Assessment

1. Assessment • As a learner how do you prefer to be assessed?

2. The landscape of evaluation Evaluation Evaluating Instruction Evaluating Learners Was the lesson effective? Assessment

3. Two types of evaluation • Evaluating teaching • Was the lesson effective? • How will my next lesson be influenced by this lesson? • How will I improve it next time? • Evaluating learners • Assessment techniques

4. Evaluation vs Assessment • Evaluation is a process of making a decision about student learning. It requires us to make a judgment about student knowledge, student behavior or performance, or student attitude. • Assessment is a strategy for measuring that knowledge, behavior or performance, or attitude. It is a data-gathering strategy. • The measurement or data you gain from assessment helps you make the decision of evaluation.

5. Purposes of Assessment • Promote Learning • Planning • Decision-making • Communication What are some common forms of assessment seen at UNC-Charlotte? What about elementary school classrooms?

6. Three Major Types of Assessment • Diagnostic (Before) • Formative (During) • Summative (After)

7. Assessment • Formative assessment – an ongoing process designed to guide the teacher in planning and to determine whether learning problems are emerging. • Summative assessment- occurs at the end of instruction to show the teacher the level of student accomplishment

8. Is the assessment formative or summative? • It depends on what is done with the results. • If the teacher uses the outcome to shape future teaching and to “form” instruction, then the assessment is formative. • If the results are used to determine how much the student has learned and to assign a grade or final evaluation then it is summative.

9. Aligning Assessment • When assessing for student achievement, it is important that you use procedures that align with the: • NC SCOS Standards • Instructional objectives • Levels of thinking, and the • Instructional activities

10. Assessment Measures • Traditional • Alternative choice • Matching • Multiple Choice • Completion/Short Answer

11. Assessment Measures • Alternative/Performance-based • Checklists • Rubrics • Observation instruments • Anecdotal Records, Running Records (language arts) • Portfolios • Performances • Demonstrations • Projects • Displays

12. Types of Assessment • Formative • Observations • Questions throughout • Checklist, verbal interviews • Discussion • Worksheet • Think-pair-share/ teaching • diagnostic • Summative • Tests • Worksheets • Projects/products • Independent work, assignment • Home assignments? • Accelerated reader, diagnostic tests • Journals

13. Rubrics- one tool for assessment • Performance-based assessment tool • Two components • Categories • Gradients

14. Rubrics- one tool for assessment • Rubistar • A resource to use with some caveats • Rubrics should not be designed this “general” or “broad.” • Suggestion: • Start at Rubistar • Modify and adapt to meet the needs of your activities • Visit Rubistar • Generate a rubric for a product • Explore the different options with editing the rubric

15. Rubrics- one tool for assessment • Rules of rubric writing • Make decisions and be consistent • Know what you are looking for • Alternative approach: • Have students write rubrics as a class

16. Questions for discussion • What is the difference between evaluation and assessment? • What is the purpose of formative assessment? • Consider the NC Levels of Thinking. Which types of assessments are best suited for lower levels? Higher levels?

17. Planning Chart • Chart for a unit of instruction (5 lessons) • Starting point • Competency goal from the NC SCOS • Objectives under the competency goal

18. Planning Chart • Focus on alignment • NC SCOS • Levels of thinking • Instructional activities • Possible assessments • Formative • Summative