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Assessment - overview. ICTCM – October 28, 2004. G. Donald Allen Department of Mathematics Texas A&M University. Speakers. Don Allen Mike Speed Dave Thomas Mike Pilant Diem Nguyen Greg Tobin. What is a “Student Learning Outcome?.

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assessment overview

Assessment - overview

ICTCM – October 28, 2004

G. Donald Allen

Department of Mathematics

Texas A&M University

ICTCM Pre session, Oct 2004

speakers
Speakers
  • Don Allen
  • Mike Speed
  • Dave Thomas
  • Mike Pilant
  • Diem Nguyen
  • Greg Tobin

ICTCM Pre session, Oct 2004

what is a student learning outcome
What is a “Student Learning Outcome?

Student learning outcomes are properly defined in terms of the knowledge,skills, and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of education experiences.

Council for Higher Education Accreditation

ICTCM Pre session, Oct 2004

the purpose of an assessment is
The Purpose of an Assessment Is:
  • to provide information about skills in a content area
  • to guide instruction for the individual and for groups
  • to provide feedback or information
  • to plan further instruction
  • to improve instructional practices
  • to focus on what the student can do
  • to guide decisions about instruction (Formative)

ICTCM Pre session, Oct 2004

the purpose of a test exam is
The Purpose of a Test/Exam Is:
  • to provide feedback about skills learned or obtained via instruction
  • to determine the areas in which an individual needs re-teaching
  • to provide grades
  • to focus on what the student cannot do
  • to indicate attainment of skills (Summative)

ICTCM Pre session, Oct 2004

characteristics of educational measures
Characteristics of Educational Measures
  • Educational measures are
    • Indirect
    • Incomplete
    • Relative
    • Used as classification
  • Educational measures have errors

ICTCM Pre session, Oct 2004

desirable test attributes
Desirable test attributes
  • Reliability
  • Validity
  • Objectivity
  • Balance
  • Fairness
  • Practicality
  • Test length should be
  • Long enough to be reliable
  • Short enough to be administered

ICTCM Pre session, Oct 2004

goals for making tests
Goals for making tests
  • Be concise
  • Be singular – focus on one aspect
  • Be realistic
  • Use definite terms
  • Delineate expected behavior

ICTCM Pre session, Oct 2004

blooms taxonomy
Blooms taxonomy
  • Knowledge (basic)
  • Comprehension
  • Applications
  • Analysis
  • Synthesis
  • Evaluation (advanced)

ICTCM Pre session, Oct 2004

simplified bloom s for testing
Simplified Bloom’s for testing
  • Knowledge (basic)
  • Understanding – ability to restate, interpret
  • Applications – beyond restatement to include analysis, synthesis, and evaluation

ICTCM Pre session, Oct 2004

function of a test
Function of a test
  • Advancement (criterion referenced)
  • Achievement of objectives (norm referenced, items should discriminate well)

ICTCM Pre session, Oct 2004

cognitive testing another view
Cognitive testing – another view
  • Recall
  • Recognition
  • Differentiation
  • Constructed response
  • Problem solving

ICTCM Pre session, Oct 2004

capacity to assess
Capacity to assess
  • Ability
  • Achievement
  • Personality
  • Skill
  • Opinion
  • Attitude

ICTCM Pre session, Oct 2004

assessment what can it do
Assessment What can it do?
  • Provide
    • to students a chance to reflect on what they have learned and need to learn
    • to teachers a chance to reflect on what they have taught well and what needs further attention

ICTCM Pre session, Oct 2004

assessment what can it do15
Assessment What can it do?
  • Provide feedback
    • to the teacher on the clarity of given assessments
    • to teachers about the progress of learning

ICTCM Pre session, Oct 2004

assessment what can it do16
Assessment What can it do?
  • Providing
    • clarity to students on the type of mathematics knowledge valued
    • clarity to students on the type of mathematics proficiency valued

ICTCM Pre session, Oct 2004

assessment what can it do17
Assessment What can it do?
  • Become a routine part of ongoing classroom activity
  • Promote regular class attendance
  • Promote multiple solutions and approaches, giving a well rounded picture that allows each student to show his/her best strengths

ICTCM Pre session, Oct 2004

what counts as evidence for student learning outcomes
What Counts as Evidence for Student Learning Outcomes?

“Evidence” refers to the kinds of information about student learning outcomes that is most appropriate to accreditation settings.

Council for Higher Education Accreditation

ICTCM Pre session, Oct 2004

evidence vs anecdotes
Evidence vs. Anecdotes

“Evidence” can simultaneously embrace the results of quantitative and qualitative approaches to gathering information

However… the plural of anecdote is not evidence!

ICTCM Pre session, Oct 2004

types of evidence
Types of evidence
  • Comprehensive examinations and assignments.
  • • Performance on licensing examinations.
  • • Professionally judged performances.
  • • Portfolios of student work.
  • • Samples of representative student work.

ICTCM Pre session, Oct 2004

what is a standard of student learning
What is a “Standard” of Student Learning?

“Standard" refers to a specific expectation or level of performance that an institution or program establishes for student learning.

Standards are the point of comparison against which to judge the actual evidence of student learning once it is collected.

ICTCM Pre session, Oct 2004

assessment capacity to assess
AssessmentCapacity to Assess
  • Achievement
  • Personality
  • Skill
  • Opinion
  • Attitude

ICTCM Pre session, Oct 2004

testing for what
Testing for what?
  • PREDICTION
  • EVALUATION
  • DIAGNOSIS
  • SCREENING

ICTCM Pre session, Oct 2004

assessment weaknessess
Assessment Weaknessess
  • Lack of content validity
  • Lack of scoring economy
  • Scorer unreliability (leniency, severity)
  • Halo effect
  • Informed judgement
  • Extraneous factors (quality of hand-writing, pen vs. pencil, spelling errors)

ICTCM Pre session, Oct 2004

essay questions
Essay questions
  • Item types
    • Short answer
    • Extended answer
  • Item Construction
    • Focus the direction of the response

ICTCM Pre session, Oct 2004

guidelines for essay questions
Guidelines for essay questions
  • Allow adequate time
  • Should have a problem to be solved
    • Problem should be defined explicitly
    • Problem should be limited
  • Directions should be explicit
  • Don’t use optional questions
  • Construct detailed key for each question

ICTCM Pre session, Oct 2004

assessment it is
Assessment – It is…
  • Broadly defined and used
  • Complex
  • Detailed
  • Wrought with unfairness
  • Essential
  • Different in different contexts

ICTCM Pre session, Oct 2004

engines
Engines
  • ALTEC – online tools for teachers http://altec.org/index.php
    • QuizStar
    • Rubistar
    • Profiler Pro
  • Survey Monkey - http://www.surveymonkey.com/
  • Blackboard, WebCT

ICTCM Pre session, Oct 2004

forms of assessment
Forms of Assessment
  • Collaborative/group projects
  • Direct observation Essays
  • Examinations (unseen), Examinations (seen/open book)
  • Multiple-choice tests, Oral questioning after observation
  • Performance projects, Portfolios
  • Practical projects, Presentations
  • Problem sheets, Projects
  • Self-assessment, Case-studies
  • Short-answer questions

ICTCM Pre session, Oct 2004

two simple assessments
Two simple assessments

ICTCM Pre session, Oct 2004

the muddiest point
The Muddiest Point
  • What point was least clear during this session?
  • What point needs further clarification?
  • What point prevented me from learning fully the contents of this session?

ICTCM Pre session, Oct 2004

the one minute paper
The one minute paper

Answer each question in one or two sentences.

  • What was the most useful or meaningful thing you learned during this session?
  • What questions remain uppermost in your mind as we end this session?

ICTCM Pre session, Oct 2004