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Enhancing Assessment Practices for Effective Learning

Learn about principles and methods of performance assessment and how to design tasks with associated rubrics for matching objectives. Understand sound assessment keys and involve students in the process. Considerations, examples, and references included.

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Enhancing Assessment Practices for Effective Learning

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  1. Performance Assessment Doris R. Brodeur, Ph.D. TEP 11.125

  2. Acknowledgment • Some of the information for today’s class was excerpted from: Developing Performance Assessment Tasks: Templates for Designers developed by the Maryland Assessment Consortium and presented by Jay McTighe, Director

  3. Outline • Basic Principles of Assessment • Learning Objectives and Alternative Assessments • Performance Assessment • Summary Reflection

  4. Learning Objectives • To recognize that assessment practices are based on assumptions and principles of teaching and learning • To match appropriate assessment methods with learning objectives • To design performance tasks and associated assessment rubrics

  5. The Role of Assessment Learning Curriculum Assessment Teaching And Learning Experiences Inspiration and Motivation

  6. Instructional Planning(Wiggins & McTighe, 1998) Identify desired results Determine acceptable evidence Plan teaching and learnig experiences

  7. BRAINSTORM:Reasons for Assessment • Generate a list of reasons for assessment in the classroom. • Include in your list reasons for assessment methods that are alternatives to written tests. • Appoint a recorder for your group.

  8. Keys to Sound Assessment(Stiggins, 1997) Appropriate methods Clear objectives Control of bias Clear purpose Appropriate sampling

  9. Knowledge Reasoning Skill Attitude mastery of content; “knowing what” or “knowing about” use of knowledge to solve problems “knowing how” to do something disposition: opinion; affective domain Learning Objectives(learning outcomes, achievement targets)

  10. Types of Assessment • Selected response • Constructed response • Performance (process and product) • Personal communication

  11. Matching Assessment With Objectives

  12. Performance Task Blueprint • Learning objectives Concepts and principles Skills, processes, and procedures • Description of the task • Student products and/or performances • Criteria for assessing each product and/or performance

  13. Assessing andRecording Results(Rubrics) • Level of detail of results Holistic rating Analytic rating • Recording procedures Checklists Rating scales Anecdotal records Summary narratives

  14. Constructing a Rubric • Identify the keyelements, traits, or dimensions to be evaluated • Think about what an exemplary responseto the task would look like. (What are the key characteristics of such a response?) • Decide the number of scale points needed to discriminate among the full range of different degrees of quality (3 to 5 are usually sufficient) • Decide if the identified elements are of equal importance or will be weighted differently.

  15. Examples of Rating Scales • Understanding: thorough, substantial, partial or incomplete, misunderstanding or serious misconceptions • Frequency: usually/consistently, frequently, sometimes, rarely, never • Effectiveness: highly effective, effective, moderately effective, ineffective • Quality: missing,inadequate, adequate, good, very good • Quality: missing, does not meet expectations, meets expectations, exceeds expectations

  16. Involving Students in Assessment • Share the performance criteria with students at the beginning of the unit. • Have students keep track of which criteria they have met and which are yet to come. • Have students create visual displays of performance criteria for bulletin boards. • Engage students in developing performance tasks and criteria.

  17. Involving Students in Assessment (cont.) • Have students evaluate their own and each other’s performance. • Have students track their own growth over time with respect to certain performance criteria. • Have students predict their performance, and then check their actual assessment.

  18. Performance AssessmentConsiderations • Purpose of the assessment • Expertise to develop clear criteria • Ability of students to perform in required ways • Number of students to be assessed • Complexity of the learning objective • Availability of materials • Resources to observe and assess

  19. References • Burke, K. (1994). The mindful school: How to assess authentic learning. Palatine, IL: Skylight. • McTighe, J. (1996/1997). What happens between assessments? Educational Leadership, 54(4), 6-12. • Stiggins, R. J. (1997). Student-centered classroom assessment, 2nd ed. Upper Saddle River, NJ: Merrill. • Trevisan, M. S., Davis, D. C., Calkins, D. E., Gentili, K. L. (1999). Designing sound scoring criteria for assessing student performance. Journal of Engineering Education, 88(1), 79-85. • Wiggins, G. (1996/1997). Designing authentic assessments. Educational Leadership, 54(4), 18-25. • Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

  20. Summary Reflection 3 important ideas I learned about performance assessment 2 questions or concerns I still have about performance assessment 1 step that I will take related to performance assessment

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