Professional Documents
Culture Documents
Assessment
Reflection
Effectiveness
Examples
Feedback
You do not have to do all of this yourself. You can build in features of the
lesson plan that ensure that students are giving you feedback, immediately,
about how and what they are learning. These systems have proven to be very
successful. So, build in the feedback piece. Let them be a part of the lesson
plan.
The whole field of assessment, therefore, is about one important concept: find
a way in, through, and out. It is about using common sense to gather
information that ultimately informs your teaching and helps your students
reflect upon their own process of learning. It is about improving your skills in
designing lessons that work and yielding the results you desire.
With these ideas in mind, you will have a frame and a guide to assessment.
This process will inform your teaching practice.
Name the services available to help them with their information needs.
Locate the library resources.
Access the online catalog and index pages. Practice searching in the
library.
(D) Degree: As a teacher, you have to decide what level your students are
at. Under what circumstances will the learning take place? What skills will be
demonstrated to show that learning is occurring? What is the expected level of
accomplishment?
Try to be as realistic as possible with the degree of competence. You dont
want to aim too low, but you want the tasks to allow for a margin of error and
improvement. In this case, the objectives of the lesson will be met when
students can access the library indexes and the catalog.
Often, when writing learning objectives, we are tempted to use the words
understand or appreciate to say what the learner will be able to do. These
are vague terms and not easily measurable. For the most effective assessment
of the learning experience, use only measurable action verbs that clearly
describe what you expect from the learner. When this information is shared
with the students, they will have a strong understanding of what is expected of
them and how they can demonstrate it.
In this particular example of a learning objective, the verbs name, identify,
locate, access, and practice are activities and behaviors that are
measurable. We suggest that you write your learning objectives using action
verbs.
A great deal of scientific studies and teacher experiences has focused on a
taxonomy (or scale) that describes how students learn. We call this cognitive
learning. Though building a memory and recalling facts are all important
factors in being an educated person, cognitive learning also has to do with how
students gain skills in learning through:
Comprehending information.
Organizing ideas.
Analyzing and synthesizing data.
Applying knowledge.
Choosing from alternatives in problem-solving.
Evaluating ideas or actions.
Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual
skills. Listed below are the six major categories in this domain. They start with
the simplest stating and recalling facts and proceed to the most complex
assessing and appraising. These categories are often described as varying
degrees of difficulty. In other words, they have to be mastered one after the
other, not at the same time.
Affective Domain
This domain focuses on feelings, values, and attitudes. Affective learning is
demonstrated by behaviors indicating attitudes of awareness, interest,
attention, concern, responsibility, and ability to listen to and respond in
interactions with others. This refers to emotions, attitudes, appreciation, and
values such as enjoys, conserves, respects, or supports. The five
major categories in this domain are listed below starting with the simplest and
ending with the most complex.
ReceivingPhenomena:ask,choose,describe,follow,give,hold,identify,locate,name,
pointto,select,sit,erect,reply,use.
RespondingtoPhenomena:answer,assist,aid,comply,conform,discuss,greet,help,
label,perform,practice,present,read,recite,report,select,tell,write.
Valuing:complete,demonstrate,differentiate,explain,follow,form,initiate,invite,join,
justify,propose,read,report,select,share,study,work.
Organization:adhere,alter,arrange,combine,compare,complete,defend,explain,
formulate,generalize,identify,integrate,modify,order,organize,prepare,relate,
synthesize.
Internalizingvalues:act,discriminate,display,influencs,listen,modify,perform,
practice,propose,qualify,question,revise,serve,solvs,verify.
When working in this area, it is best to use verbs that fit the situation. For
example, the student accepts, attempts, challenges, defends, disputes, joins,
judges, questions, shares, supports.
Psychomotor Domain
Psychomotor learning is demonstrated by physical skills; coordination,
dexterity, manipulation, strength, speed, etc.; actions which demonstrate the
fine motor skills, such as use of precision instruments and tools, or actions with
evidence of gross motor skills, such as the use of the body in dance or athletic
performance. Verbs that apply here include bend, grasp, handle, operate,
reach, write, and perform. The categories in this domain are as follows:
Perception:choose,describe,detect,differentiate,distinguish,identify,isolate,relate,
select.
Set(readinesstoact):begin,display,explain,move,proceed,react,show,state,volunteer.
(ThiscategoryofthePsychomotorDomainisrelatedtotheRespondingcategoryinthe
AffectiveDomain).
GuidedResponse:copy,trace,follow,react,reproduce,respond.
Mechanism:assemble,calibrate,construct,dismantle,display,fasten,fix,grind,heat,
manipulate,measure,mend,mix,organize,sketch.
ComplexOvertResponse:assemble,build,calibrate,construct,dismantle,display,fasten,
manipulate,measure,mend,mix,organize,sketch.(Theactivitiesarethesameasforthe
Mechanismcategory,buttheywillbemodifiedbyadverbsoradjectivesthatindicatethat
theperformanceisquicker,better,ormoreaccurate).
Adaptation:adapt,alter,change,rearrange,reorganize,revise,vary.
Origination:arrange,build,combine,compose,construct,create,design,initiate,make,
originate.
WhatisthebiggestcityinSouthAfrica?
WhowroteMacbeth?
Comprehensionlevelquestionsrequirethatstudentsgobeyondsimplerecallandcombine
informationtogetherinordertoarriveatananswer.Forexample:
Howwouldyouillustratephotosynthesis?
Whatisthemainideainthisstory?
Whatwillhappenifwecombinethesetwoshapes?
AttheApplicationlevel,studentsareaskedtoapplysomethingtheyalreadyknowtoanew
situation.Theyhavetousetheirknowledgeinadifferentcontext.Someexamplesofapplication
questionsareasfollows:
HowwouldyouuseyourknowledgeoflatitudeandlongitudetolocateIceland?
Canyouthinkofanotherinstancewhereyoucouldusethisformula?
TeachersaskAnalysisquestionswhentheywantstudentstobreakdownsomethingintoits
componentpartsortoidentifyreasons,causes,ormotivesandreachconclusionsor
generalizations.Forexample,ateachercouldask:
Whataresomeofthefactorsthatcauseoxidization?
WhatfactorspromptedtheUnitedStatestoenterWorldWarII?
Whatwastheunderlyingthemeofthisnovel?
WhatweresomeofHamletsmotivesbehindhisactions?
Whatwastheturningpointofhislife?
WhenteachersaskSynthesisquestionstheydosotoengagestudentsincreativeandoriginal
thinkingandtoinvitethemtoproduceoriginalsolutions,ideas,andattemptproblemsolving.Here
aresomeexamplesofsynthesisquestions:
Canyouseeapossiblesolutiontothisnewproblem?
Whatkindofcompromisecouldyoudevisehere?
Createanewproductforteenagersandplanamarketingcampaignforit.
WriteaTVshowscriptoraplayaboutyourchallengeswiththisunit.
Evaluationquestionsrequirethatstudentsmakeajudgmentaboutsomething.Thisiswhat
happenswhenteachersaskthemtojudgethevalueofanidea,aworkofart,orasolutiontoa
problem.Studentsengageatthislevelwhentheyareinvitedtomaketheirowndecisionsandsolve
problems.Evaluationquestionscouldinclude:
Whatdoyouthinkaboutthisnovelsofar?
Whichpoemdidyoulikethebest?
Doyouthinkourpresidentdidtherightthing?
Portfolio Parts
Below is a general outline of a portfolio's contents:
1. Table of Contents
2. A letter from student to the teacher explaining the contents.
3. Student reflections on her performance.
4.
5.
6.
7.
Best work and reason why the student has selected it.
Work the student is unsatisfied with and the reasons why.
Most improved work or work that shows growth.
Plan and commitment for improvement.
Portfolios are creative efforts and show the individuality of student work. They
can take many forms and should tap into the cultural themes of the students
themselves. Consider, too, how the forms below may fit into your subject:
Museum exhibit
Oral history
Documents
Diaries
Songs
Stories
Dances
Rituals
Film
Drawing
Interviews
Three-dimensional art work
Generative Assessment
Seamless and Ongoing Assessment
Authentic Assessment
Performance-Based Assessment
Generative
Students and their teachers create the assessment criteria and/or tools
through interactions that are meaningful and generate knowledge. Generative
approaches to instruction use a wide range of instructional strategies,
including:
Authentic Assessment
Authentic assessment is geared towards methods that correspond as closely
as possible to real world experience. The instructor observes the student in the
process of working on something that has relevance to everyday life. Then, the
teacher provides feedback, monitors the student's use of the feedback, and
adjusts instruction and evaluation accordingly.
Performance-Based
Performance-based assessments involve presenting students with an authentic
task, project, or investigation. Then, teachers and students observe and
examine these artifacts and presentations to assess what the student learned
and can do as a result of his work. For example, many schools have developed
a set of hands-on tasks to assess problem solving and communication in
mathematics.
Example: Estimate the number of beans in the bucket.
Materials: large bucket of beans, magic markers, tray, and a small cup.
Instructions: Using any estimating strategy to estimate the number of beans in
the bucket.
NOTE: Leave the station in the same arrangement that it was originally set-up.
Lesson: Bucket of Beans
1. Ask the students to explain the strategy you used to estimate the number of
beans.
2. Ask the students to count how many beans are in the bucket.
Required Reading:
Assessment as a Tool for Learning
By Jill Hearne
Assessment! For teacher, the word conjures up images of late night
grading sessions prior to report card deadlines. For principals, it conjures
up phone calls from media and parents demanding "bigger, better"
scores. To a superintendent, the word "assessment" is often related to
10
11
12
quality with all of its nuances and know that one is never justified in
settling for unsound assessments are assessment literate.
At the school level, understanding the match between method and
student outcomes is critical. Also critical is an awareness of audience.
Who needs to know what information and in what time frame? The
needs of school board members are very different from the needs of
parents or students.
As you examine your assessment menu in your school, remember to
include parents and students in discussions of quality. Provide
opportunities for each to truly understand what is being measured, what
evidence is considered proficient or "good enough" and most importantly
to see the link between the assessment and instructional complications.
Unless assessment results are used to make issues of quality part of
everyday conversation in schools, they will not change instruction. This
is where the assessment revolution is actually taking place-- in the use of
assessment data to drive decision-making. The difference is that "data"
takes on a richer meaning when that "data" is actual student work
instead of numbers representing a normative version of student work.
Certainly, normative data has a place, and there are clear advantages of
using normative data for program planning as well as building and
district evaluation. Consistency over time, ability to look at trend data,
comparability between school systems at a regional, state, or
international level are a few of the benefits.
Using Multiple Measures
Utilizing multiple measures of student learning that include actual
student work builds a community of learners. No one test or assessment
can give a clear picture of student achievement which is why several
states (Washington, Maryland, Maine) and districts (Seattle, Washington,
Charlotte-Mecklenburg, North Carolina) have incorporated multiple
measures including classroom-based evidence as part of their total
accountability system.
Student work, however, becomes data when it is scored using commonly
understood criteria and reflected upon for the purpose of improving
instruction. Not only is the process of scoring student work an important
process for members of a school community to go through to
communicate and internalize common standards, it is also a powerful
staff development tool for improving instruction.
A useful organizational structure for using student work as data is
suggested here as a seven step process schools can use to assess
student learning.
13
14
15
16
17
Assessment Models
There are numerous assessment models. The three most commonly used are:
Examples:
18
incorrect information for the first map. When the second map is
created, try to reflect all information gleaned from a unit of study and
ferret out all inaccurate information (without exposing students who
provide incorrect information to censure). Pose this as a process of
discovery, not a search for an error-free first document.
Student self-evaluations encourage self-reflection and better learning
for students. They can encompass a variety of formats. The content of
self-evaluations should never be graded. However, there is a kind of
evaluation that can be graded for depth of analysis (i.e., how seriously
did you take this task? Did you attempt to understand your own
thinking and writing processes? Were you able to contextualize your
own acts as a writer and thinker within course themes?) The grade
would be assigned for the application of insight and course themes to
students own practice.
In addition to pre- and post-assessments, teachers can institute many
other types of alternative assessment.
Post-unit assessments can include lab tests. Student interpretation of
data (especially data which they collected) can provide insights into
their understanding. Hands-on experiments that replicate a process
used in the unit allow teachers to measure the ability to use skills that
were taught. Given certain materials, students can construct a model of
the current topic of study, i.e. the cell. Students could work alone or in
pairs to design and/or carry out an experiment.
A culminating activity such as a presentation, skit, or teaching of others
allows for sharing and demonstration of student learning. The teacher
should use the rehearsal for the public activity as the actual
assessment, so that any nervousness won't hinder an accurate
assessment of students' knowledge.
Things to Consider
When you start using alternative assessment, start small. One example of this
is to use an old multiple choice question without providing the answers. This
eliminates the guessing factor for which multiple choice tests are famous.
Also, please consider the following:
1. Look for things that you already do to find evidence of students'
thinking and learning.
2. Be realistic about the values of your school community.
3. If graded report cards are emphasized, be sure that you can translate
your assessments into traditional grades.
19
teacher. The fifth grade teacher could then teach these incoming students
based on what the fourth grade teacher had gathered.
By looking at and reflecting upon the information gathered by the fourth grade
teacher, the fifth grade teacher could see individual student strengths and
weaknesses, as well as identify areas the entire group should continue to work
on. The information gathered helped the fifth grade teacher understand what
areas to focus on when teaching the fifth grade math program right from the
beginning of the year.
20
got right and the types of problems they got wrong. Ask them to write
notes in their math journal to acknowledge the types of problems they
know how to do and encouraging themselves or making note of what
they need to work on.
4. Invite students to participate in the making of a rubric (guidelines).
Then, have them evaluate themselves once the paper or project is
ready to be turned in. Note: ask them to provide evidence or support
for the scores they give themselves. As part of the rubric, ask them to
reflect upon their learning. Do not grade the content of their reflection.
Instead, focus on the depth of analysis.
21
2.
3.
4.
5.
Theyaretoolsforbothteachingandassessmentbecausetheymaketeachers'expectations
clearandbecausetheyalsoshowstudentswhattheyneedtodoinordertomeetthose
expectations.Inshort,rubricshelpteachersdefinewhattheymeanbyqualitywork.Not
surprisingly,rubricsoftencontributetosignificantimprovementsinthequalityofstudent
work.
Sincerubricsclearlyitemizewhatneedstobeaccomplishedandthevaryingdegreeof
qualityforeachcriterion,theyprovidestudentswithclearguidelinesregarding
expectationsandhelpthemlookcriticallyattheirownworktoassessitsquality.They
helpstudentsidentifyweaknessesandstrengthsintheirownwork.
Sincetheyareeasytouse,rubricshelpteachersreducetheamountoftimetheyspend
evaluatingstudentwork.Oncearubricisdeveloped,teacherscanputacheckmarkbeside
thecriteriaintherubricthatmosteffectivelyreflectstudentwork.Theydonothaveto
writelengthyexplanationsforthestudenttoidentifytheshortcomingsorstrengthsofthe
assignment.Astudentcantakeaquicklookatacompletedrubricandknowveryquickly
whichaspectsoftheworkrequireimprovement.
Rubricsallowteacherstobemoreconsistentandobjectiveintheirassessments.
Rubricsprovideteacherswithhelpfulfeedbackregardingtheeffectivenessoftheir
instructionandhelpthemidentifyareasinneedofimprovement.
ThreeCommonFeaturesofRubrics
Rubricsfocusonmeasuringastatedobjective(performance,behavior,orquality).
Rubricsusearangeofqualityindicators(fromneedsimprovementallthewayto
exceedsexpectations,forexample)toevaluatestudentperformance.
Rubricsprovideclearandspecificperformancecharacteristicsthataredividedintolevels
showingthedegreetowhichstudentsworkcomplieswithestablishedcriteria.
22
Rubric Template
(Describe here the task or performance that this rubric is designed to
evaluate.)
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Stated
Objective
or
Performance
Description of
identifiable
performance
characteristics
reflecting a
beginning level of
performance.
Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Stated
Objective
or
Performance
Description of
identifiable
performance
characteristics
reflecting a
beginning level of
performance.
Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Stated
Objective
or
Performance
Description of
identifiable
performance
characteristics
reflecting a
beginning level of
performance.
Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Stated
Objective
or
Performance
Description of
identifiable
performance
characteristics
reflecting a
beginning level of
performance.
Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Stated
Objective
or
Performance
Description of
identifiable
performance
characteristics
reflecting a
beginning level of
performance.
Description of
identifiable
performance
characteristics
reflecting
development and
movement toward
mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting mastery of
performance.
Description of
identifiable
performance
characteristics
reflecting the
highest level of
performance.
Score
Rubrics may be used as-is or they may be combined and modified in any
way that is appropriate for your students. A rubric is the right choice for you if
it addresses the aspects of student work that you feel are most important, and
you and your colleagues can generally agree on the score that should be
assigned to a given piece of student work.
A good way to find out which rubric is best for you is to pick a few likely
candidates, try them out on actual examples of student work, and modify them
if necessary. This is often best done in a group setting, so all of the teachers
who will be using the rubric can be involved. It is worth taking your time to find
23
a rubric that works well at your school because that rubric will make scoring
your students' work easier and quicker.
Most rubrics are focused on particular subjects and grade level(s); if available,
that information is often included in the rubric listing. Although subject areas
and grades are specified for many of the rubrics, you may find that some
rubrics can be applied to other subjects and grades with little or no
modification. So, if a rubric looks promising, do not be too concerned about the
stated grade level or subject. For example, reading rubrics may often be used
to assess listening, and writing rubrics can be used to assess speaking,
content, and organization (you would need to add scales for vocal delivery and
physical gestures and behavior).
Rubrics for art, music, drama, and dance may sometimes be used for a
different art form with little modification. For example, an art rubric that deals
with the artistic sensory elements of line, shape, value, color, and texture
might be used as a music rubric by substituting musical sensory elements,
such as rhythm, tempo, pitch, timbre, and dynamics.
If we think about assessment as casting a net into fertile waters and
gathering information, a rubric is like the eyeglasses we create and use when
we look into the net. Rubrics help us to see; they help us to look for certain
things we deem important.
A rubric can be issued from a pre-made template or inspired by school or
national standards. A rubric can be created by a teacher or a group of
teachers. It can even be co-created with students.
Sample Rubrics
Please see the Appendix at the end of this course.
Believing
24
25
Pointing
Summarizing
Posing one question for your learner to consider
Offering one or two things for improvement
Each are described fully by Peter Elbow in his book called Writing Without
Teachers, a book we highly recommend.
26
carefully your work and point of view that alone can have a powerful impact
on a young person whos engaging with a complex topic.
I read the short story you sent to me. The part where you talked about
training your dog made me laugh out loud: When I commanded Spike
to give me his paw, he just rolled over, yawned, and gave me his belly
to rub.
My mind started to wander when you started talking about the cows. I
tuned out for a while and then I was listening again when you talked
about crossing the river. At the description tree branches and rocks
swirled past me like a hurricane; the sky darkened to a coal-gray I
could feel my heart starting to pound in my chest.
An example of summarizing might be: Home. The comfort of home - its
foods, smells, the conversations. Home is like an anchor for your
character; it keeps her from drifting off. That's what stays with me after
reading your piece.
The first three responses from above are more valuable to you than the
good, nice or bad comments of ineffective feedback because you are
receiving specific information about content, including how something in your
story affected that particular reader at that particular time. As the writer, you
can then choose to re-write or keep those sections the reader pointed to.
That's up to you as the writer. You listen to the feedback and then you have
control over what you change or don't change.
27
An example might be: After reading the line in your story, He never strayed
too far from home, I wondered if the character was helped or hurt by staying
so close to home his whole life. What do you think? This questions shows the
student that you read her work carefully and that you took the time to think
critically and constructively about her work. It also provides a wonderful
opportunity to engage the student in thinking about her own work.
28
29
6. Explain how you would use each of the following in your classroom:
a) Generative Assessment
b) Seamless and Ongoing Assessment
c) Authentic Assessment
d) Performance-Based Assessment
Describe what these assessments would look like and how they would:
a) support student learning
b) enhance your understanding of student learning.
6. How can different assessment models inform teacher practice?
7. How would you describe the methods and approaches of a teacher who is
assessment literate? As a mentor or teacher leader, how would you encourage
and help develop this kind of literacy in your colleagues and at your school?
8. What are the key elements of effective feedback? Explain the potential
impact that each can have on student learning.
30