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Some quotes on assessment. “ Responding to the understandable demands for more accountability, almost every school in the land is morphing into a test-tasking factory ”. ~ Robert Reich, Professor of Public Policy, University of California July 2000, New York Times.

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some quotes on assessment

Some quotes on assessment

“Responding to the understandable demands for more accountability, almost every school in the land is morphing into a test-tasking factory”

~ Robert Reich,

Professor of Public Policy, University of California

July 2000, New York Times

slide2

Some quotes on assessment

Large conceptions of evaluation cannot go forward without a larger conception of teaching. If teaching is skill sheets, textbooks, basal readers, and simplified explanations, a larger view of assessment is not likely to take root. Who wants, for example, a portfolio of skill sheets? We have a chance to construct something better”

~ Vito Perrone

Director of Harvard's Teacher Education Program

some quotes on assessment3

Some quotes on assessment

“If you don’t change assessment, nothing changes”

~Bernice McCarthy

concept assessment as feedback

Concept: Assessment as feedback

Feedback: the process in which part of the output of a system is returned to its input in order to regulate its further output.

small group discussion
Small group discussion:
  • Ways you would want to be assessed?
large group discussion
Large group discussion:
  • What are the similarities and differences in how we would like to be assessed?
  • How does this compare to how we are assessed? how we assess our students?
imagine
Imagine…
  • Draw an image that represents the role of assessment in the teaching process…
purposes of assessment
Purposes of Assessment
  • Selecting, clarifying and evaluating educational objectives
  • Planning instruction
  • Evaluating student work
  • Reporting and comparing student progress
  • Counseling
  • Motivating and encouraging students
  • Giving special recognition to students
  • Selecting students for special programs or instruction
  • Evaluating program effectiveness
  • Holding students accountable
characteristics of good feedback
Characteristics of good feedback
  • Measures the essential
  • Provides guidance
  • Compares current performance with goal
  • Is immediately useful
  • Makes sure the student sees a tangible effect in the improvement
the assessment continuum
The Assessment Continuum
  • Formative Assessment
    • Those instructional activities which enable us to see learning in progress
    • Data for growth and change
    • Where are you in the leaning of this?”
    • “ing” how are we doing?
the assessment continuum12
The Assessment Continuum
  • Summative Assessment
    • At the gate
    • To measure what was done
    • What did you learn
    • “ed” what happened?
the assessment continuum13
The Assessment Continuum

Formative

Summative

A journal entry

A term paper

A poster

A mind map

Midterm exam

A quiz

A group discussion

Field notes

Final exam

the assessment process
The Assessment Process
  • Assess: to describe and to compare to criteria
  • Test: to determine how many criteria have been met
  • Grade: to assign a value to that accomplishment
some definitions
Some definitions
  • Performance-based assessment
  • Self-assessment
  • Scoring tools
    • Analytic vs. holistic rubrics
    • Criterion checklists
performance based assessment
Performance-based assessment

A set of strategies for the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students (Hibbard and others, 1996)

self assessment
Self Assessment

The ability of a student to observe, analyze, and judge her performance on the basis of criteria and determine how she can improve it.

rubrics analytic vs holistic scoring
Rubrics: Analytic vs. Holistic Scoring
  • Analytic Scoring: Evaluating student work across multiple dimensions of performance rather than from an overall impression
  • Holistic Scoring: Evaluating student work in which the score is based on an overall impression of student performance rather than multiple dimensions of performance
developing a rubric taking the time to describe their work before you judge it
Developing a rubric…taking the time to describe their work before you judge it
  • Use three or four levels
  • Identify criteria you are looking for
  • Use clear and description
  • Use positive statements (what you are looking for, NOT what you are not looking for)
  • Describes the floor; not the ceiling (provides minimum, not maximum)
criterion checklists
Criterion Checklists

A list of identified competencies or skills to be used by a student or teacher in the development or evaluation of student work

some examples of assessment evidence
Formal observations

Informal observations

Interviews

Demonstrations/performances

Written products

Visual products/displays

Student exhibits or models

Short answer quizzes

Tests

Self assessments

Reflective journal entries

Some examples of Assessment Evidence
now it s your turn
Now it’s your turn…
  • Revisit your unit’s standards, essential questions/understandings, key knowledge & skills
  • Select appropriate assessment evidence
  • Begin to develop your unit’s assessment tools
  • Be prepared to share your work at the end of class…