Assessment

Agenda
Parking lot
Review concepts from yesterday
Discuss readings
Assessment
 Concepts from Yesterday
Define Curriculum
What are standards and benchmarks
What are essential questions
What is “backwards by design” without
using the terms backwards by design.
 Reading Points
Curriculum and Assessment
Measuring Curriculum and Achievement
 Assessment

Assessment is…………………………….
Educational assessment is the process
of documenting, usually in measurable
terms, knowledge, skills, attitudes and
beliefs. (Merriam-Webster)
Two types of assessment:
– Assessment within classes (Narrow)
– Assessment of the curriculum (Broad)
 Overarching Questions
Why do we need assessment?
What do we do with the results?
How do we know the results are valid?
Brainstorm Types of
Assessment
Definitions of Types of Assessment
Formative-ongoing input for improvement
Summative-results based (giving a grade)
Objective-only one correct answer (true/false or multiple
choice tests)
Subjective-more than one correct answer (essay)
Formal Assessment-tests, quizzes research paper
(grade or percentage assigned)
Informal Assessment-portfolios, observation, peer and
self evaluation
Internal-classroom teacher or school based
External-district, city, state or nation based
 Types of Assessment
Summative Formative
– Certify competency – Provide students with
feedback on their
– Compare achievement performance/achievement
against learning
outcomes
– Improve performance
– Compare learners
against each other
(standardized tests) – Increase motivation to
learn/study
– Award qualifications
– Promote self-assessment
– Improve programs of and self-monitoring
study
When the cook tastes the soup,
that’s formative; when the
guests taste the soup, that’s
summative.

Stake, R. cited in Earl, L. (2004). Assessment as learning:

Using classroom achievement to maximize student
learning. Experts in Assessment. Thousand Oaks,
California: Corwin Press.
Review of Bloom
Modern Trends: Guiding Questions
for Assessment
What is the learning goal/outcome you hope your
students to meet?

What is the purpose? What do you hope to learn

from this assessment?

What will be assessed?

Who will be assessed?
When will the skills be assessed?
How will the skill or concept be assessed?
In what setting will the assessment be
conducted?
Modern Trends: Guiding Questions,
continued
How will the results be analyzed?

How will the results be used? How will the

results benefit you and your students?

To whom will the results be communicated?

Can the skill or concept be measured in more

than one way—suggesting transfer of
learning?

Are there provisions for student reflection or

self-assessment?
 √ Means of Assessment
Checklist
√ Inquiry √ Oral test
√ Class discussion/group √ Written test
critique √ Oral research report
√ Portfolio √ Written research report
√ Demonstration √ Oral critique
√ Journals/logs √ Written critique
√ Self-assessment √ Performances
√ Checklist/rating form √ Critique by experts
√ Projects √ Interview
√ CATs
 Assessing the Curriculum
Measurement and evaluation of the whole
curriculum
– How do you know its working and achieving
results
– Who is responsible for measuring curriculum?
 Research work
Parents’ satisfaction survey. You need a
tool to collect data, e.g. survey
questionnaire, interview,
parents meetings.
Students’ records, e.g. subject grade
report, national test, feedback from
universities on graduates.
Teachers’ feedback, e.g. support system,
school policy.
Teaching evaluation.
School Curriculum Development
PROCESS –
Development-
How will we What do we want
Implementation-
know students learners to know,
Evaluation have learned? do, understand and be like
Assessment Standards, objectives, outco

How will we get

them there?
methods,strategies
What Challenges Do you face in
implementing the curriculum
Teachers
– Teaching assistants
– Professional development (internal and
external)
Resources
Planning time
Monitoring system
– Responsibility for implementation (principal?)
 Group Activity #2: Issues and
Challenges with Assessment
In your group, please list as many
“problems/issues/challenges” you feel surround
the topic of assessment, think from a teachers
point of view (15 minutes)
Accountability-people are worried how results
will be used
Assessment Validity
Classrooms are changing, our practice is not
Lack of Planning and Collaboration
Lack of clear standards
 Accountability
How will the results be used?
Will they effect my job, my school, my
district?
If all my students do well:
– Am I a good teacher?
– Will I have fewer parent complaints?
 Assessment Validity
“Are you measuring what you set out to
measure?” Validity is based on
content: does the content of the assessment
measure stated objectives?
criterion: do scores correlate to an outside
reference? (Do high scores on a 5th grade
reading test accurately predict reading skill in
the future?)
construct:are there other variables which could
effect scores (ESL, Family Income, LD)
 A Major Challenge: Helping
Teachers Help Children
How do we help teachers?:
 Developing Assessment Tasks: a
practical application for teachers and
administrators
Distribute Research

Departments review and discuss

Individual teachers write assessment plans

Grade level teams review and discuss,

principal assists individual teachers

Grade teams compare results, teachers evaluate and modify,

Principal compiles data
Group Activity #3: What Next?
In your groups, please generate a list of
what you think the 21st century challenges
will be regarding assessment (15 minutes)
Technology
Social networks
Learning is more collaborative and
knowledge easier to obtain
Time
 Tarek’s Tips for Quality
Assessment
Give teachers time to talk about assessment
Principals should be Educational Leaders and be
involved
Ask the students, when age appropriate, to design their
own assessment tasks
Always look at data and results, modify and verify based
on data
Always use multiple sources of assessment
Provide enough Professional Development for teachers
Importance of expectations that all children can learn,
and teachers who believe that they can make this
happen
Timely and constructive feedback
 In Conclusion: Effective
Assessment Should
Focus on process, product, and person

Represent what was taught–and what we expect students

to learn

Actively involve both teachers and students—allows

students to demonstrate understanding

Provide information for improving learning

Have the purpose not to evaluate a program but to provide

a cycle of continuous program improvement
 References
Burton, S. L. (2005) Assessment using
creative strategies, NJMEA Conference
Presentation.
Dwyer, Carol, 2004. ETS
Wiggins and McTighe, (1995)
Understanding by Design