Student Assessment

1. Student Assessment Topics: • Assessment vs. Evaluation • Criteria for Assessment • Types of Assessments You may choose to click on a topic above to view, or navigate through the PowerPoint slides linearly. Johns Hopkins University School of Education

2. Assessment The gathering and interpretation of data in order to make a judgment about individual students. Evaluation The gathering and interpretation of data in order to make a judgment about the program. Assessment vs. Evaluation Johns Hopkins University School of Education

3. Criteria for Assessment • Standards must be clearly defined before assessment techniques are created. • The primary role of assessment should be to assist educators and policy makers to improve student learning. • Assessment should be fair to all students. • The assessment exercises or tasks should be valid and appropriate representations of the standards students are expected to achieve. • Assessment procedures and results should be clear. • The assessment system should be continually revised and improved. • Assessment results should be shared in the appropriate context with other relevant information. Johns Hopkins University School of Education

4. Click on each term below to learn more, or navigate through the slides linearly. Types of Assessments Johns Hopkins University School of Education

5. Assessment Stations • Areas specifically designated for assessments • May be in our outside of the classroom • Location set up for students to demonstrate a skill, make observations, or manipulate materials • Teacher may observe assessment stations or allow students to record work in a written format Johns Hopkins University School of Education

6. Individual Student Assessment • Focuses on individual student work. • Student may work on written assignments, presentations, or performance assessment tasks in order to assess individual progress. Johns Hopkins University School of Education

7. Group Assessments • Groups cooperate and collaborate to complete assessment activities organized by the teacher. • Students may assess skills and performances of the group/team. Johns Hopkins University School of Education

8. Contracts • A written document will be develped with the teacher regarding what activity will be done, who will do it, how it will be accomplished, when it will be completed, and how it will be evaluated according to the criteria established. Johns Hopkins University School of Education

9. Self and Peer Assessments • Students may use checklists or scoring tools to assess their individual work and/or they may work with a peer to review individual or group work. Johns Hopkins University School of Education

10. Portfolios • A portfolio is a collection of student work that assists the student and teacher to make judgments about student learning progress. Samples of work to be included may be selected by the student, the teacher, or the student and teacher in consultation. Johns Hopkins University School of Education

11. Minute paper- in the last few minutes of class have students respond to the following questions: “What is the most important point you learned today? What point remains least clear to you?” Directed paraphrasing- ask students to compose a definition or explanation of something they have just learned to a specified individual or audience. One sentence summary- students compose one sentence that answers the “who, what, where, etc.” of a new topic/idea. Application cards- instruct students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. Student generated test questions- students write test questions and model answers for a given topic. Memory matrix- Students fill in cells of a two-dimensional diagram to demonstrate their ability to remember and classify key concepts. Quick Assessment Techniques Johns Hopkins University School of Education

12. Resources • Student Assessment and Testing: http://www.nwrel.org/cnorse/booklets/educate/11.html • Feedback and Evaluation – Some Useful Distinctions http://www.rdg.ac.uk/Handbooks/Teaching_and_Learning/Useful_distinctions.html • Specific Student Assessment Techniques http://www.sasked.gov.sk.ca/docs/policy/studeval/chap4001.html • Using Student Assessment Data http://www.ncrel.org/policy/pubs/html/pivol6/nov2000.htm • Classroom Assessment Techniques http://www.ntlf.com/html/lib/bib/assess.htm Johns Hopkins University School of Education