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Assessment :

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    1. 1 Assessment: What is it? What is it for? Assessment before Instruction. Why? What is the difference between formal and informal assessment? What do we mean by “Multiple Methods Collected Over Time” What is Diagnostic Assessment? What is Formative Assessment? What is Summative Assessment? What is Validity? Reliability?

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    4. 4 Multiple Assessment Methods

    5. 5 Informal Checks for Understanding Hand Signals (thumbs up, thumbs down, wave hand) Index Card Summaries (“Summarize a big idea you got from this lesson”) Index Card Questions (“State one thing you don’t understand about...”) Question Box (a place to leave questions about concepts & processes) Misconception Checks (State a common misconception & ask if they agree/disagree—why or why not?) Observations Interviews, Dialogues, Open-Ended Questions Daily journal entries

    6. 6 Traditional Assessment Multiple Choice – potentially useful for baseline measurement of content knowledge & vocabulary True-False – More useful to assess attitudes & applications of ideas versus content/vocabulary Matching – More responses that list items increases likelihood of higher level thinking Completion/Short Answers – Reduces guesswork but need careful wording to avoid ambiguous answers

    7. 7 Essays/Prompts Useful in the assessment of problem-solving skills and complex interrelationships between concepts and processes Provides opportunities for students to develop written communication skills Shortcomings include the subjective nature of essay questions (no single right/wrong answer) and English Language learner variabilities Important to provide expectations and use some kind of grading rubric

    8. 8 Authentic Assessment Performance-based may be used to assess correct answers and the processes used to get there usually involves use of concrete materials may include models, scientific illustrations & diagrams, experiments, and other contextualized demonstrations Projects – students investigate authentic questions and use processes of investigation & experimentation to find solutions Interviews & Student Journals – a good way to identify thinking & problem-solving abilities, misconceptions, and communication skills Portfolios – a collection of student work over time that provides evidence and reflections demonstrating knowledge, abilities & understanding Graphic Organizers – such as concept maps & Venn diagrams – help assess students’ grasp of the interrelationship among concepts

    9. 9 Diagnostic Assessments: Measure existing knowledge & skills Measure mastery of preceding sets of content standards Serve as a diagnostic tool to help plan instruction Provide “pre-test” data to be compared to “post-test” data at the end of the unit Should be administered under same conditions for all students

    10. 10 Formative (Progress Monitoring) Assessments: Monitor student progress on an ongoing basis throughout the unit Inform the teacher about what is working, what isn’t and what adjustments to the plan are needed Identify struggling students who need direct interventions Provide quick feedback to students with opportunities to improve

    11. 11 Summative quizzes, tests, prompts, and/or other assessments: End-of-unit measurement of students’ ability to apply the science knowledge and skills they have acquired. Require students to demonstrate the extent they have met the goals and objectives identified in Stage 2 Provide a “post-test” comparison to the “pre-test” conducted before the unit began

    12. 12 By what specific criteria will student work be evaluated? (From Grant Wiggins, Understanding by Design) Include at least 2 traits to distinguish between:

    13. 13 Validity is Key to “Thinking Like An Assessor” (From Grant Wiggins, Understanding by Design) Validity involves asking: Can we infer from the evidence provided by the assessment to the standard(s)? Is this the right kind of evidence for making the inferences needed? How far can we generalize from the (inherently limited sample of) evidence?

    14. 14 Key Validity Questions: (From Grant Wiggins, Understanding by Design) 1. Could the performance be accomplished (or the test be passed) without in-depth understanding? 2. Could the specific performance be poor, but the student still understand the ideas in question? The goal is to answer NO to both

    15. 15 Just because the student “knows it” … (From Grant Wiggins, Understanding by Design) Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer Understanding can only be inferred if we see evidence that the student knows why (it works, it is important) knows how (to apply it)

    16. 16 For next week– Read Arends, pp 220-222; 231-245 Also review Bloom’s Taxonomy Bring outline of traditional/formal assessments for your unit plan Be prepared to address: the difference between formal & informal assessments What is meant by formative and summative assessment Criterion versus norm-referenced grading Grading: When, why and how?

    17. 17 Web Links to Grade Level Assessments Grade 5 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.vismt.org/programs/assessment/sample_test_5.pdf http://education.jlab.org/solquiz/sci5_26.html http://web.dps.k12.va.us/parkave/soltest.htm http://www.sasked.gov.sk.ca/docs/elemsci/heat2,pdf http://www.aea3.k12.ia.us/divisions/instr/science/Level1test.pdf http://www.exemplars.com/science_3-5/science_3-5_sample.html Grade 6 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.aea3.k12.ia.us/divisions/instr/science/Level2test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 7 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 8 http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/sci8_42.html http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci6_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc6_at99.pdf http://www.ode.state.oh.us/proficiency/sample_tests/sixth/6ptscie.pdf http://tp1.clearlearning.com/ISBE/2003/grade7science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=3964 http://www.exemplars.com/science_6-8/science_6-8_sample.html http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

    18. 18 Web Links to High School Assessments Grade 9-12 Biology http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.4tests.com/exams/examdetail.asp?eid=39 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://www.state.tn.us/education/tsscwebsamf02tng.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=32295 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Chemistry http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/chem_37.html http://www.4tests.com/exams/examdetail.asp?eid=33 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=23135 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Physics http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://www.vismt.org/programs/assessment/sample_test_9.pdf http://www.vismt.org/programs/assessment/sample_test_11.pdf http://www.getsmarter.org/challenge/real.cfm?grade=12th&subject=physics&name=LeftBlank&sex=0&age=1&state=LeftBlank&country=UnitedStates&iam=1&rating=0&access=3 http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://www.learn.co.uk/default.asp?WCI=Topic&WCU=33620 http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science Grade 9-12 Earth Sciences http://pals.sri.com/ http://WWW.CORWINPRESS.COM/searchresults.aspx?search_text=Assessing Student Understanding in Science&sa=true&sc=1 http://education.jlab.org/solquiz/esci_73.html http://www.aea3.k12.ia.us/divisions/instr/science/Level3test.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/2000/sci9_at_2000.pdf http://www.learning.gov.ab.ca/k_12/testing/achievement/tests/1999/sc9_at_99.pdf http://testpilot.isbe.net/ISBE/PSAE/Science/index.html http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples.htm http://nces.ed.gov/nationsreportcard/ITMRLS/search.asp?picksubj=Science

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