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Please check, just in case…. Announcements. Hold on to your classroom-based assessment – don’t forget to turn it in before you leave. Terminology Treasure hunt due on October 29 – make sure you can access the readings on e-reserves way before then.
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Announcements • Hold on to your classroom-based assessment – don’t forget to turn it in before you leave. • Terminology Treasure hunt due on October 29 – make sure you can access the readings on e-reserves way before then. • Don’t delay on starting your standardized test review/critique. Please contact Brigid (brigidov@unm.edu) if you or your partner cannot come in on a Thursday 2-5, when she is scheduled in the Ed Diag office.
APA Tip of the Day: Ellipsis in quotes “Use three spaced ellipsis points (…) within a sentence to indicate that you have omitted material from the original sourse. Use four points to indicate any omission between two sentences. The first point indicates the period at the end of the first sentence quoted, and the three spaced ellipsis points follow” (APA, 2010, pp. 172-173).
Topic: Curriculum-based assessment/ measurement (overview) October 1, 2013
What do you want students to understand, know, and be able to do? (curriculum) How will you know they have accomplished this? (assessment) Develop a plan to get there (content, activities, teaching strategies). (instruction) Backward Design Process:
What is CBA? Curriculum-based assessment
Characteristics of CBA’s: • criterion-referenced, • teacher constructed, and • designed to reflect curriculum content. “CBA’s are intended for teacher use to determine students’ skills in various curricula taught in the classroom.” (Idol, Nevin, & Paolucci-Whitcomb, 1996, p. 1)
Another Definition of CBA: “Measurement procedures that use direct observation and recording of a student's performance in the local curriculum as a basis for gathering information to make instructional decisions.” from: http://www.cedu.niu.edu/pride/web21.htm
Common features of CBA’s: • “Students are assessed directly in materials being used in the classroom.” • “Measures are brief and can be completed quickly.” • “Procedures are designed for repeated measurement.” from: http://www.cedu.niu.edu/pride/web21.htm
How to develop a CBA: • Identify the sequence of your curriculum (e.g. 1 digit addition, 1 + 2 digit addition without carrying, 1 + 2 digit addition with carrying…). • Develop a bank of “test” items at each level. • Determine your criteria for progress from one level to another (e.g. % correct). • Decide how often you will test and how you will record scores.
NOTE! • CBA is most useful for evaluating student progress on instruction that has a clear sequence and progression of difficulty (e.g. spelling). • Students can be involved in assessing their own learning with CBA’s. • CBA’s do not have to be written tests. For example, you can use different coffee cans for different levels of items – students can challenge themselves to move to the next step by randomly selecting 10 questions.
CBA CBM
Quick Write: How have your ideas/knowledge about classroom-based assessment changed (if at all) since the beginning of the semester? Have you been using it any differently in your teaching/work setting? If so, how? If not, why not?
Pair up- share up work session Consider the classroom-based assessments you’ve worked on so far – how can you improve your assessment instruments? • Format • Objectiveness of criteria • Readability/audience
