adapted from text effective teaching methods research-based practices by gary d. borich and how to...
TRANSCRIPT
ASSESSMENT
Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability Classrooms by Carol Ann Tomlinson and The Successful Classroom: Training Teachers to Succeed
by Region 4 Educated Solutions
PURPOSE OF ASSESSMENT Assessment is a very important piece in
a standards-based educational system because, when used properly, it is the tool that illustrates whether learning has taken place and allows the teacher to take corrective action early in the learning process.
WHAT IS ASSESSMENT? Assessment IS:
Determined and presented to students prior to instruction
Conducted throughout learning process
Communicates effectiveness of teaching
Documents student mastery
Illustrates student reasoning
Diagnoses student strengths/weaknesses
A way for teacher to determine the need for re-teaching
Communicated clearly to students and parents
Assessment is NOT: An afterthought to an
instructional activity Used as an intimidator
to motivate students Designed to trick or
fool a student Used as a punishment
for off-task behavior Intended to provide a
grade and nothing else
Kept private from students & parents
TYPES OF ASSESSMENT
There are 3 types of assessment, each having its own purpose. All 3 should be used to provide authentic classroom assessment.Diagnostic Assessment
Formative Assessment
Summative Assessment
DIAGNOSTIC ASSESSMENT Provides teacher information on
student’s prior knowledge on subject to be taught
Provides teacher information on any misconceptions prior to beginning learning activity
Allows teacher to modify teaching approaches
Identifies students who may be at risk and need intervention
FORMATIVE ASSESSMENT Given throughout the learning process Provides immediate feedback to make
instructional decisions Provides partnership between teacher
and student when used in conjunction with specific, timely, and corrective feedback
Academic grades are not taken during this phase
TEACHER REFLECTION These are questions that the teacher
can ask themselves at the end of each day to assess the day’s objectives:Were the students successful in meeting the
day’s objective(s)?What data or evidence do you have to
support your decision?What went as you had anticipated?What problems did you encounter and what
will you do to make changes for future lessons?
SUMMATIVE ASSESSMENT Cumulative evaluation given at the end
of an instructional unit Determines if students have mastered
specific competencies Identifies instructional areas that need
more attention Examples include:
State mandated tests (TAKS) District Benchmark tests End of unit/chapter tests
TYPES OF SUMMATIVE ASSESSMENTS
Objective Test Items True/False Items Matching Items Multiple-Choice Items Higher-Level Multiple-Choice Items
Essay Test Items Extended-Response Questions Restricted-Response Questions
**There are advantages and disadvantages to all these tests and careful consideration should be given to the format you choose. Above all, you must ensure that it is a fair assessment that matches your instruction and an explanation of how the assessment will be scored is made clear.**
MARKS AND GRADING SYSTEMS Based on comparisons, usually
comparisons of students with one or more of the following:Other studentsEstablished standardsAptitudeAchievement versus effortAchievement versus improvement
PREPARING STUDENTS FOR STANDARDIZED TESTS (TAKS) Focus on the Task, not your feelings about it
Students’ promotion depends on passing Your teaching position can be affected by scores
Inform students and parents about importance of test Explain the reason for taking the test and the
relevance to their learning Teach Test-Taking Skills
There is an element of skill to test taking that affects student performance
Respond to student questions open & directly Prevents anxiety
Take advantage of preparation materials State provides practice tests
THE PORTFOLIO Working Portfolio:
Students include works that are in progress of being polished for a display or assessment portfolio
Display Portfolio:Student selects his/her best work from
working portfolio. Teacher aids student in learning to critically judge the works.
Assessment Portfolio:Teacher is primary audience of portfolio.
Contains a collection of work from the display and working portfolio
WHY USE PRODUCT ASSIGNMENTS?
Allows individuals or groups to rethink, use, and extend what they have learned over a period of time
Element of the instruction that students can “own”
Excellent way of assessing student knowledge, understanding, and skill
CREATING A POWERFUL PRODUCT ASSIGNMENT Identify essential objectives of the lesson Identify one or more formats for product Determine quality expectations:
Content Process Product
Decide on scaffolding needed to promote success: Brainstorming for ideas Time lines Revising editing
Develop product assignment that tells student: Show you understand and can do these things
Proceeding through these steps In this format
At this level of quality
Differentiate based on student readiness, interest, and learning profile
COACH for success
PRODUCT POSSIBILITIES
Products
Design web page
Develop an exhibit
Write poem
Conduct training session
Present a news report
Create a recipe
Do a puppet show
DIFFERENTIATING PRODUCTS
For Struggling Learners
Integrate skills and goals from individualized education plan (IEPs)
Give product assignment in smaller increments
Provide organizers that guide students through steps
Support students in finding appropriate resources
Make sure student has access to material in their primary language
For Advanced Learners
Be sure learner is being stretched forward on a number of learning materials
Consider having student study issues across time periods, disciplines, or cultures
Consider using mentors who know the area of study at an advanced level
Work with student to develop criteria for expert level content and production