Assessment Overview

1. Assessment Overview

2. Pretest: Where would you place yourself?

3. Goals • To consider the kinds of assessment tools you’ll need as a beginning teacher • To learn more about the assessment direction Oregon is taking • To help you solidify your knowledge about assessment terms so you can make informed contributions to Data Teams • To discuss classroom grading formats

4. Assessment Bingo

5. Not on the test http://www.notonthetest.com/

6. Oregon Data Project • Oregon Data Project • Training materials • Instructional materials • Classroom support video • Data teams • http://oregondataproject.org/content/strand-3-training-materials • (support videos, Ma and Pa Kettle and Data Teams) • As you watch this video, put yourself in the role of participant. What could you contribute to this discussion? Talk in small groups and take notes.

7. Quick Quiz • Burke has a specific philosophy of assessment. Describe it in one or two sentences. • In what ways is it consistent with the following Oregon Data Project clip?

8. Assessment defined • Educational assessment is a formal attempt to determine students’ status with respect to educational variables of interest • Popham, 2005

9. What Assessment should do… Build a clear picture of the student and his or her interests Identify what and how the student is thinking and learning Monitor progress Assess the effectiveness of the program Provide evidence for reporting (grades)

10. Tiers of Assessment

11. Summative Assessment • Primary purpose is to determine a student’s achievement level • Generally at the end of a unit or class • Can assess several elements at once • Informs teaching and program development • *Some tests may be appropriate for both

12. Terms to know… • Standardized tests • Norm-referenced tests • Criterion-referenced tests • Curriculum-based Measurements (CBM) • Reliability and validity

13. Reliability • Consistency of results • Ways to determine reliability • 1. test-retest– with no instruction or intervention • 2. alternate form • 3. internal consistency- whether the items function consistently, use Kuder-Richardson, Cronback-alpha, split-half.

14. Suggestion for reliability issues • Need more than 25 students to do this… • Split and switch design • Prepare pre- and posttest • Split class into two groups • Give each group a different test form • After teaching, give opposite test to students • Test forms need to be similar

15. Validity • Does it measure what it says it measures? • How to judge validity? • Content related– The extent to which an assessment procedure adequately represents the content of the assessment domain being sampled • Criterion related– The degree to which performance on an assessment procedure accurately predicts a student's performance on an external criteria • Construct related– The extent to which empirical evidence confirms that an inferred construct exists and that a given assessment procedure is measuring the inferred construct accurately

16. Graphic of SAT scores by state

17. SAT Scores

18. http://tywkiwdbi.blogspot.com/2009/05/sat-scores-ranking-by-state-average.htmlhttp://tywkiwdbi.blogspot.com/2009/05/sat-scores-ranking-by-state-average.html

19. More Information

20. Questions to Ask about Assessment • In groups of 2 or 3, develop a series of questions that you could ask when you have data from assessment. • Select one person to discuss your ideas.

21. Formative Assesssment • Primary purpose is to identify the learning needs of students • May be part of the learning process • Linked directly to teaching • Often includes feedback to students

22. Examples • Samples of student’s work or performance • Evidence of student’s understanding and thinking • Documentation of learning processes • Examples of student’s reflections • What other kinds of formative assessment have you seen in your placements?

23. Principles of Assessment* • Integral to planning, teaching, and learning • Assessment system is clear to teachers, students, and parents • Balance between formative and summative assessments • Opportunity for peer and self-assessment • Students are provided with feedback • Assessment data are analyzed to provide information about teaching and learning • Assessment is used to evaluate the program • *Adapted from IB program principles

24. Purposes for Assessment • Identifies what students • Can do • Know • Understand • Feel

25. Assessment components • Assessing: Discovering what students know and/or have learned • Recording: Collecting and analyzing data • Reporting: Communicating the information

26. Assessment Strategies • Observations: wide angle to close-up • Performance Assessment: goal-directed tasks with established criteria • Process-focused assessments: Records from multiple observations synthesized from different contexts • Selected Responses: Single occasions exercises, such as tests and quizzes • Open-ended tasks: scenarios or prompts with student response

27. Assessment Tools • Rubrics: a set of criteria for rating students. The descriptors tell the assessor what characteristics to look for in student’s work. • Exemplars or Anchor papers: Samples of student work tat serve as concrete standards against which other samples are judged. • Checklists: Lists of information, data, attributes, or elements that should be present. • Anecdotal Records: Brief written notes based on observations • Continuums: Visual representations of progression of achievement.

28. Learning from Assessment • Think about how the information that you got. Was the information helpful? • What does the information reveal about student’s learning? • Were there any unexpected results? • How could the assessment be changed? • How should the instruction be changed?

29. Developing Tests • Clear test directions • No ambiguous statements • No unintended clues • No complex syntax • No difficult vocabulary • Minimize negatives • Maintain item length • Balance responses (same number of true and false)

30. Multiple choice • 1. stem should consist of a self-contained question or problem • 2. Avoid negatively stated stems. • 3. Do not let the length of alternatives provide unintended clues • 4. Randomly assign correct answers to positions • 5. Don’t use “all of the above,” but do use “none of the above”

31. What do you think about these questions? • Romeo and Juliet Final Exam • See handout

32. Your sample tests • Select questions that you think are especially strong. • What makes these good test questions?

33. Class Grades Scenario: Jimmy is one of the brightest, most insightful students you have in your sophomore English class. Every time Jimmy talks in class, he confirms your knowledge that he excels on every standard that you teach. He gets high marks on every test and quiz. However, he is inconsistent in turning in homework.

34. Jimmy’s grades • Quiz 1 20/20 • Quiz 2 20/20 • Test 1 49/50 • Test 2 48/50 • Homework 1 missing • Homework 2 missing • Homework 3 missing • Homework 4 10/10 • Homework 5 missing • Homework 6 missing

35. Jimmy’s grade? • Tests and quizzes 98% • Homework 17% if 0 for missing work 58% if 5 points (F) for missing work 100% if use only graded homework • What final grade accurately represents Jimmy’s knowledge of sophomore English?

36. Post test: Where would you place yourself now?