember the halo and test-to-test effects) * Use multiple raters where possible (e.g., ask a colleague for a blind review of the same task, at least for a few students). * If you discover parts of a rubric need improvement make the changes for future use. Changing a rubric “midstream” is problematic given that students will have used the rubric as a guide in the creating their response.