EDU 385 Education Assessment in the Classroom

1. EDU 385Education Assessment in the Classroom • Session 4: • Planning for Assessment

2. Bell Work • Discuss with your neighbor ways to use Bloom’s Taxonomy in your lesson preparation and teaching

3. Content Objectives • TLW understand the role and process of assessment planning to enhance instruction

4. Language Objectives • Differentiate roles instructional objectives in assessment • Use the Taxonomy of Educational Objectives in your assessment planning • Analyze how instructional objectives should be stated for assessment purposes • Explain importance of assessment planning in instruction • Outline various assessment methods and their uses • Summarize why students should know types of items and assessment used in class • Analyze the role of validity and reliability play in planning assessment

5. Vocabulary • Reliability • Validity • Taxonomy of Educational Objectives

6. Bloom’s Taxonomy - Simplified • Knowledge - basic level - what you know about • Comprehension - explaining what you know • Application - applying what you know • Analysis - how you apply what you know • Synthesis - creating something new from what you know • Evaluation - highest level - assessing the new that you created

7. David Knopp #1

8. Taxonomies as Guides • Blooms revised Taxonomy provides a framework for identifying and preparing: • instructional objectives • instructional activities • assessment methods

9. Two-Dimensional Table Representing the Revised Edition of Bloom’s Cognitive Taxonomy of Educational Objectives The Cognitive Process Dimension

10. Action Verbs • REMEMBER: Retrieve relative knowledge from long term memory • Verbs: identify, retrieve, recognize, recall • UNDERSTAND: Construct meaning from instructional messages, including oral, written, and graphic communication • Verbs: interpret, exemplify, classify, summarize, infer, compare, explain • APPLY: Carry out or use a procedure in a given situation • Verbs: Execute, implement, carry out, use

11. Action Verbs • ANALYZE: Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose • Verbs: differentiate, organize, attribute, discriminate distinguish, focus, select, find, outline, structure • EVALUATE: Make judgements based on criteria and standard • Verbs: check, critique, coordinate, detect, monitor, test, judge) • CREATE: Put elements together to form a coherent and functional whole; reorganize elements into a new pattern or structure • Verbs: generate, plan, produce, hypothesizing, design, construct

12. David Knopp #2

13. Meaningful Taxonomy Uses • Identifies wide array of learning outcomes • Helps plan instructional activities that contribute to meaningful and relevant learning objectives • Plan assessment methods appropriate for objectives and instructional activities used in instruction • Checks the alignment of objectives, instructional activities, and assessment methods

14. Role of Instructional Objectives • Well stated instructional objectives provide description of intended learning outcomes in performance terms • Types of performance that show students have achieved the knowledge, understanding and skill stated in the objective

15. Stating Instructional Objectives • Instructional Objectives do not describe the teaching procedures, instructional activities, or learning process: BUT • Type of performance willing to accept as evidence that objective has been achieved

16. Sources of Help in Locating Sample Objectives • State (National, Church) Content Standards are broad statements of intended learning outcomes • Usually to general to be used as instructional objectives

17. Sources of Sample Objectives • Revised Taxonomy of Educational Objectives: • Are at the intermediate level between curriculum goals and instructional objectives • Provide a guide for intended outcomes to consider when planning a unit of instruction & assessment

18. Sources of Sample Objectives • Instructor’s guides accompanying student textbooks: • Typically contain objectives, but frequently concentrate on lower level learning outcomes • Worth reviewing for idea to consider with modification

19. Sources of Sample Objectives • Publications of Educational Organizations: • Organizations in major teaching areas (e.g., National Council of Teachers of Mathematics, National Science Teachers Association • Review yearbooks, publications, subject area standards • New Common Core Standards in USA

21. Evaluate Final List of Objectives • Have all important learning objectives been included? • Are objectives in harmony w/ goals of curriculum? • Are objectives appropriate for instructional time, materials, and facilities available? • Do objectives include meaningful learning that is useful in the real world?

22. Assessment Planning Questions • What do we expect the students to learn? • What types of student performance are we willing to accept as evidence of learning? • What assessment methods will best evaluate the students’ performance?

23. What Should Students Learn? • Curriculum usually established by school, district, state, nation, or church • Content standards: What students should know and be able to do • Many are including more complex learning outcomes

24. Acceptable Student Performance • Important to specify instructional objectives and learning outcomes in performance terms • Assessment of students is determined by what students are expected to learn • Instructional objectives state curriculum goals in specific terms for instruction and assessment

25. Best Assessment Methods • Focus on the match between instruction objectives and assessment methods • Objectives should specify learning outcomes in performance terms • Assessment methods determine the extent to which student performance is satisfactory • Observation should also be an assessment method • Effective assessment use most direct and relevant methods available • Effective Assessment

26. Preparing for Assessment • Is there a need for pretesting? • What type of assessment is needed during instruction? • What type of assessment is needed at the end of instruction?

27. Types of Assessment Procedures • Informal Observation during Instruction • Classroom Achievement Tests • Performance Assessment • Product Assessment • Portfolio Assessment

28. David Knopp # 3

29. Desirable Features for Enhancing Validity & Reliability of Assessment Results Desired Features Procedures to Follow

31. Video - Website • http://farr-integratingit.net/Theory/CriticalThinking/revisedcog.htm

32. Validity and Reliability in Assessment Planning • Validity: The inferences we make as a result of an assessment is an important aspect of validity • Key Validity Question: Did the use of the assessment contribute to increased student learning • Reliability: refers to consistency of assessment results • Both validity and reliability are critical to good assessment

33. Summary • Assessment planning guided by what students are expected to learn (learning objectives) • Instructional objectives should be harmony with school goals, reflect state or national standards • Assessment planning considers all types of learning outcomes • Blooms Revised Taxonomy provide useful framework to identify outcomes, plan instruction, plan assessment, check alignment of objectives, instruction, and assessment • Assessment planning is part of instructional planning • State instructional objectives in terms of student performance

34. Summary • Classroom assessments can measure all types of learning outcomes from simple to complex • Performance assessment concerned with observable skills • Portfolio assessment is comprehensive & helps students reflect on own learning • Provide students with sample test items in advance to help them guide their study • Validity and Reliability are two most important characteristics of assessment and require clear intended learning outcomes, relevant tasks, sound scoring system, free from external errors

35. Now Go Forth and Do Good Things