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Assessment

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  1. Assessment To Assess or Not to Assess (Authentic Assessment Method)

  2. I

  3. Test shows what they don’t know • Assess shows what they know and how can they apply it, allows for improvement

  4. Discussion Question 1: • Reflect on the types of assessment that you enjoyed as a student. • Discuss why these type of assessments worked best for you.

  5. Discussion Question #2: • What types of assessments do you feel are most beneficial to you as a teacher?

  6. Abbott and Costello

  7. Assessment • We attach value to what we do in the ways we assess it • Assessment needs to help the learner learn what they could do better • We place value on knowledge and techniques by testing. Therefore, we must value what is really important (use the standards- start with the end in mind)

  8. There really should be no difference in classroom learning activities and assessment tasks • The real difference is in the role of the teacher  as an observer rather than a guide • Assessment should become a routine part of the ongoing classroom activity rather than an interruption

  9. Assessment should enhance students’ learning and is a valuable tool for making instructional decisions • Assessment occurs in multiple modes and settings • Standards help instructor figure out what a student should know and be able to do; assessment helps us determine how students are progressing from one benchmark to the next and in which areas they need additional support.

  10. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.

  11. Traxoline Comprehension It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline?

  12. Assessment of understanding requires: • Not only facts and procedures but…. • New relationships between ideas • Use of existing knowledge in new situations • Solving problems using the levels of reasoning (real-world application)

  13. Classroom Assessment Techniques • (10min) – types start at 4 min

  14. Jigsaw • Please read your assigned section of: • “7 Practices of for Effective Learning” • Be prepared to discuss your section with the group

  15. Types of Assessment Formal (summative): • Provides teachers w/ a systematic way to evaluate how well students are progressing in your class • Shows students performance in comparison w/ peers (common assessments) • Unit tests • Essays, short answers multiple choice, constructed response

  16. Formal (summative): 2. Standardized or norm referenced tests or state tests • shows student growth over time

  17. Discussion Question #3 What are your feelings about the summative tests sent to you by the book companies? Are these the best assessments to use as an effective teacher?

  18. Authentic Assessment • Authentic assessment presents students with real-world challenges that require them to apply their relevant skills and knowledge. • Authentic assessment is often based on performance: Students are asked to demonstrate their knowledge, skills, or competencies in whatever way they find appropriate. • There are several challenges to using authentic assessment methods.

  19. Examples: Authentic Assessment • El Mercado - Applegarth Middle School -- "At Applegarth's second biannual El Mercado (market) on June 9, students walking around in sombreros and vests spent an entire day "traveling" to 20 Spanish- and six French-speaking countries and Brazil in an effort to better understand the history, culture and lifestyle of these places." El Mercado is a student-run program in which the language students spend all year researching and preparing for this day.

  20. Tech Ed- Authentic • Task: To empathize with the needs of handicapped people by pretending to be in a wheelchair for a day, then reporting on the experience in written form. • Task overview: The students will be given a scenario where they get hurt playing a sport and have to be in a wheelchair for a day or so. The students will then have to write about their experiences in the wheelchair and present them to their architectural design team. After each team member talks about their experiences, they will write down some design concerns that they will consider when they design their floor plans.

  21. Authentic Assessments ???? • HISTORY: Describe the history of religion from its origins to the present day, concentrate specifically but not exclusively, on its social, political, economic, religious, and philosophical impact on Europe, Asia, America and Africa. Demonstrate your understanding by creating your own religion and describing its likely impact on world affairs. Be brief, concise and specific.

  22. MEDICINE: You have been provided with a razor blade, a piece of gauze, and a bottle of Scotch. Remove your own appendix. Do not suture until your work has been inspected. You have fifteen minutes. • MUSIC: Write a piano concerto. Orchestrate it and perform it with flute and drum. You will find a piano under your seat.

  23. Common Assessment • An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. • Can be formative or summative

  24. Informal (Formative): • occurs between formal (summative) assessments • Includes: group or individual projects, demonstrations or performances, experiments, journals, essays, teachers logs, quick checks • We are: ALWAYS ASSESSING

  25. Types of Informal/Formative Assessments • Observation log-statistics about students, chart, or cards • Journal- students keep an account of what they learned • Performance assessments • Portfolios • White board review

  26. Types of Informal/Formative Assessments • Parking lot- students place post-it of areas of concern onto a chart • KWL- what do you already KNOW, what do your WANT to learn more about, what have you LEARNED? • Stop light- use red, yellow and green indicators of understanding • Classroom starters: problems on board as students enter

  27. Types of Informal/Formative Assessment • Think-pair-share: students stop and think for a moment about an idea or concept, turn to someone on their left or right and share their thoughts, then share results with the rest of the class • Minute paper- take a minute to write what your learned and what questions remain unanswered • Graphic organizershttp://www.edhelper.com/teachers/graphic_organizers.htm

  28. Concept Mapping

  29. Concept mapping: • to generate ideas (brain storming, etc.); • to design a complex structure • to communicate complex ideas; • to aid learning by integrating new and old knowledge; • to assess understanding or diagnose misunderstanding.

  30. Classroom Assessment Technique: Concept Mapping (6 min)

  31. Wikis, Blogs, Nings • Blog: online journal which allows people to publish and share their ideas and work. • www.wordpress.com • (blog could be about articles that students read and comment on, homework help, online book club, journaling, linking to another class) • Mr. Korb

  32. Wikis, Blogs, Nings • Wiki: A wiki is a web site that lets any visitor become a participant:  you can create or edit the actual site contents without any special technical knowledge or tools. All you need is a computer with an Internet connection. A wiki is continuously “under revision.” It is a living collaboration whose purpose is the sharing of the creative process and product by many.

  33. Wikis, Blogs, Nings • Ning: online platform for people to create their own social networks (Facebook- for your classroom) • www.ning.com

  34. Wikis, Blogs, Nings • Nings in the Classroom • Using Wikis in the Classroom • Wikis at UW- Green Bay

  35. Discussion Question #4 • What are some of the informal/formative assessments that you do in your classroom? • Why are they successful for the learner?

  36. Other Informal Assessment Ideas Assessing process skills, performance assessment and project ideas

  37. Anecdotal records Checklist observations for processes Concept mapping Conferences: teacher and peer Debriefing interviews Debriefing questioning for lesson closure Experiences checklists Interactional analyses Interviews Invented dialogs Journal entries regarding processes Learning logs Metaphor analyses Observations Oral questioning Process-folios Question production Responses to reading Retelling in own words Tailored responses Assessing :Process Skills

  38. Activities Announcements AnthemsApologiesBallads Beauty tips Campaign speeches Character sketches Charades Classroom maps Commercials Conferences Cooperative learning group activities Dances Debates Demonstrations Discussions Dramas Exercise routines Experiments ExplanationsFashion showsField trips Interactive book reviews InterviewsIntroductions JinglesJob interviews Jump-rope rhymes Laboratory expeniences Person-on-the-street interviews News reportsOral histories of eventsPantomimes PlaysPresentations Psychomotor skillsPuppet shows ReportsRole playsSales pitches Simulations Singing of songs from historical periods Skits Sociograms Song writing to fit a topic SpeechesSpoofs Storytelling SurveysTongue twisters TV talk shows Verbal comparisonsWarnings Weather reports Performance Assessments

  39. Ads Advice columnsArtifacts Audiocassettes Autobiographies Banners Blueprints Book reviews Books Brochures Bulletin boards Cartoons Case studies Collages Computer creationsCostumes of characters Crossword puzzles Databases Diaries of historical periods Directories Displays Drawings Foods of a country or time period Games Graphs, charts, diagrams Graphic organizers Handbooks How-to books In-class group essays Job applications Job descriptions Journals Lab reportsLearning centers Learning logs Letters to parents, editor, TV station, or a businessMaps "Me Bag" for introductions Mobiles Models Movie reviews Newspapers for historical periods Pamphlets Parenting job descriptions Patterns Peer editing critiques Pen-pal letters Photographs Picture dictionaries Portfolios Posters Product descriptions Projects Proposals Protest letters QuestionnairesResearch centersResearch papers Results of surveys ResumesReviews of TV programs Scrapbooks Short stories Simulation games Slide presentations Soap opera parodies Story illustrations Student-kept charts Tests Timelines Travel folders Videotapes Want ads Work products Writing portfolios Product/Projects

  40. Using Assessment to Improve Instruction

  41. Websites • http://www.uwstout.edu/soe/profdev/assess.shtml • http://jonathan.mueller.faculty.noctrl.edu/toolbox/ • http://members.tripod.com/~ozpk/assess.html • http://www.inspiringteachers.com • http://www.inspiration.com/Educators (concept mapping) • http://cmap.ihmc.us/conceptmap.html

  42. Jigsaw • Read your assigned portion of the article from the Department of Education in Georgia, discuss.

  43. Mr. Bean- Taking School Exam • Ma and Pa Kettle