Welcome-NUCC ESL Endorsement Course

1. Welcome-NUCC ESL Endorsement Course Assessment and Evaluation Second Night

2. Take RollReview Assessment Terms--Teach Marzano’s note taking strategy--students take notes

4. Assessment Terms • STANDARDIZED tests and STANDARDS are major influences on curriculum today • Standardized tests are administered the same way each time they are given.

5. Assessment • Anything teachers or administrators do that attempts to find out what a student knows or can do. Traditional examples of assessment include tests and quizzes.

6. Authentic Assessment • A kind of assessment that uses typical classroom activities or real-life settings to test student knowledge or skills

7. Formative Evaluation • is judgment about quality or worth made during the design or development of instructional materials, instructional procedures, curricula, or educational programs. This type of evaluation directs judgments toward modifying, forming, or otherwise improving the product, idea, or lesson, before it is widely used in schools. A teachers engages in formative evaluation when revising lessons or learning materials by using information obtained from previous use. It is formative evaluation when we are assessing students’ learning while the student is still in the process of learning the material.

8. Summative Evaluation • is judgment about the quality or worth of already-completed instructional materials, instructional procedures, curricula, or educational programs. This evaluation tends to summarize the strengths and weaknesses of the program. When we judge the quality or worth of a student’s achievement of a learning target after the instructional process in completed. Letter grades on a report card is an example.

9. Qualitative/Quantitative • Qualitative: The assessment that goes on without stopping instruction. The feel-good assessment. Somewhat subjective. • Quantitative: A measurable amount, precise and accurate usually with the use of statistics. The student has completed an assignment with all the components necessary and in an amount that can be measured. Tests and measurements that can provide scores and data.

10. Norm Referenced Tests • describe the performance of the students in terms of their position in a reference group that has already taken the test. Example: A student’s performance may be described as being “better than 80 percent of the class.” This report expresses the student’s standing in a reference group, but it does not state what the student knows or is able to perform. The reference group is called the norm group. Percentile ranks, grade-equivalent scores, and standards scores are examples of norm-referenced scores. (Summary: any form of testing that evaluates student performance in relation to other students. For example, percentile ratings and test curves are norm-referenced.)

11. Criterion Referenced Tests • Describes the student’s performance in terms of the kinds of tasks a person with a given score can do. This test actually tests the student’s knowledge of a subject area based upon the test questions and their ability to answer them. (Summary: any form of testing that attempts to measure student ability or performance in relation to specific pre-existing standards or criteria.For example, tests that assess student mastery of a skill such as multiplying 2-digit numbers are criterion-referenced---CRT’s)

15. Alternative Assessment • Any assessment method that shows progress, provides feedback for teachers, and is not a standardized test. Methods of alternative assessment may include teacher observation, performance assessment, and student self-assessment

16. There are many ways to assess students to meet individual needs • On the next slide are the assessment tools you are accountable for in your assessment binder--one example of each is sufficient • Hand out all the various ways to do assessments--We are giving these to you tonight to help you begin developing your assessment binder • Each assessment tool will be discussed and used in class at a later date

17. Dialogue materials Dictation Interviews Observations-naturalistic/planned Semantic maps Role playing and story retellings Teacher ratings and checklists Objectives checklist and rubrics Student self-rating and Portfolios Information-Norm Referenced/Criterion Referenced Multiple Choice Tests Short Answer Tests Essay Tests Assessment Tools

18. Review Cognos • View the power in Cognos • Cognos will soon be available to individual teachers with individual student data • Discuss how can this information be helpful to teachers • How could this information be used?

19. Discuss Chapter Two of “Results” • Key points:

20. Recap of Chapter Two“Results” • Effective educators change children • Teachers help students acquire skills and knowledge that they didn’t have before receiving instruction • The first task for teachers who hope to use classroom assessment to generate evidence of their instructional effectiveness, is to select the learning outcomes they plan to collect evidence about.

21. Because most people consider cognitive growth to be the most significant change that education can impact, the author of “The Truth about Testing”, W. James Popham, believes that most of the evidence teachers collect should deal with student gains in cognitive skills--the more the demanding the better.

22. Classroom teachers should identify and measure a small number of cognitive outcomes • Suppose a 4th grade teacher collected evidence showing that before instruction students could spell correctly only 20 percent of a set of 500 tough-to-spell words, but after instruction they could spell 95 percent of those words. (IMPRESSIVE)

23. Teachers often overlook afffective outcomes as a source for evidence. If a teacher’s class indicates little interest in leisure before instruction, but registers lots of enthusiasm for leisure reading after instruction, that’s data. • Litmus test for a good school is not its innovations but rather the solid, purposeful, enduring RESULTS it tries to obtain for its’ students.

24. One of the greatest dangers to a successful improvement effort is losing focus, which results from trying to take on more than we have the time and resources to realistically achieve. • “If you make the goals clear, inviting, and do-able, attainable, then the goals themselves will drive you, they really drive you.” (Farmer from Bullard and Taylor)

25. “Teachers and principals that buy into it… the do-ability of it and the clearness of it, they eventually get to the point where they say, ‘Hey, what’s happening here? I’m in a whole new ball game.’ And you see now that people are finding it very rewarding.” (Farmer from Bullard and Taylor)

26. Goals are the missing piece of information needed for school reform or to make changes in curriculum, educational practices, or classroom teaching and student learning. • Sometimes too many goals can be created. Better to work on a few and not make it overwhelming for teachers or the students for success.

27. Measurable goals are needed to succeed and an environment must be created to help the goals work • Educators recognize how crucial goals are to reaching improvement.

28. Alternative Assessments • Internet--Online resources for Assessment • Also use: www.webcrawler.com and type in (teacher resources for assessment) • http://www.eagle.ca/~matink/teacher.html • http://school.discovery.com/schrockguide/assess.html • http://www.ncsu.edu/midlink/ho.html • http://teacherpathfinder.org/School/Assess/assessmt.html • http://teacher.scholastic.com/index.htm • http://www.glencoe.com/sec/writerschoice/teacher_resources/index_waer.html • http://teacher.scholastic.com/professional/assessment/indexbk.htm • http://www.emtech.net/index.shtml • http://t4.jordan.k12.ut.us/teacher_resources/index.html

29. Using “Inspiration” to Develop Organization • Determine a topic to explore--Perhaps assessment--components etc. (Work either in teams or as an individual) • Semantic Word Map • Create your outline • As a group, create a rubric to grade the outline. • How does this form of assessment apply to students? What is its value?

30. Action Research Class next week -- February 25/26--NO ASSESSMENT CLASS

31. Assignments due for March 3/4 Assessment Class • Read chapter 3 of “Results” and be ready to discuss • Bring the profiles of your students that you will use in your assessment project (assessment field experience) and be ready to discuss them with your newly assigned learning teams. • Bring CRT test results for the same students mentioned above