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Assessment Instrument Development for Evaluating Cookies

Develop a summative assessment instrument to evaluate received cookies, focusing on performance-based and formative assessments. Explore formative, objective, and subjective evaluations to enhance learning outcomes.

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Assessment Instrument Development for Evaluating Cookies

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  1. EDUC 311 - S18 Scarfe 1005 Nov. 2nd, 2010

  2. ASSESSMENT

  3. Cookie Assessment • In your group of three, develop an assessment instrument to evaluate the cookie each of you has received. • You may wish to establish criteria for your assessment

  4. SUMMATIVE ASSESSMENT (assessment of learning) • Summative assessment is generally carried out at the end of an unit of study, project or course. • Summative assessments are used typically to assign students a course grade.

  5. PERFORMANCE-BASED ASSESSMENT • Performance-based assessment focuses on achievement and is a form of summative assessment. • The most common form in B.C. is the provincial exam (Grades 10-12). • Other forms include portfolios which can include a variety of artifacts.

  6. BC PERFORMANCE STANDARDS • http://www.bced.gov.bc.ca/perf_stands/

  7. Formative assessment is generally carried out throughout a project or course. It is used to aid learning. Formative evaluation can be self assessed, peer assessed or teacher assessed - it often serves as feedback on a student’s work and is not necessarily used for grades. FORMATIVE ASSESSMENT (assessment for learning)

  8. DIAGNOSTIC ASSESSMENT • A common form of formative assessment is diagnostic. • Diagnostic assessment measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning.

  9. OBJECTIVE ASSESSMENT • Objective assessment is a form of questioning which has a single correct answer. • Types of objective questions include: multiple choice, matching, fill-in-the-blank, true or false.

  10. SUBJECTIVE ASSESSMENT • Subjective assessment is a form of questioning which may have more than one correct answer or more than one way to express a correct answer. • Subjective questions include: essay questions, short answer questions, document analyses, comprehension questions, substantiated opinions, etc.

  11. CRITERION-REFERENCED ASSESSMENT • Criterion-referenced tests have clearly defined criteria for measurement. A rubric often is prepared for students before assessment occurs, so that students will identify easily, the specifics that will be evaluated. • The “Teacher Candidate” Evaluation Checklist is criterion-referenced. • The rubric for the Inquiry Project is criterion referenced.

  12. NORM-REFERENCED ASSESSMENT • Norm-referenced assessment is also known as “grading on the curve” and typically does not have defined criteria. • Examples of norm-referenced assessment include: IQ tests, entrance exams, etc.

  13. FORMAL AND INFORMAL ASSESSMENT • Formal assessment has a numeric score or grade (most often is summative). Your final grade for EDUC 329 will be formal. • Informal assessment is more anecdotal. For example, lesson observations, pre- and post-conferences, and self-evaluations are informal.

  14. VALIDITY AND RELIABILITY • A valid assessment is one that measures what it is intended to measure. • A reliable assessment is one that measures results in a consistent fashion (from class to class and year to year). • The challenge for test makers is to be fair and reasonable and consistent.

  15. CONTROVERSY • Standardized B.C. provincial exams are controversial because some educators believe that some exams have not been valid nor reliable. • Often B.C. provincial exams have caused test anxiety for some students. • Some teachers have narrowed the curriculum to prepare for the exam.

  16. POSSIBLE DEBATE • Be it resolved that Provincial Exams are not valid nor reliable instruments for assessment. • Set up a debate pit activity with 5 volunteers for the motion and 5 volunteers against the motion. • 14 others observe and assess the debate experience (but how to assess?)

  17. INQUIRY PROJECT QUESTION PROPOSAL • Form 6 triads for the singleton projects and engage in a peer editing process • Form a larger group of six for the three partnerships and engage in a peer editing process

  18. INQUIRY PROJECT QUESTION PROPOSAL DUE @ 2:00 P.M. Thursday, November 4th, 2010 • Please submit a hard copy at the beginning of our Thursday session • Be prepared to defend the proposal

  19. Inquiry Project Presentation Schedule • Nov. 23 – Scarfe 1005 (1:30 – 3:20) Rachel, Kat, Amy/Jenny, Brandon, Nathan, Dianna/Paul, Art, Maya • Nov. 25 – Scarfe 202 (2:00 – 3:50) Sarah J., Jennifer, John, Simone Sarah K., Shaun/Adam, Kyla, Mike • Nov. 30 – Scarfe 1005 (1:30 – 3:20) Lisa, Katherine, Connie, Zubin, Graham

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