Assessment & Evaluation

Career & Technical EducationNew Teacher Institute

February 9, 2011

Dr. Christal C. PritchettAuburn University

Dr. Christopher G. PritchettTroy University

Introduction

Dr. Christal C. Pritchett

Business EducationCurriculum & TeachingAuburn Universityckp0007@auburn.edu

Dr. Christopher G. Pritchett

Instructional Leadership &

AdministrationTroy Universitycgpritchett@troy.edu

Introductory Activity

Introductory Activity

Nike

Toyota

CBS

Introductory Activity

Microsoft Windows

Recycle

Cadillac

What is a logo? What is the purpose of a logo?

Can you tell what kind of company is associated with the logo? If so, how can you tell?

What message do you think the logo sends? What image do you think the company is

trying to present?

Logo Questions

Coca Cola Slogans

What is a slogan? Why do companies make slogans? What did you notice about how the Coca-Cola

slogans changed over time? Why do you think the company made these

changes?

Slogan Questions

Assessment:An Administrator’s

Perspective

Required ~ EDUCATE AlabamaReflection ~What is learned is an

indication of what has been taught!

Results ~ Data

“Required”

Alabama Quality Teaching Standard #2

Teaching and Learning: To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student-centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.

Rationale

Instruction and assessment are the vehicles by which teachers design and deliver rigorous and relevant learning experiences for all learners. Research provides compelling evidence relating student achievement to teachers’ use of appropriate instructional strategies selected from a rich repertoire based in research and best practice. Researchers have also found a strong classroom learning culture that is strategically organized and managed to be essential to effective use of these strategies.

Assessment of Learning

2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction.

2.9 Uses summative assessments to measure learner attainment of specified learning targets.

2.10 Maintains evidence and records of learning performance to communicate progress.

2.11 Analyzes and uses disaggregated standardized assessment results to inform planning for individual

learners and classes.*Levels: Emerging, Applying, Integrating, and Innovating

Collaborate With Your Evaluator!

Knowledgeable A resource Help Provide insights Connect you with

other teachers

“Reflection”

Curriculum

InstructionPedagogy

Assessment

The Relationship

Curriculum Instruction Pedagogy

What is taught How it is taught What happens when the bell rings

Sources? A planned course of experiences

Implementation of the curriculum

Designed and justified by the teacher

Teachers interact with students

Aims to fulfill the purpose of the school curriculum

Curriculum in action

16

Focus of Change: Influences on Student

Learning

School 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism

Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

Student 9. Home Environment10. Learned Intelligence/Background Knowledge11. MotivationSource: Balanced Leadership: School Leadership that Works by

McREL

Three Elements of Effective Pedagogy

Instructional Strategies

Curriculum Design Management

Techniques

Classroom Instruction that Works Marzano, Pickering, and Pollock

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development

Meta-analysis study Identified instructional strategies that research

indicates have an effect on student achievement

Identifying Similarities and Differences

Comparing Classifying Creating Metaphors Creating Analogies

Summarizing and Note Taking

A variety of note taking formats that enable students to differentiate important information in a concise format.

Reinforcing Effort and Providing Recognition

More effort produces better results! Pause, prompt, and praise Concrete symbols

Homework and Practice

Maintenance of Skills It is not a substitute for classroom learning. It cannot be ignored (left unchecked or

ungraded). Homework should assist in mastering a skill.

Nonlinguistic Representations

Pictures

Models

Kinesthetic Activities

Cooperative Learning

Defining Elements1. Positive interdependence (sink or swim

together)2. Face-to-face interaction3. Individual and group accountability4. Interpersonal and

small group skills5. Group processing

Setting Objectives and Providing Feedback

What are your instructional objectives and goals?

Relay specific and personal objectives. Review objectives at the end of class during

summary. Provide feedback for incorrect answers.

Generating and Testing Hypotheses

Just not for science classrooms! Students apply knowledge and develop higher

order thinking skills. Deductive and inductive. Ask students to justify their hypothesis.

Questions, Cues, and Advance Organizers

Activate prior knowledge Advanced graphic organizers Wait time Provide cues

Why Do We Assess Students?

1. To inform instructional decisions.2. To motivate students to learn.

We must engage students to become active participants in their own learning.

Rick Stiggins, Assessment Training Institute, in consultation with the team representing the United States at the ETS/Assessment Training Institute’s International Conference: Promoting Sound Assessment in Every Classroom, Portland OR, September 2005.

Use Multiple Methods of Assessment

Informal Hand Signals Dialogues Observations

Traditional Paper & Pencil Tests

Authentic Assessment Performance-based Projects Portfolios

Data-Driven Decisions and School Leadership: Best Practices for

School ImprovementKowalski, Lasley, & Mahoney

Keys to Good Assessment

1. ____________________ of standards, instruction and assessment.

2. ____________________ for learning.

3. Know how and when to use both ____________ and ________________ assessments.

Creating Quality Assessments of Student Learning

Kowalski, Lasley, & Mahoney

1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

4. ______________________________________________

“Results”

Individual Classroom Groups School School District AYP

Good

decisions/stronger progress

Data collection

is on-going

Data collected is timely

Feedback

Used to make

decisions

Cycle of Inquiry Kowalski, Lasley, & Mahoney

Data should be used to improve

_____________________ practice!

Student Performance

“Students should receive regular and specific feedback about what they know and don’t know. Offering regular specific feedback and grading that are based on learning and not behavior will have an immediate positive impact on your school. It will redefine students’ role in the learning process, completely alter communication patterns with students, and ultimately will improve performance top to bottom” (Fleenor, Lamb, Anton, Stinson, & Donen, 2011).Fleenor, A., Lamb, S., Anton, J., Stinson, T., & Donen, T. (2011). The grades

game. Principal Leadership, 11(6), 48-52.

Assessment

Career & Technical Education

Effective assessment begins with clear goals

and objectives. Course of Study School

Reading; Math; Writing Program/Department

Advisory Committees Student Organizations

Assessment

Bloom’s Taxonomy

Original Version

Evaluation

Synthesis

AnalysisApplication

ComprehensionKnowledge

Updated Version

CreatingEvaluatin

g

AnalyzingApplying

UnderstandingRemembering

What is Authentic Assessment?

Authentic Assessment may be defined as the evaluating of student learning through the use of student portfolios, performance, or observations in place or in conjunction with more traditional measures of performance such as tests and other assignments. An assessment is deemed authentic when it is based upon student activities that replicate real-world performances as closely as possible.

Authentic Assessment

There are six characteristics of an authentic

assessment:

1. The assessment is realistic; it reflects the way the information or skills would be used in the “real world”.

2. The assessment requires judgment and innovation; it is based on solving unstructured problems that could easily have more than one right answer and, as such, requires the learner to make informed choices.

Authentic Assessment

There are six characteristics of an authentic assessment:

3. The assessment asks the student to “do” the subject, that is, to go through the procedures that are typical to the discipline under study.

4. The assessment is done in situations as similar to the contexts in which the related skills are performed as possible.

Authentic Assessment

There are six characteristics of an authentic

assessment:

5. The assessment requires the student to demonstrate a wide range of skills that are related to the complex problem, including some that involve judgment.

6. The assessment allows for feedback, practice, and second chances to solve the problem being addressed.

Authentic Assessment

Types of Authentic Assessment

Word Puzzles Writing Projects Collaborative/Group Projects Individual Projects Presentations Modules/Simulations

Authentic Assessment

Types of Authentic Assessment

Portfolios Role Plays Learning Logs/Journals Reflections Games Online Activities

Authentic Assessment

Types of Authentic Assessments

Speakers/Interviews Discussions Field Trips/Tours Shadowing Career Development

Authentic Assessment

Quizzes Pen/Pencil & Paper Tests

Forced-Choice (Scantron) Multiple Choice Matching True/False

Short Answer (Fill in the Blank) Essay

Performance Tests

Traditional Assessments

Word Puzzles

http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp

http://www.armoredpenguin.com/ http://www.crosswordpuzzlegames.com/create.h

tml http://edhelper.com/crossword_free.htm

Types of Assessments

Writing Projects

http://teacher.scholastic.com/lessonrepro/lessonplans/fictindex.htm

Reports Papers

Research Reinforce Higher-order Thinking Skills

Letters Resumes Three-Minute Write

Types of Assessments

Collaborative/Group Projects & Assignments

Teamwork Think-Pair-Share Review Games Social Networking

Types of Assessments

Individual Projects

Examples

Presentations Importance Required skills Can be included with other

assessments/assignments

Types of Assessments

Modules/Simulations

Software Online

Ford PAS Examples

Types of Assessments

Portfolios

Notebooks/Binders Electronic Project/Assignment or Entire Course Examples

Types of Assessments

Role Play

Skits Interview Examples

Types of Assessments

Learning Logs/Journals

In-depth or Simple Free-write or Structured Examples

Reflections Focuses on the Process Student Perceptions

Types of Assessments

Online Activities

Companion Website Internet Scavenger

Hunt Games Web-based Activities Examples

Types of Assessments

Speakers/Interviews

Examples

Discussions Small Group Large Group

Types of Assessments

Field Trips/Tours

Virtual Examples

Types of Assessments

Shadowing

Examples

Career Development OOH Research

Types of Assessments

http://www.acteonline.org/content.aspx?id=28

6 http://school.discoveryeducation.com/schrockg

uide/vocation.html http://www.teach-nology.com/teachers/lesson_

plans/vocational_ed/ http://alex.state.al.us/index.php

Courses of Study Web Links Lesson Plans

Lesson Plan Websites

Evaluation

Career & Technical Education

Feedback, Feedback, Feedback

Immediate Thorough

Communicate, Communicate, Communicate Students Parents

Document Update STI Regularly Keep Thorough Notes Lesson Plans

Evaluation

Types of Evaluation

Self Peer Rubrics Textbook/Software

Evaluation

What is a Rubric?

A rubric is a scoring guide administered to define criteria when judging students’ performances.

Rubrics can be used for evaluating/grading numerous activities.

Rubrics make grading more objective and consistent.

Rubrics let students know how the assessment will be evaluated.

Rubric Development

Determine your learning outcomes.

Keep it short and simple.

Focus each item on a separate skill.

How do students develop/express learning?

Rubric Development

Evaluate only measurable criteria. Scores should be easy to read and understand.

Rubric should fit on one piece of paper.

Reevaluate the rubric (Did it work?).

Rubric Websites

http://www.rubrics4teachers.com/ http://www.teach-nology.com/web_tools/rubric

s

http://rubistar.4teachers.org/ http://school.discoveryeducation.com/schrockg

uide/assess.html http://www.lauriefowler.com/rubrics.html

Divide into disciplines.

Develop an assessment and evaluation for a course learning objective.

Discuss.

Individual/Group Activity

Conclusion

Questions/Comments