1 / 48

‘ Play ’ the slide show

‘ Play ’ the slide show. ...in order for the links (yellow text) to be usable. EDWN 601. Assessment and Grading. Overview. Assessment vs Standardized testing Teacher-created tests & Performance Assessment Grading and evaluation - communication with parents and students

rigg
Download Presentation

‘ Play ’ the slide show

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. ‘Play’ the slide show • ...in order for the links (yellow text) to be usable

  2. EDWN 601 • Assessment and Grading

  3. Overview • Assessment vs Standardized testing • Teacher-created tests & Performance Assessment • Grading and evaluation - communication with parents and students • Reflective practice - communication with peers, community • PRETEST...

  4. Homework • Think of a topic you might teach and make a list of fewer than 10 concepts or skills you might include in that topic. Bring your list tomorrow morning. • e.g. topic: ecology, • concepts/skills: habitat, carrying capacity, interdependence, producer, consumer, food web

  5. Standardized Testing • what it is and what it’s not...

  6. Testing • Take a moment and discuss each question: • What do we care about? • How do we use tests? • What questions do you have? • Each answer reported to papers on wall

  7. Standardized Assessment • What it is: • Test designed to compare a student to a large population • a ‘snapshot’ of student performance on a particular day/time • paper and pencil tests that are designed to assess specific skills • expensive to administer and score • required by law • What it is NOT: • the only way to measure skills • necessarily diagnostic of skill or knowledge success • the boogeyman • Prepare for your debate • ProConAnother one to read

  8. Terms on Std Tests • Reliability - how consistently the scores can be reproduced • Validity - how well the test measures what it’s supposed to measure • norm-referenced - a test that compares student scores - provides percentile data • percentile score - an ordinal report - # means that out of 100 students, # would have scored the same or worse (bell curve) • grade equivalent - BEWARE - grade # means that a student in the grade # would probably score at this level on this particular test. DOES NOT mean that student could do work at that grade level • National Curve Equivalent (NCE) - a mathematical manipulation of the raw score, which approximates the percentile - can be used for research comparisons of students/schools because it’s a real number

  9. Testing procedures • Standardized test procedures - all students participating in the test follow the same procedures, hear the same directions, are allowed the same time/assistance. VERY IMPORTANT • quiet, controlled setting, teacher may read test questions or explain word meaning on most tests, but not on reading test • SPED modifications - often include smaller group, test read aloud, extended time, other as indicated on IEP

  10. Typical Standardized Tests • Achievement • WKCE • Iowa Test of Basic Skills • Terra Nova • Stanford Achievement Test • California Achievement Test • College admissions • ACT [max 36] • SAT [max 800] • IQ • WISC-R • Raven’s Progressive Matrices

  11. IQ tests • General intelligence • scores range from 20-180 • 80-120 is average • most people don’t know their score • paper and pencil vs individually administered

  12. Wisconsin school report cards • Report card for every school in WI • Several criteria: Achievement, growth, closing gaps, college and career readiness (CCR) • Info guide at:http://reportcards.dpi.wi.gov/files/oea/wirptcrdguide/story.html

  13. Analysis of WSAS results • Proficient & Advanced %’s • AYP - mandated by NCLB • Original goal 100% proficiency by 2014 • Modified 2011 for all states, many states (incl. WI) have been given waivers for the 100% • Sort by demographics to see differences (or similarities)

  14. WINNS data • Select school by various sorting criteria • Modifications to WSAS for SpEd students or WAA • WKCE data can be found at: • http://data.dpi.state.wi.us/data/SelSchool.aspx

  15. Communicating results • WSAS results go home to parents • Test in the Fall, results in late Spring • parent-teacher conference? accompanied with letter? • results discussed with students - rarely

  16. Smarter Balanced Assessments • Developed by a consortium of states • Currently piloting ELA & Math, science will be next • Will be computer adaptive and provide immediate results http://www.smarterbalanced.org

  17. Standardized assessment Paper • Discuss your feelings about standardized tests - pro or con, support your opinions with citations • Choose a WI school district and analyze its most recent test results for grade 8 or 10 • Overall results, but pay special attention to your subject area • Do demographic differences affect scores?

  18. Data driven decision making • IMPORTANT new strategy in teaching • Using information from standardized testing and other quantitative/qualitative sources to guide school decisions like grouping, curriculum planning, staffing, remediation, acceleration • Activity • - in your assigned groups, examine the provided data and prepare a presentation of your findings.

  19. Where am I at? • Please write brief notes on each bullet: • What ideas were interesting/new? • What additional information would I like? • How can I use these ideas?

  20. Test and performance assessment construction

  21. Planning a curriculum, reprise • Begin with a general topic • Create an outline with additional subtopics • Link to Wisconsin Model Academic Standards (WMAS) • Lay out topics into sets that fit together and that can be assessed every 2 weeks or so • Plan multiple strategies to teach as many of the concepts as possible

  22. Semester Plan Assignment • Any questions? • Outline of topics • WMAS and Disciplinary Literacy Standards • All teachers should address both sets of standards • Each unit should address a subset of the standards

  23. Planning assessment • Not only evaluative • ASSESS progress, skills, perspectives, in addition to content comprehension • Use in planning instruction through pretest, or to focus re-teaching

  24. Formative & Summative • Formative assessment: opportunity for feedback, intended to support growth • Summative assessment: determination of overall success/quality/learning • Any assessment can function either way, depending on how you use it.

  25. Test questions • Multiple choice - easy to use, hard to write • True/false - can be tricky either way • Matching - easy to write, really best for vocab • Short answer/essay - easy to write, hard to grade (maybe use a rubric) • Skill based [math problem, applied problem, practical exam, etc.] - be very clear!

  26. Matching • Can be a good way to start a test • Difficulty is increased by having more answers than questions • Make sure word choice is consistent with your teaching [one of the potential problems with ‘book tests’] • Provide a line on which to place answer - otherwise somebody will draw impossible to interpret lines to answers

  27. True/False • Write very clearly. • Avoid absolutes (always, never). • ... interesting twist - underline/italicize a term/phrase and have it replaced when false

  28. Multiple Choice • Keep the bulk of the words in the stem of the question. • Write reasonable distractors - don’t include Dumbo • Use a correct answer and 2-3 distractors, decrease the number of distractors for SpEd students • Make sure the correct answer is not always the same “letter”

  29. Skill • Critical for skill-based courses like math, foreign language, science, FACE, Tech • Set up a situation that is similar, but not identical to, a skill learned in class. • Prepare a set of criteria ahead of time, so that grading will be more consistent [rubrics can help here]

  30. Short Answer • Write your question as clearly as possible. [duh] • Using a question/example from class makes this comprehension • Using a new, similar question/example makes this an application or analysis • Prepare in advance some criteria for grading [rubrics are helpful here]

  31. ALL tests • Major form of communication with students • Make sure all written work is correctly spelled and reads at the appropriate level • Check pagination • Be sure all directions are clear [have somebody unfamiliar with the content read through]

  32. Clapping Institute • 11 volunteers • Debriefing: • Volunteers: How did you feel during the activity? • Observers: What did you notice? • How does this all relate to assessment?

  33. Performance Assessment • Criterion referenced - compared to an ideal • Accomplishment of a specific task, report, presentation, project, complex skill demonstration • Provide criteria for performance PRIOR to work • Rubrics/checklists - common tools • Norm referenced - compared to a large group • Standardized tests • Textbook/teacher made tests

  34. Designing a performance task • Choose a realistic activity that conveys successful understanding/skill demonstration & Write a performance assessment • Be specific about the components of the task • describe the task • write a rubric/checklist • use standard English

  35. Checklist • Best for tasks that have only ‘done’ or ‘not done’ as possible evaluations. • e.g. name on paper, safety procedures followed • More difficult to use for leveled grading unless many items are listed - otherwise the grade will be pass/fail

  36. Creating a good checklist • Break the task into smaller steps that are essential to the task - task analysis • Each item on list should be independent from the others and should be observable in the performance • Making PB&J sandwich • wash your hands • take out two slices of bread • using a clean knife, lift peanut butter out of open jar

  37. Rubrics • Good for evaluation of performances/tasks that are not all or nothing • Clear descriptions of expectations enhance learning, provide a feedback tool • Provide clear communication about learning outcomes • Increases the consistency of scoring

  38. Making a rubric • List the essential components of the task • Describe in words how a top level performance would look for each component [place next to component] • Describe the lowest performance you would accept as passing for each component [place furthest away] • Devise 1-2 levels in between these • optional: Assign points to each level, to arrive at a numeric score [e.g. 5,4,3 instead of 3,2,1]

  39. Design a rubric • Task: cleaning your room • Create at least 3 essential components of this task • Make a rubric with at least 3 levels that describe each component

  40. Unit assessment • Once you have chosen the WMAS and CCSS your unit addresses: • Write a test or quiz to assess some or all of the info • Write a performance task with rubric that could be used in the unit.

  41. Where am I at? • Please write brief notes on each bullet: • What ideas were interesting/new? • What additional information would I like? • How can I use these ideas?

  42. Grading • Article - Grading student work • - read your section and jigsaw

  43. Traditional grading • Directions are given for each assignment • Each assignment is given a numerical evaluation by the teacher • Scores are averaged and range applied • ABCDF grading most common • Average or sum often determines overall grade • Bell Curve • May assume that some portion of children will fail • Competitive/Comparative

  44. A ‘normal’ curve

  45. Things to consider... • percents? mastery? • components of student work - achievement, effort, behavior, attendance • weighting of components - allocation of points • ease of use and ease of explanation

  46. Grading activity • Graph the total points on attached graph paper • Assign grades based on some defensible criteria • Identify other information you would have wanted to include in the grade and consider how you would keep track of it. • When time is up, share your system/grades with your group

  47. Where am I at? • Please write brief notes on each bullet: • What ideas were interesting/new? • What additional information would I like? • How can I use these ideas?

  48. Reflective Practice • A process in which professionals engage routinely while practicing a skill in order to improve • Must be: ongoing • May be: • written/oral • private/collaborative • formal/informal

More Related