assessment and evaluation
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Assessment and Evaluation. September 28, 2012. What Principles have we explored so far?. Effective Teachers: Appreciate and Understand Adolescents Understand how Students Learn Create a Nurturing Classroom Adopt a Balanced Literacy Approach Scaffold Reading and Writing. - PowerPoint PPT PresentationTRANSCRIPT
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Assessment and EvaluationSeptember 28, 2012
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What Principles have we explored so far?Effective Teachers: Appreciate and Understand Adolescents Understand how Students Learn Create a Nurturing Classroom Adopt a Balanced Literacy Approach Scaffold Reading and Writing
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Principle # 8 of Effective Instruction
Effective Teachers LINK Instruction and Assessment
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Assessment/EvaluationIn your Learning Log…. 3 column chart - Last Column Blank for
NowWhat
types of assessments are you familiar with?
What is the
purpose of each one?
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Assessment vs. EvaluationCommonly used
interchangeably but have DIFFERENT MEANINGS
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Assessment Formative Ongoing Provides immediate feedback Used to inform instruction Its goal is to improve learning It is usually authentic
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Evaluation Summative –Final and after instruction
takes place Usually in a “test” format Usually measures achievement
compared to standards Used to compare student data
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Assessment Language Summative Assessment (Evaluation)
Assessment of Learning For grading or placement
Formative Assessment Assessment for learning
Identifies strengths and weaknesses Assessment as learning
Learning takes place through the assessment Self assessment
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The word ‘assess’
Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed
to sit with the learner. This implies it is something we do with and for students and not to
students (Green, 1998)
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Summative versus Formative Assessment
If we think of our children as plants …
Summative assessment (Evaluation) of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.
Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.
The Garden Analogy
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Formative and summative assessment
Formative and summative assessment are interconnected. They seldom stand alone in construction or effect.
The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response.
It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.
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lead toward Summative Assessments.
be the most important form of assessment
inform instruction and learning
be ongoing and regularly practiced throughout the year
Formative Assessment Ought to :
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Formative Assessment Should : Inform the student and the
teacher/parent Timely Feedback . . . . Immediately is best! Pinpoint misunderstandings or weaknesses
accurately
Be low stakes No grading Completed when student and/or teacher is ready
Be flexible and easy to administer
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ActivityWhat
types of assessments are you familiar with?
What is the
purpose of each one?
Formative or
Summative Assessmen
t?
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The test of a successful education is not the amount of knowledge that a student takes away from a school, but the appetite to know and the capacity to learn.
If a school sends out students with a desire for knowledge and some idea of how to acquire and use it, it will have done its work. Too many students leave school with the appetite killed and the mind loaded with undigested lumps of information. (Abbott, 1999)
What do we want for our students?
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Five Deceptively Simple Factors:
Research indicates that improving learning through assessment depends on five deceptively simple
factors:1. The provision of effective feedback to students.2. The active involvement of students in their own
learning.3. Adjusting teaching to take into account results of
assessment.4. A recognition of the profound influence assessment
has on the motivation and self esteem of students.5. The need for students to be able to self assess
themselves and understand how to improve.
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Several Inhibiting Factors: A tendency for teachers to assess quantity of work
and presentation rather than quality of learning. Greater attention to marking and grading, much of it
tending to lower the self esteem of students rather than provide advice for improvement.
Teachers feedback to students often serves social and managerial purposes rather than to help them learn more effectively.
Teachers not knowing enough about their students’ learning needs.
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Types of Classroom- Based AssessmentsTests to determine students’
reading levelsInformal assessments:
MonitoringDiagnostic testsPortfolios
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Determining Reading Levels Independent Instructional -**where teaching can take
place Frustrational
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Examples of TheseIndividual Assessments Fountas and Pinnell Running Records
and Benchmark System DRA’s – Developmental Reading
Assessments
Whole Group SRI- Scholastic Reading Inventory
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Diagnostic AssessmentsAssess strengths and weaknesses to drive instruction Running Records Independent Reading Inventories
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Portfolios “…systematic and meaninful collections
of artifacts documenting students’ literacy development over a period of time.”
Folders, or large envelopes Teacher and Student Selections Teacher and Student reflections and
evaluations
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Monitoring Progress Conferences Observations Anecdotal Records Checklist Rubrics
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Glows and Grows Conference Log Sample
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Conference LogSample
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Writing Rubric Sample
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Guided Reading ChecklistSample
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Anecdotal Record Sample
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High- Stakes Testing NJASK – NJ Assessment of Skills and
Knowledge Terra Nova CTBS – California Test of Basic Skills
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Purpose of Standardized tests Give data to students, parents, teachers
and districts about how students are meeting to state or national standards
Use to ensure competence of educational system
Accountability at a local and state level
SUMMATIVE!!! ONLY!!!!
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Formative Assessments Thumbs Up/Down Exit Slip Quick Writes