ASSESSMENT and GRADING

1. ASSESSMENT and GRADING Understanding and Application

2. PRIOR EXPERIENCES When you think about your personal experience with receiving grades and being assessed, what comes to mind?

3. GOALS OF ASSESSMENT • Communicate about achievement • Information for planning • Program evaluation • Selection and/or student placement

4. ASSESSMENT CYCLE Assessment Planning Instruction Assessment

5. ISSUES IN ASSESSMENT • Ethical and Legal - Confidentiality - Learning vs. Behavior - Setting Criteria (before grading) • Internal vs. External Motivation - Information vs. Control

6. ISSUES IN ASSESSMENT • Student Perception - Learning as a Process - Individualization - Self-Efficacy • Internal vs. External Motivation - Information vs. Control

7. ISSUES IN ASSESSMENT • VALIDITY • Does the assessment measure the stated objectives? • RELIABILITY • Are the results accurate and consistent (can the be repeated)?

8. GETTING STARTED • Identifying Standard(s) • Making Standard(s) Measurable • Marking Key Content Label

9. GETTING STARTED Math 4th Grade: S1EC #1 - TLW convert units of measure within the metric system: length (centimeters, meters, kilometers), mass (grams, kilograms), and capacity (milliliters, liters); and within the customary system: length (inches, feet, yards), weight (ounces, pounds), and liquid volume (cups, pints, quarts, gallons). • TLW solve 8 out of 10 problems involving metric length conversions. • TLW solve problems involving metric capacity conversion with 80% accuracy.

10. GETTING STARTED Kindergarten: Life Science A #2b – TLW identify the uses of body parts.   • TLW list five uses of legs and feet. • TLW correctly match 9 out of 10 body parts to their use.

11. GETTING STARTED 6th Grade: Social Studies ~ Political Science ~ Evaluating, Taking and Defending Positions – TLW identify strengths and weaknesses (e.g., of proposed rules, regulations, or legislation) .   • TLW evaluate school uniforms by listing three benefits and three consequences. • TLW support a position on immigration with three researched points.

12. YOUR PRE-ASSESSMENT What I Learned… • You understand how standards drive assessment and are now skilled in identifying the “academic task.” • For the majority, pre-assessment is clear and most recall the purpose of summative and formative assessment (although a quick review couldn’t hurt ). • Many of you tried to get creative with defining “blueprint”, however overall this is a concept that is new. • You are able to discuss accommodating different learners as well as list at least three different types of assessment. • In terms of what you would like to know…aspects of grading, examples of assessments and modifications, designing assessments (for specific learning levels), and using assessment data.

13. TYPES OF ASSESSMENT • Checking students progress and providing information to them; can, but does not have to be used for final grades • Determine mastery of concepts taught; often used in grades • Accessing student’s prior knowledge to plan instruction PRE-ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

14. ASSESSMENT FORMATS

15. ALIGNING ASSESSMENT How can we ensure our assessment matches our instructional objectives in content and emphasis? • Decide what kind of thinking we are asking from our students. We can get some assistance from Bloom…. Knowledge level—rote memorization Comprehension—translate into own words Application—use information in a new situation Analysis—break info. down into component parts Synthesis—pull info. together to make a rationale Evaluation—placing a value judgment on data

16. ALIGNING ASSESSMENT • Design a blueprint analyzing content and emphasis. • List learning objectives. • Decide how important each objective is and set a weight percentage of items needed. • Plot the number of each items per objective and the level of thinking accessed according to Bloom.

17. ALIGNING ASSESSMENT

18. ALIGNING ASSESSMENT

19. PERFORMANCE ASSESSMENT • Learning demonstrated with behaviors or actual products • Also known as “authentic assessment” • Ample time and resources are available. • “Real World” tasks Discuss in small groups some performance assessments you have observed or experienced.

20. PERFORMANCE ASSESSMENT • Does the task match objectives? • Does the assessment use a task for the real world? • Is the task fair and free from bias? • Is the task feasible? • Is the task clearly defined?

21. PERFORMANCE ASSESSMENT • States the outcome(s) to be measured • States clear instructions for the students • States conditions for performance (place, time, teacher support) • Explains whether students have a choice in presentation style • Notes any equipment/resources that are needed • Provides scoring criteria that will be used

22. PERFORMANCE ASSESSMENT • Helps teachers and students define excellence. • Allows student to plan how to achieve excellence. • Assists in student self-evaluation of work. • Communicates goals and efforts with students, parents, and others. • Documents decisions and reduces subjectivity. Scoring with Rubrics…

23. PERFORMANCE ASSESSMENT Scoring with Rubrics… PERFORMANCE Descriptions for each trait that classify the meaning of the trait into levels – value statements CRITERION Traits by which product or performance is being judged What is the difference between a rubric and a checklist?

24. PERFORMANCE ASSESSMENT Scoring with Rubrics… ANALYTIC Each criterion is evaluated separately HOLISTIC All criteria considered simultaneously

25. PERFORMANCE ASSESSMENT Developing Rubrics (Analytic)… • Make decisions on the dimensions of the performance or product. • Look for actual examples of work. • Write a definition of each criterion. • Develop a performance level continuum for each criterion. • Evaluate rubric on actual student work. Revise if necessary. • Share with students.

26. PERFORMANCE ASSESSMENT Online Resources • Kathy Schrock’s website http://school.discovery.com/schrockguide/assess.html • Rubrics: http://www.rubrics.com/ • Rubistar: http://rubistar.4teachers.org/index.php

27. FINAL THOUGHTS In first grade I already knew the pattern of my life. I didn’t know the living of it, but I knew the line . . . . From the first day in school until the day I graduated, everyone gave me one hundred plus in art. Well, where do you go in life? You go to the place where you got one hundred plus. ~Louise Nevelson