midterm 1 Flashcards
(155 cards)
1
Q
What is the teaching-learning assessment cycle?
A
teaching to learning to assessment
2
Q
What is classroom assessment?
A
The collection, evaluation,
and use of information to help teachers make
decisions regarding student learning.
3
Q
Goals of classroom assessment include what? (6)
A
- improve student learning
-improve instruction and planning
-measuring and evaluating student achievement
-providing info for student placement - communicating understandable/meaningful results
- assessing the effectiveness of instructional and assessment practices
4
Q
Differences between old and new assessment practices (7)
A
Old: Emphasis on outcomes, New Assess the process
Old: Isolated facts, New application of knowledge/skills
Old: Paper and pencil tasks, New Authentic performance tasks
Old: After instruction, New before, during, after instruction
Old: Little feedback, New: Detailed feedback
Old: Assessment OF learning, New: Assessment FOR learning
Old: Summative, New: Formative + Summative
5
Q
Key elements to consider when preparing assessments (4)
A
Preparing, measuring, summarizing, applying
6
Q
Questions teachers ask when preparing assessments (4)
A
Preparing: why am I administering this assessment?
Measuring: What method should I use to gather the required information?
Summarizing: How will I interpret the assessment results?
Applying: How will I utilize assessment results?
7
Q
Teacher responsibilities and Legal Obligation: The Education Act (2012)
A
A teacher while providing instruction or supervision must: regularly assess students and periodically report the results of the assessment to the students, the students parents and the board
8
Q
Key parts of the teaching quality standards (6)
A
- Apply CURRENT AND COMPREHENSIVE REPERTOIRE of effective planning, instruction, and assessment practices to meet the learning of every student
- ACCURATELY REFLECT LEARNING OUTCOMES within the programs of study
- Generate evidence of student learning to inform teaching practice through a BALANCE OF FORMATIVE AND SUMMATIVE ASSESSMENT
- Provide a VARIETY OF METHODS through which students can demonstrate their achievement of learning outcomes
- provide ACCURATE, CONSTRUCTIVE AND TIMELY FEEDBACK on student learning
- Support the use of REASONED JUDGMENT ABOUT THE EVIDENCE used to determine and report the level of student learning
9
Q
What are factors outside teachers control that can affect the assessment process? (6)
A
- Unclear provincial outcomes/standards
- Student demographics
- Student issues
- School/District/Provincial Policies
- Assessment training experience (university/professional development)
- Inevitability of measurement error
10
Q
Factors within teachers control that can affect assessment processes (4)
A
- alignment of instruction and assessment with program of study
- Quality of assessment
- Variety of assessment
- Frequency of assessment
11
Q
3 P’s of assessment
A
Pedagogical
Political
Practical
12
Q
Most effective teaching and assessment strategies (8)
A
- Know the program of study thoroughly
- Make learning outcomes known to students
- Use of rubrics, exemplars, and criteria
- I CAN statements
- Continuous informal feedback
- Questioning skills
- Use of portfolios
- Student self-assessment
13
Q
What is the Big C Curriculum
A
PAIR: Program of studies, Assessment, Instruction, Resources
14
Q
What does PAIR stand for
A
Program of Studies
Assessment
Instruction
Resources
15
Q
Essential Questions for PAIR (4)
A
What are students required to learn?
How can I best determine what students have learned?
Which teaching methods will be most effective?
What resources will animate the program for the benefit of my students?
16
Q
Who is responsible for the Curriculum for PAIR?
A
Program of Study: Alberta Education
Assessment: Primarily teachers
Instruction: Primarily teachers
Resources: Alberta Education/teachers
17
Q
What is legally required for teachers
A
Teachers must teach the outcomes provided in the programs of study
18
Q
What does KUD stand for
A
Knowing, Understanding, Doing
19
Q
Examples of Knowing
A
Fill in the Blank
True/false (Binary choice)
Conservation/ Questions
Matching Items
Recall multiple choice
Observation
20
Q
Examples of Understanding
A
Restricted constructed responses
Source-based m/c items
Conversation/ Questioning
Observation
21
Q
Examples of Doing
A
Observation
Extended Constructed Response
Performance Assessments
22
Q
What are the 8 competencies?
A
Critical thinking
problem solving
Managing information
Creativity/Innovation
Communication
Collaboration
Cultural/Global Citizenship
Personal growth and well being
23
Q
What is the organizing idea?
A
It is UNDERSTANDING
“Quantity is measured with numbers that enable counting, labeling, comparing, and operating
24
Q
What is the guiding question?
A
It is CONCEPT
“How can quantity be communicated?” Converted to “Quantity can be communicated”
25
What is knowing?
Is is a FACT
"a number is a symbol or group or symbols used to represent a number"
26
Which of the following alternatives identifies the contemporary education "teaching-learning-assessment cycle?"
A. planning --> instruction -->assessment--> interpretation -->feedback
B.
planning--> interpretation--> Instruction--> feedback--> assessment
C.
instruction--> feedback--> planning--> assessment -->interpretation-->
D.
instruction--> assessment--> interpretation--> planning--> feedback
A: planning instruction assessment interpretation feedback
27
In the new Alberta Programs of Study, knowledges
and skills form the underlying basis for
A. concepts
B. outcomes
C. knowledges
D. competencies
D. competencies
28
According teachers surveyed in a 2011 AISI study
(Townsend et. al) the most important teaching and
assessment strategy was to
A. encourage student self-assessment
B. provide continuous informal feedback
C. know the program of studies thoroughly
D. demonstrate good questioning strategies
29
The four elements that constitute the “PAIR” model of
curriculum delivery are
A: politics, academics, institutions, results
B. Program, assessment, instruction, resources
C. Pedagogy, alignment, interpretation, refinement
D. Performance, attitude, improvement, responsibility
B: Program, assessment, instruction, resources
30
The Principles for a fair assessment (5)
1. Plan and Develop Assessments
2. Collect Assessment Information
3. Assess Evidence of Performance
4. Summarize and Interpret Results
5.
Communicate Assessment Information
31
1. Plan and Develop Assessments. I try to ensure that: (11)
Assessments and instructional strategies are prepared concurrently
✓ Assessments align with program of studies expectations
✓ Assessment methods are compatible with the instructional approaches used
✓ Assessments are based on valid measurement of the knowledge and skills
learned
✓ A variety of forms of assessment are provided to ensure comprehensive
measurement of student achievement
✓ Prior to completion, assessments are clearly defined as either formative or
summative
✓ Care is taken to ensure that expectations are clear, concise, and
unambiguous (e.g. complete, and age-appropriate instructions are provided)
✓ Assessments focus on purposeful knowledge and appropriate skills
✓ Assessments are appropriate to student backgrounds, experiences, and
learning needs
✓ Stereotyping/offending language is avoided
✓ Reliable and valid information is generated about the achievement of each
student
32
2. Collect Assessment Information. I try to ensure that: (10)
✓ Students clearly understand both why and how they will be assessed
✓ Assessments are completed under optimum conditions (e.g. proper lighting,
minimal noise, non-distractive environment)
✓ Students have sufficient time to complete assigned tasks
✓ When observational assessment are used, a limited number of components
are assessed at one time
✓ Students are encouraged to complete all assigned tasks (e.g. all items on a
multiple-choice exam)
✓ When collecting assessment information, the support provided for each
student is equitable
✓ Circumstances that interfere with assessment are noted and considered
when results are interpreted
✓ Unless explicitly mandated by a program of studies, group work is used for
formative purposes and not as part of the calculation of an individual
student’s assessment result
✓ Self-reflection and/or peer feedback are used for formative purposes and
not as part of the calculation of assessment results
✓ Alternative assessments are developed in accordance with policy and
provided when professionally determined to be appropriate
33
Assessments align with program of studies expectations: Which Principle for Fair assessment is this under?
Plan and develop assessments
34
Assessments and instructional strategies are prepared concurrently: Which Principle for Fair assessment is this under?
Plan and develop assessments
35
Assessment methods are compatible with the instructional approaches used: Which Principle for Fair assessment is this under?
Plan and develop assessments
36
Assessments are based on valid measurement of the knowledge and skills
learned: Which Principle for Fair assessment is this under?
Plan and develop assessments
37
A variety of forms of assessment are provided to ensure comprehensive
measurement of student achievement : Which Principle for Fair assessment is this under?
Plan and develop assessments
38
Prior to completion, assessments are clearly defined as either formative or
summative: Which Principle for Fair assessment is this under?
Plan and develop assessments
39
Care is taken to ensure that expectations are clear, concise, and
unambiguous (e.g. complete, and age-appropriate instructions are provided): Which Principle for Fair assessment is this under?
Plan and develop assessments
40
Assessments focus on purposeful knowledge and appropriate skills: Which Principle for Fair assessment is this under?
Plan and develop assessments
41
Assessments are appropriate to student backgrounds, experiences, and
learning needs: Which Principle for Fair assessment is this under?
Plan and develop assessments
42
Stereotyping/offending language is avoided: Which Principle for Fair assessment is this under?
Plan and develop assessments
43
Reliable and valid information is generated about the achievement of each
student : Which Principle for Fair assessment is this under?
Plan and develop assessments
44
Students clearly understand both why and how they will be assessed : Which Principle for Fair assessment is this under?
Collect Assessment Information
45
Assessments are completed under optimum conditions (e.g. proper lighting,
minimal noise, non-distractive environment). Which Principle for Fair assessment is this under?
Collect Assessment Information
46
Students have sufficient time to complete assigned tasks: Which Principle for Fair assessment is this under?
Collect Assessment Information
47
When observational assessment are used, a limited number of components
are assessed at one time : Which Principle for Fair assessment is this under?
Collect Assessment Information
48
Students are encouraged to complete all assigned tasks (e.g. all items on a
multiple-choice exam) : Which Principle for Fair assessment is this under?
Collect Assessment Information
49
When collecting assessment information, the support provided for each
student is equitable : Which Principle for Fair assessment is this under?
Collect Assessment Information
50
Circumstances that interfere with assessment are noted and considered
when results are interpreted : Which Principle for Fair assessment is this under?
Collect Assessment Information
51
Unless explicitly mandated by a program of studies, group work is used for
formative purposes and not as part of the calculation of an individual
student’s assessment result: Which Principle for Fair assessment is this under?
Collect Assessment Information
52
Self-reflection and/or peer feedback are used for formative purposes and
not as part of the calculation of assessment results: Which Principle for Fair assessment is this under?
Collect Assessment Information
53
Alternative assessments are developed in accordance with policy and
provided when professionally determined to be appropriate : Which Principle for Fair assessment is this under?
Collect Assessment Information
54
The principles for fair assessment: 3. Assess Evidence of Performance. I try to ensure that: (9)
Procedures and criteria for assessing a task are in place prior to its
administration (e.g. rubrics, exemplars)
✓ Students reflecting upon their own work or providing feedback to peers
are provided clear directions regarding what they are to do and how to
maintain objectivity
✓ Student self-reflection and peer feedback are used judiciously and
appropriately
✓ Peer feedback benefits the recipient and maintains student dignity
✓ An appropriate weighting is assigned to each summative task
✓ When assessing students, favourable or unfavourable personal biases do
not affect the assessment process
✓ Comments on student performance are designed to improve learning and
are directly linked to program of studies expectations
✓ Assessment processes are adapted to account for unanticipated
responses (e.g. a response that is based on a unique and legitimate
interpretation of the assigned task)
✓ Provincial standards are applied
55
The principles for fair assessment: 4. Summarize and Interpret Results. I try to ensure that: (9)
Students and parents know how assessment results are determined
✓ Policies that explain how results are summarized and interpreted are
readily available to students and parents
✓ Summative comments or assessment results should include an explanation
of how they were derived from assessment processes
✓ Non-gradable factors such as effort, participation, behaviour, and
attendance are reported, but not used in the calculation of results
✓ Summative results and comments are based on more than one assessment
✓ When calculating a single summary result (e.g. a “grade”) careful
consideration is given to the weighting assigned to the contributing
elements
✓ The basis for interpretation of assessment results is described and
justifiable
✓ Interpretation of results takes into consideration the backgrounds of
students (e.g., demographics of student population)
✓ Student “scores” are based on performance relative to provincial standards
and not performance relative to other students in the same class
(criterion referencing rather than norm referencing)
✓ In determining assessment results factors that contribute to measurement
error are considered
56
The principles for fair assessment: 5.
Communicate Assessment Information. I try to ensure that: (7)
✓ Communication of assessment results is timely
✓ Communication of assessment results is meaningful and in language that
is readily understood (e.g. avoids “eduspeak” and “edubabble”)
✓ Communication of achievement links student performance to program of
studies expectations and standards
✓ Conferences among parents, students, and teachers occur with the goal
of improving student learning and achievement
✓ Parents and students are informed, at the beginning of the course or
school year as to the process for appealing assessment results
✓ The confidentiality of individual student assessment results is ensured
✓ The maintenance and transfer of assessment information from school to
school are guided by policy and ensure security and confidentiality
57
Procedures and criteria for assessing a task are in place prior to its
administration (e.g. rubrics, exemplars: Which Principle for Fair assessment is this under?
Assess evidence of performance
58
Assessment processes are adapted to account for unanticipated
responses (e.g. a response that is based on a unique and legitimate
interpretation of the assigned task): Which Principle for Fair assessment is this under?
Assess evidence of performance
59
Students reflecting upon their own work or providing feedback to peers
are provided clear directions regarding what they are to do and how to
maintain objectivity: Which Principle for Fair assessment is this under?
Assess evidence of performance
60
Comments on student performance are designed to improve learning and
are directly linked to program of studies expectations: Which Principle for Fair assessment is this under?
Assess evidence of performance
61
Provincial standards are applied: Which Principle for Fair assessment is this under?
Assess evidence of performance
62
When assessing students, favourable or unfavourable personal biases do
not affect the assessment process: Which Principle for Fair assessment is this under?
Assess evidence of performance
63
An appropriate weighting is assigned to each summative task: Which Principle for Fair assessment is this under?
Assess evidence of performance
64
Peer feedback benefits the recipient and maintains student dignity: Which Principle for Fair assessment is this under?
Assess evidence of performance
65
Student self-reflection and peer feedback are used judiciously and
appropriately: Which Principle for Fair assessment is this under?
Assess evidence of performance
66
Students and parents know how assessment results are determined: Which Principle for Fair assessment is this under?
Summarize and Interpret results
67
Policies that explain how results are summarized and interpreted are
readily available to students and parents: Which Principle for Fair assessment is this under?
Summarize and Interpret results
68
Summative comments or assessment results should include an explanation
of how they were derived from assessment processes: Which Principle for Fair assessment is this under?
Summarize and Interpret results
69
Non-gradable factors such as effort, participation, behaviour, and
attendance are reported, but not used in the calculation of results: Which Principle for Fair assessment is this under?
Summarize and Interpret results
70
Summative results and comments are based on more than one assessment: Which Principle for Fair assessment is this under?
Summarize and Interpret results
71
When calculating a single summary result (e.g. a “grade”) careful
consideration is given to the weighting assigned to the contributing
elements: Which Principle for Fair assessment is this under?
Summarize and Interpret results
72
The basis for interpretation of assessment results is described and
justifiable: Which Principle for Fair assessment is this under?
Summarize and Interpret results
73
Interpretation of results takes into consideration the backgrounds of
students (e.g., demographics of student population): Which Principle for Fair assessment is this under?
Summarize and Interpret results
74
Student “scores” are based on performance relative to provincial standards
and not performance relative to other students in the same class
(criterion referencing rather than norm referencing): Which Principle for Fair assessment is this under?
Summarize and Interpret results
75
In determining assessment results factors that contribute to measurement
error are considered: Which Principle for Fair assessment is this under?
Summarize and Interpret results
76
Communication of assessment results is timely: Which Principle for Fair assessment is this under?
Communicate Assessment Information
77
Communication of assessment results is meaningful and in language that
is readily understood (e.g. avoids “eduspeak” and “edubabble”): Which Principle for Fair assessment is this under?
Communicate Assessment Information
78
Communication of achievement links student performance to program of
studies expectations and standards: Which Principle for Fair assessment is this under?
Communicate Assessment Information
79
Conferences among parents, students, and teachers occur with the goal
of improving student learning and achievement: Which Principle for Fair assessment is this under?
Communicate Assessment Information
80
Parents and students are informed, at the beginning of the course or
school year as to the process for appealing assessment results: Which Principle for Fair assessment is this under?
Communicate Assessment Information
81
The confidentiality of individual student assessment results is ensured: Which Principle for Fair assessment is this under?
Communicate Assessment Information
82
The maintenance and transfer of assessment information from school to
school are guided by policy and ensure security and confidentiality: Which Principle for Fair assessment is this under?
Communicate Assessment Information
83
Reliability is a measure of
the consistiency of an assessment
84
Reliability is the question of
is error of measurement minimized
85
Strategies to increase reliability
*Use of a variety of
assessment methods
*Consistent administration
*Clear directions
*Avoid ambiguously worded
questions
*Work with other teachers
86
Validity is the measure of
Appropriateness of an
Assessment
87
Validity is the question of
are we assessing what we should be assessing
88
Strategies to increase validity
Clearly specify the
intended learning
*Identify criteria
*Select relevant and
representative tasks
89
Relationship between reliability and validity
Reliability provides the consistency of results that
makes valid inferences possible
Reliability is a necessary, but not a sufficient
condition for making valid inferences
Reliability is necessary for validity, but does not
guarantee validity
90
Assessment Reliability
- Reliability ranges from 0 to 1, where numbers closer
to 1.0 indicate higher reliability
- The lower the reliability
number the greater the
concern regarding the
fairness of the
examination
- Reasonable
reliability for
a classroom
exam
.70 to .80
- Typical
reliability for
a Diploma
Exam
.88 to .95
91
Measurement of reliability
Measured by a reliability coefficient, typically denoted as the
Greek letter rho (ρ)
ρ is a number between 0 and 1.
o 0.0 - the scores are completely inconsistent (unrelated)
o 1.00 - the scores would be completely consistent (identical)
* Error of measurement
causes reliability to be less than 1.00
92
Observed score =
true score+ measurement error
93
Contributions to error within a student (10)
lack of reading skill
o language barriers
o emotional upset
o poor health
o physical handicap
o lack of motivation/ concentration
o test-wiseness
o luck in guessing
o lack of personal
confidence leading to
test anxiety
o carelessness in
recording answers
94
Contributions to error within the environment
noise distractions
o poor lighting
o cultural insensitivity in
assessor or the
assessment
95
Contributions to error within the test
o ambiguous items
o tricky questions
o poor directions
96
Contributions to error within the scoring
o insufficient scoring
guidelines
o carelessness
o computational errors
97
Suggestions for Improving Assessment Validity: (5)
Prepare an examination blueprint
* Does the exam cover content at different cognitive levels?
o Compare results from different assessment methods
measuring the same knowledge/understanding/skills
* Are the results from different assessments similar?
* Can we use current results to predict future results?
o Ensure a wide range of difficulty in assessments (e.g., a test
with easy, medium-difficulty, and hard items)
* Is the exam/assignment too difficult or too easy?
o Provide enough time to complete assignments/assessments
* Does the assessment test the targeted knowledge and/or
skills or a students performance speed?
o Ensure appropriate vocabulary, sentence structure, and
clarity in the language
* Is the assessment sensitive of linguistic and cultural
differences
98
Potential Assessment Methods
* Selected-response items
✓ Multiple-choice
✓ Binary-choice (e.g., True/false)
✓ Matching
* Constructed-response items
✓ Brief constructed response items (e.g., short answer, completion)
✓ Performance tasks (e.g., portfolio, speech, debate, demonstration)
✓ Restricted response and extended response
✓ Oral questioning (informal questioning, interviews)
* Performance assessments
* Teacher observations
* Student self-reflection
99
Assessment Before
Instruction
A teacher’s proactive judgement is the cornerstone of
instruction, assessment, and evaluation.
100
Pre-instructional assessments are used to identify
students ____ (3)
Differentiated needs
o current ability levels
o readiness to acquire the knowledge and skills outlined in programs of studies
101
Purposes of pre-instructional assessments include:(6)
o identifying students’ relative strengths and weaknesses
o establishing realistic expectations for instruction
o modifying instructional objectives
o establishing initial student grouping
o differentiating instruction based on the needs of students
o identifying problems that might affect the mastery of an objective
102
Diagnostic assessments can identify:(4)
o students with learning difficulties (e.g., reading difficulty)
o students with special needs (e.g., accommodations)
o gifted and talented students
o student learning styles (some controversy about this!)
103
Assessment During Instruction is called what
Formative assessment
104
Formative assessment is what
Formative assessment is a
planned process in which
evidence of students’ learning is
gathered and used by teachers
to inform their instruction and by
students to improve their
learning.
Formative assessment strategies
are assessed by the extent to
which they are successful at
ensuring that all students learn to
the best of their abilities
105
A key goal of formative assessment:
is to monitor learning progress
o Assessment FOR learning
106
Cycle of assessment during instruction
What is the guiding LO -->
Instruction (Informal
gathering of evidence) -->
Formal formative assessment -->
Provide individual feedback to help improve learning ---> Provide an opportunity
for practice --> Summative assessment
107
What is NOT Formative Assessment? (4)
* Assessments that fail to inform instructional adaptation.
* Assessments that do not promote student learning but
focus on measuring achievement.
* Short assessments (e.g., quizzes) given at the end of a
lesson/chapter; unless each serves to inform individual
students about their proficiency in achieving learner
outcome goals.
* Walking around, observing students during the learning
process, and making generalized comments.
108
Formative assessment REQUIRES what?
specific, individualized, and
action-oriented feedback
109
Rick Stiggins: Specific Actions to Improve Assessment (7)
1. Balance Assessment Systems
2. Refine Standards
3. Assure assessment quality
4. turn learners into assessors
5. Use feedback to support learning
6. Build learners confidence
7. Develop assessment of literacy of teachers
110
Formative Assessment: Informal Strategies (4)
o Facial expression
o Body language/gestures
o Voice related cues
o Oral questioning
111
Formative Assessment: formal Strategies (4)
o Homework
o Assignments, performance
assessments, and in-class quizzes
o Group activities
o Student self-reflection
112
Informal indicators include cues from the students: (3)
o attention
o facial expressions
o questions asked by students
113
In addition to behavioural observations, oral
questioning can be used to: (5)
✓ Involve students in the lesson
✓ Promote students’ reasoning and comprehension
✓ Signal to students important content to be learned
✓ Control student behaviors and manage the class
✓ Obtain information about student understanding and progress
114
Formal Formative Assessment Strategies: what are they? (5)
homework assignments
in class assignments
quizzes
group activities
student self reflection
115
Formal Formative Assessment Strategies: Homework assignments:
o Homework can extend, expand, and elaborate student learning.
o Homework can be used for checking student learning.
o Teachers can use homework to identify which specific areas of
knowledge and skill need further instruction.
o Limitation: Students can receive assistance from parents, siblings, and
friends without learning the content
116
Formal Formative Assessment Strategies: In class assignments
o Individual or group activities can be used for monitoring students.
o The assignment should allow the teacher to monitor students closely,
give immediate feedback, and encourage students to do self
reflection
assessment (based on rubrics provided before the assignment).
o Limitation: Providing students with simple worksheets to work in class is
NOT a formative assessment unless it is returned with specific feedback
aimed at guiding improvement.
117
Formal Formative Assessment Strategies: Quizzes
o Quizzes provide the teacher with an indication of current
progress.
o The information from quizzes can be used by the teacher to
identify which content areas need further instruction or
clarification.
o Limitations:
* It is hard to motivate students to take a formative quiz
seriously if the score does not count.
* Some students may not perform well on quizzes due to test
anxiety or other reasons.
* If feedback is not timely, it is not as effective
118
Formal Formative Assessment Strategies: Group activities
o Group activities are effective in creating a collaborative
learning environment. Students can receive peer feedback from
their group members or from members of other groups.
o Limitations: It is very hard to identify each student’s contribution
to group work. Feedback to a group is not individualized
feedback.
119
Formal Formative Assessment Strategies: Student self-reflection (aka: self-assessment)
o students gather information about themselves and reflect on
their learning. Students need to have clearly identified criteria,
appropriate resources (e.g.: checklists, rubrics, portfolios,
journals), and training in self-reflection.
o Limitations: Self-reflection is not effective if students do not
understand how to reflect on their performance or do not have
the resources to assist them.
120
Effective Praise
is specific
* is timely
* relates to standards
* focuses on
attributions
* celebrates progress
* is genuine
121
Effective feedback
* relates to performance to
standards
* indicates current progress
* indicates corrective action
* is given frequently and
immediately
* is specific and descriptive
* addresses errors
122
Formative: FOR LEARNING
* Provides feedback to
students to support
learning
* Provides feedback to
teachers to inform
instruction
* Continuous stream of
information to
students & teachers
about where
students are at
123
Summative: OF LEARNING
*Measurement of
student learning at the
end of a learning
process it can provide
feedback to students
and others
▪A “portrait” that tells
students what they
have achieved
relative to program
standards
124
Formative
process with
the goal of ?
mastery
125
Summative
assessment to
determine if ?
mastery is
achieved
126
Reason for formative assessment
improve learning
127
Why do formative
to inform students about themselves
128
focus of formative assessment
progress toward standards
129
when does formative learning happen
during learning
130
instructors role in formative assessment
Create assessments and
use results with students
to measure growth
131
students role in formative assessment
Strive to understand
what success looks like
and how to improve
132
133
what do you need to balance in assessment
Summative assessments are essential but not enough
o Formative assessments must be embedded in instruction
Formative assessment provide students with the “toolkit”
needed to achieve their best possible results on summative
assessments.
134
High-quality summative assessments have three
important characteristics:
Tasks include a representative sample of the content taught.
The skills/knowledge assessed have been emphasized in instruction.
The tasks, directions, and scoring are clear and straightforward.
135
Preparing high-quality summative assessments
requires preliminary steps, including
identifying the learner outcomes
o Selecting suitable assessment tasks
o seeking to minimize assessment error
o preparing an assessment that is appropriate in format and rigour
136
what is a blueprint
identify assessed content areas
and how many tasks are used from each
area.
* Blueprints are shared with students to
help them prepare for assessment.
137
A blueprint helps answer the following questions: (3)
Are there any over- or under-sampled content
areas?
o Does the content of the assessment fairly reflect content emphasis
during instruction?
* How appropriate is the cognitive complexity of
the assessment?
o Is there too much emphasis on remembering/understanding
questions?
* What is the length of the assessment?
o Is it practical and efficient given the time constraints?
138
Prepare students for summative assessments by:
teaching for
the test (do not teach to the test)
▪ telling students well in advance when the exam is
scheduled
▪ familiarizing students with length, format, and question-types
▪ sharing the blueprint with students
▪ telling students about the duration of the exam
▪ running a review session (if time permits
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Exam directions should include the following
Purpose
o Time allocated
o Basis for responding
o Procedures for recording answers
o What to do about guessing
o How short answer items will be assessed
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Arranging Question
Arrange tasks by topic
* Start with several easier items to help calm
students who may be anxious taking tests.
* Students experience test fatigue with a longer
exam. Do not have a task at the end that
requires extensive focus and effort
Arrange tasks by format (e.g., multiple
choice, short-answer, matching items)
o Helps students focus
o Makes scoring easier for teachers
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What is a learning outcome?
is a statement regarding student performance that should be demonstrated at the end of an instructional unit or lesson (KUSP)
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What is an instructional objective
statement about a specific learning expectation that is stated in terms of specific observable and measurable student behavior
identified student performance that will demonstrate the achievement of a learner outcome
"STUDENTS WILL"
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What is a high quality IO
specific
aligned with knowledge in LO
observable and measurable
concise and clear
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difference between LO and IOs
LO are broad and IO is narrow
LO is to develop the curriculum and IO is plan instruction
LO is done by government IO is done by teachers
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order of blooms taxonomy (bottom to top)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
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BRT: What is creating
Put different elements together to form a new structure or reorganize the elements into a different structure
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BRT: What is evaluating
make judgements based on criteria and standards
148
BRT: What is analyzing
break the knowledge into its core parts and determine how the parts relate to one another and the overall structure
149
BRT: What is applying
use the knowledge in a given situation
150
BRT: What is remembering
retrieve relevant knowledge from long term memory
151
Cognitive hierarchy in blooms taxonomy: Remembering and understanding
Not all tasks should be at these levels
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Cognitive hierarchy in blooms taxonomy: applying
use learners in a new situation
153
Cognitive hierarchy in blooms taxonomy: analyzing, evaluating, creating
Tasks at these levels will extend your students and move them outside of the comfort zone of memorization
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4 layers of learning: concrete to abstract
fact, knowledge, concept, understanding
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Big idea
understandings and competencies
