educ 4454 class 13 p/j methods methods principle: assessment evaluation bell work: as a group,...
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ASSESSMENT AND EVALUATION Teachers use three forms of assessment during the instructional cycle…TRANSCRIPT
EDUC 4454 – Class 13P/J Methods
Methods Principle: Assessment & Evaluation
Bell Work: As a group,Share your placement experiences!
1. If you marked anything, what strategy & recording device did you use?
2. What is Authentic Assessment? See Wiggins (1990) pp. 276-277 in CT & M
ASSESSMENT AND EVALUATION - are the foundations upon which you build
your classroom program -drive your program and set the direction &
flow of your decisions and actions -help you to compare what you know about
your students to what you must teach -provide you with the essential information
you need to program effectively & appropriately
(Schwartz & Pollishuke, Creating the Dynamic Classroom – p.169)
ASSESSMENT AND EVALUATION
Teachers use three forms of assessment during the instructional
cycle…
FORMS OF ASSESSMENT
THREE TYPES
DIAGNOSTIC FORMATIVE SUMMATIVE
Diagnostic Assessment
- gathers data about the strengths, weaknesses, and interests of your students
- used to plan and select topics and strategies to match needs and interests to maximize motivation
- It gives teachers specific information about when & how to proceed with instruction
- It establishes a baseline from which to observe growth
- It is assessment for learning
Formative Assessment
Used in an ongoing way throughout the teaching cycle
Helps you adjust your instruction to better meet learners’ needs and interests as a unit progresses.
It encourages self-directed learning by giving students specific feedback.
It assists with programming decisions. It is assessment for learning
Summative Assessment An opportunity for students to demonstrate
their learning. May happen at the end of unit, frequently
throughout the unit, or both. May involve a culminating task that is
designed to demonstrate big ideas learned (i.e., Overall Expectations or several
expectations integrated from two or more subject areas)
Summative Assessment
It provides information which can be used to evaluate student achievement
It is used to determine an overall grade/level to a student's performance
It provides feedback for reflection to judge the effectiveness of a unit of study
It is assessment of learning.
EXEMPLARS – models that are typical of the various levels Used to demonstrate work at different levels
in relation to an expectation. Levels 1 to 4 Level 3 demonstrates the “provincial
standard” Samples are available for teachers on the
http://www.edu.gov.on.ca/eng/teachers/curriculum.html site and in hard copy documents sent to schools
Samples are expanded continuously.
EXEMPLARS
Students’ exposure to exemplars is beneficial to help them set learning goals and “see the target” they are aiming for.
Involving students in the development of leveled rubrics for complex expectations, helps them see the rubric as a growth scheme and guides their work.
Exemplars and rubrics have been very successfully used by strong teachers, as outlined above.
EXEMPLARS
Arrive in booklet form at schools in limited copies when they are released.
Are available in the Ontario Ministry of Education Curriculum Web Site at: http://www.edu.gov.on.ca/eng/teachers/curriculum.html
Click on view by subject
ASSESSMENT VS. EVALUATION Evaluation follows assessment. Assessment refers to the data, including
observation comments, that you make on an ongoing basis.
Evaluation refers to the value/ mark/ grade you place on that data, using your professional judgment.
Continuous assessment allows you to… Determine current strengths, needs and
interests Monitor growth over time Determine how a child solves problems Celebrate learning/ achievements Identify and document achievement of
curriculum expectations in order to plan, implement, and revise the program (e.g., modify or extend)
Diagnose specific difficulties Provide information for parents, support
personnel, and other teachers Evaluate curriculum and methodology (formative evaluation) Enhance teaching
Letter Grades To Levels….
Level 3 is meeting the expectation
Level 2 is approaching the expectation
Level 1 is experiencing difficulty in some manner
Level 4 is exceeding the expectation
Level R (whether it is on the Rubric or not) means the student did not get a level 1 and needs remedial (either the verb or the noun)
….And the more specific the criterion the better!Prof. J. Pitt
Understanding Levels
If the student meets the expectation exactly it is a Level 3
If the student is approaching the expectation (they’re getting there) it is a Level 2
If the student needs assistance or is experiencing limited success it is a Level 1
If the student surpasses expectation it is a Level 4 The achievement level charts explain each level with
criteria.
Creating Opportunities for a Level 4
Just as we accommodate and modify for certain students, we must also provide opportunity for students to show the ability to apply / demonstrate what we have taught to a high degree
How do we do this?:•Create applications which allow for advanced thought
•Prompt and probe during class discussions while sending the message that all answers are valuable and you love to see students thinking.
•For a student who is consistent in achieving with the information we provide, orally we prompt and probe to get them to think outside the box; for written, give more advanced questions (not in addition to, but in lieu of)
•For a test set at a level 3, throw in some level 4 questions or add a level 4 page at the end
Bloom’s Taxonomy Bloom’s Taxonomy of Cognitive Expectations &
Questions for Quality Thinking
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysis
ApplicationApplication
ComprehensionComprehension
KnowledgeKnowledge Recall of specifics
Understanding the material itself
Using in new situations
Breaking it down into elements
Putting together parts to form a whole
Judging the value, materials and methods; Applying standards and criteria
Selective the Cognitive Level
Level R
From the Ontario Report Card: The student has not demonstrated the
required knowledge and skills. Extensive remediation is required. (R)
Assessment vs. Evaluation(the most confused terms in education) .
Evaluation
Conducted to determine competence / an application of a value, or judgment about student performance & ability at certain end points during the learning process
Puts a value on the sum total of all that a student has demonstrated through the various assessment strategies
Forms the basis for reporting
Prof. J. Pitt– Methods
Assessment Conducted to determine growth and needs of
student(s) and / or program
Summative Conducted at the end of a unit or term Conducted to evaluate student knowledge
Formative Conducted throughout a unit or term Conducted to reflect on and assess student knowledge and program success
Diagnostic Conducted usually at the beginning of the year or a unit to get a baseline Should be conducted at the end to demonstrate / measure success Should be conducted in the middle to make sure what you are doing is working Usually focuses on basic skills or knowledge; never used for report cards
Assessment Strategies Ways to involve students in activities that yield information about their
achievement
Defined as the method used to determine if the knowledge, skills or affective elements stated in the expectations have been achieved
A means to provide information about the progress of the student
A means to provide information to the teacher about the program
Ontario Curriculum Unit Planner – Library - Browse Teacher Companions – Assessment companion and under it click on assessment strategies – click assessment strategies again
Exit planner on this screen by clicking Done on the top right hand corner
4 Assessment Recording DevicesAnecdotal Record Checklist Rating Scale Rubric
- Descriptive language used to explain student
achievement of the curriculum
expectations. By observing the
students’ actions while they are completing
tasks or by noting something during class time or in their written work, the teacher can
create these notes.- Notes (Date!)
-Use a class list with spaces to write in
- post-its and place in a folder
-Notebooks with the individual student’s name
on it-Paper in a File folder
-Computer file (hard copy)-Any other means – i.e.
flip chart
-Collection of data that contain lists of
behaviour, traits, characteristics that can
be scored present / absent
- Curriculum data with specifics that can be
checked off when done
Page 92
John Smith - Scored on a
yes/no, present/absent
basis on a class list that has specific
tasks / behaviours listed
- Rating scales address if the
student has achieved a high/low
degree of correctness in attaining the
curriculum expectationJohn 1 2 3
Mary 1 2 3 Sue 1 2 3
John 1Mary 2Sue 1
-A set of performance
descriptors are incorporated into specific
levels of achievement.
-Minimizes the arbitrariness of
judgments while holding learners
to a high standard of
achievement-Student knows exactly what to
do to get a specific level
Considerations….1. Rubrics are best used to assess numerous
expectations at once – and are best for targeting more complex tasks
2. Correctly made Rubrics are strong in Reliability because they are specific to the task which appears in the student task – therefore generic or prefab rubrics do not have this reliability.
3. Due to the number of expectations being assessed, Rubrics should be given to the students before they do the task so they know how and on what they are being assessed.
4. Correctly making a Rubric is time-consuming – this, combined with the number of expectations they assess, means they are best used only a few times in a term, usually for a final piece / project / cumulative task.
Lesson Plan RubricCriteria /Expectation
Level 1Needs additional time (etc) to meet expectation
Level 2Approaching expectation
Level 3At expectation
Level 4Goes beyond the expectation
Sang “O’Canada”
Sang “O’Canada”
10 minutes in length
10 minutes in length
Chose one simple expectation
Chose one simple expectation
All individuals appear to contribute equally
All individuals appear to contribute equally
Can count orally to 100
Can count orally to 100
From the Practice Teaching HandbookFrom the Practice Teaching Handbook “What are the components of this assessment tool?”“What are the components of this assessment tool?”
Reflective Practice Activity
At your table (discuss) Page # 271 in CT & M How does backward design assist or inhibit
planning for authentic assessment? Why is this so? Be prepared to share with the class
Based on what you have learned today, what do you think is the best method for grading?
Assigned Readings:Read pp. 267-292 in CT & M “Assessment & Evaluation: The Glass is
Half Full”