1 / 24

Some quotes on assessment

Some quotes on assessment. “ Responding to the understandable demands for more accountability, almost every school in the land is morphing into a test-tasking factory ”. ~ Robert Reich, Professor of Public Policy, University of California July 2000, New York Times.

Thomas
Download Presentation

Some quotes on assessment

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Some quotes on assessment “Responding to the understandable demands for more accountability, almost every school in the land is morphing into a test-tasking factory” ~ Robert Reich, Professor of Public Policy, University of California July 2000, New York Times

  2. Some quotes on assessment Large conceptions of evaluation cannot go forward without a larger conception of teaching. If teaching is skill sheets, textbooks, basal readers, and simplified explanations, a larger view of assessment is not likely to take root. Who wants, for example, a portfolio of skill sheets? We have a chance to construct something better” ~ Vito Perrone Director of Harvard's Teacher Education Program

  3. Some quotes on assessment “If you don’t change assessment, nothing changes” ~Bernice McCarthy

  4. Concept: Assessment as feedback Feedback: the process in which part of the output of a system is returned to its input in order to regulate its further output.

  5. An example of feedback…

  6. Small group discussion: • Ways you would want to be assessed?

  7. Large group discussion: • What are the similarities and differences in how we would like to be assessed? • How does this compare to how we are assessed? how we assess our students?

  8. Imagine… • Draw an image that represents the role of assessment in the teaching process…

  9. Purposes of Assessment • Selecting, clarifying and evaluating educational objectives • Planning instruction • Evaluating student work • Reporting and comparing student progress • Counseling • Motivating and encouraging students • Giving special recognition to students • Selecting students for special programs or instruction • Evaluating program effectiveness • Holding students accountable

  10. Characteristics of good feedback • Measures the essential • Provides guidance • Compares current performance with goal • Is immediately useful • Makes sure the student sees a tangible effect in the improvement

  11. The Assessment Continuum • Formative Assessment • Those instructional activities which enable us to see learning in progress • Data for growth and change • Where are you in the leaning of this?” • “ing” how are we doing?

  12. The Assessment Continuum • Summative Assessment • At the gate • To measure what was done • What did you learn • “ed” what happened?

  13. The Assessment Continuum Formative Summative A journal entry A term paper A poster A mind map Midterm exam A quiz A group discussion Field notes Final exam

  14. The Assessment Process • Assess: to describe and to compare to criteria • Test: to determine how many criteria have been met • Grade: to assign a value to that accomplishment

  15. Some definitions • Performance-based assessment • Self-assessment • Scoring tools • Analytic vs. holistic rubrics • Criterion checklists

  16. Performance-based assessment A set of strategies for the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students (Hibbard and others, 1996)

  17. Self Assessment The ability of a student to observe, analyze, and judge her performance on the basis of criteria and determine how she can improve it.

  18. Rubrics: Analytic vs. Holistic Scoring • Analytic Scoring: Evaluating student work across multiple dimensions of performance rather than from an overall impression • Holistic Scoring: Evaluating student work in which the score is based on an overall impression of student performance rather than multiple dimensions of performance

  19. Developing a rubric…taking the time to describe their work before you judge it • Use three or four levels • Identify criteria you are looking for • Use clear and description • Use positive statements (what you are looking for, NOT what you are not looking for) • Describes the floor; not the ceiling (provides minimum, not maximum)

  20. Criterion Checklists A list of identified competencies or skills to be used by a student or teacher in the development or evaluation of student work

  21. And Now it’s Time to Play…Assess This!!!

  22. One example of balanced assessment • CRESST.org -- Videos

  23. Formal observations Informal observations Interviews Demonstrations/performances Written products Visual products/displays Student exhibits or models Short answer quizzes Tests Self assessments Reflective journal entries Some examples of Assessment Evidence

  24. Now it’s your turn… • Revisit your unit’s standards, essential questions/understandings, key knowledge & skills • Select appropriate assessment evidence • Begin to develop your unit’s assessment tools • Be prepared to share your work at the end of class…

More Related