High Quality Classroom Assessment. Assessment . DIAGNOSTIC: provides instructors with information about student's prior knowledge and misconceptions before beginning a learning activity.
Can best assess the following levels of Bloom’s Objectives:
Can best assess:
Can best assess:
Can best assess:
Can be used as formative assessment of all types of learning.
Can be used to assess:
Agreement among standards, objectives, benchmarks, assessments, curriculum, and instruction.
Criteria should be written so that students, parents, and others understand them. Rubric should be shared with students before instruction.
Characteristics and traits used in the rubric should be clearly and specifically defined. Be sure to have enough detail so that the criteria are not vague.
Take appropriate steps to minimize scoring error. Be objective and consistent.
Scoring system needs to be feasible. Limit the number and complexity of criteria that are judged. (5-8 criteria are sufficient and manageable.)
Assessment: Multiple Choice Flipchart (Selected Response)
Teachers will demonstrate the ability to work cooperatively to complete a task. Observation
Teachers will locate online sources and list information relating to an aspect of 21st century teaching. Observation
Teachers will distinguish relevance of particular pieces of information. Blog Entries-Restricted Response Essays / Constructed-Response Questions
Teachers will design a power point on a given topic. Performance (subject matter and 21st century tool)
Teachers will make a short presentation to their colleagues. Performance
Teachers will utilize online resources to gather information needed to complete the project. Observation
Teachers will recognize vocabulary associated with Bloom's Revised Taxonomy. Selected-Response: Multiple Choice Flipchart
Teachers will classify objectives into the appropriate category of Bloom's Revised Taxonomy. Constructed-Response (Bloom’s Chart Activity) Assesses subject matter and 21st century tool.
Teachers will create instructional objectives that consider the natural transformation of student knowledge into meaningful application. Performance
Teachers will create instructional activities that carefully consider Bloom's Knowledge Dimension, Cognitive Process Dimension (complexity of learning) and authenticity of learning. Performance
Teachers will critique their ability to write instructional objectives. Observation / Self-Assessment
Teachers will compare and contrast their instructional objectives to that of their colleagues for the purpose of validating and updating their understanding of Bloom's Taxonomy Revised. Blog entry: Restricted Response Essay / Self-Assessment
Teachers will be able to compare and contrast two different learning environments to determine the value of each. Performance– Spreadsheet (Assesses 21st century tool and subject matter)
Teachers will recognize overlaying as a process that considers each instructional element of the unit as equally important to one another and seamlessly integrated. Observation : Questioning
Teachers will illustrate their understanding of the overlaying process. Constructed Response: Blog Entry Self-Assessment : statements that evaluate your overlaying process and a partner’s
Teachers will apply the principles of Bloom's Taxonomy to create a chart that documents the levels of their instructional objectives. Constructed Response: Label the in the chart
Teachers will be able to utilize the SAS to create alignments for their unit and lesson plans. Performance: Unit/Lesson plan templates
Resource used for this power point:McMillan, James. Classroom Assessment.
Boston: Pearson. 2007.