Assessment and Grading In 2-3 minutes, list all the words you know - PDF document

4/18/2013 Assessment and Grading In 2-3 minutes, list all the words you know that are related to assessment (whether you know well or not) Emad Mansour eam0028@auburn.edu 26 Feb., 2013 Goals for Today Learning What should students learn/take away from this lecture? outcomes Participants will be expected to: Deliver • Differentiate between Assessment & Evaluation • Differentiate between formative and summative assessment of students’ learning How will I know if students • Identify and apply some classroom assessment Assessment are learning what they need to know? techniques (CATs) • Identify different types of test items • Differentiate between validity and reliability • Contrast grading policies Design Teaching and • Create and use rubrics for grading What content and teaching strategies I will use? learning activities Assessment What is assessment? “A process of collecting information for the purpose of making decisions”. “ The process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development .” What is evaluation? Erwin, 1991 http://astronomy101.jpl.nasa.gov/teachingstrategies/teachingdetails/?StrategyID=5 1

4/18/2013 Assessment Assessment from the Latin assidere for “sit beside” “ Assessment defines what students regard “To sit beside” brings to mind such verbs as to as important, how they spend their time engage, to involve, to interact, to share, to trust. …….…. It implies team learning, working together, discussing, reflecting, helping, building, collaborating. so “Sitting beside” implies dialogue and discourse, with one person trying to understand the other’s if you want to change student learning, then perspective before giving value judgments. change the assessment method .” Brown, 2001 (Braskamp and Ory, 1994) Evaluation A process of making judgments about the value, importance, quality of the characteristics that we observe in people. Provides feedback in order to strengthen performance http://www.pcrest.com/LO/AE/4.htm Determines if a standard was met; success or failure 2

4/18/2013 Assessment Evaluation to improve the quality of future to determine the quality of What is the purpose? Fill the missing parts performances the present performance Who requests it? assessee client Who observes the in the handout assessor evaluator performance? client (with possible Who sets criteria? assessee and assessor consultation with the evaluator) Who uses the information? assessee (in future performances) client (to make decisions) during or after a When can feedback occur during or after a performance performance observations; and strongest and level of quality based on a On what is feedback based? weakest points set standard what made the quality of the the quality of the What is included in the report? performance strong; and how might performance, often one improve future performances compared to set standards Who receives the report? assessee client How is the report used? to improve performance to make judgments Assessment Categories The most important aspect of implementing high- quality ASSESSMENT is Formative Summative making the shift from an EVALUATION for of mindset to an ASSESSMENT mindset Learning Learning Formative Assessments Summative Assessments • Assessment occurring during the • Occurs at the end of instruction process of instruction • Provides a summary of accomplishments • serve as practice • End of chapter, midterms, final exam • Purpose is to determine final achievement • To check for understanding and provide feedback • Guide teacher decision making about future instruction Allyn and Bacon, 2001 3

4/18/2013 Use a variety of assessment tools Formative vs. Summative assessment Assessment Formative Summative Type Informal Formal ? Timing During learning At end of ? unit/course Source CATS, Self, Peer Test/Exam at end ? Role of assessor Consultant, Coach Judge ? Goals Feedback for Pass/Fail grade ? improvement Process Change over time Snapshot in time ? http://www.ginacarson.com/gc/wp-content/uploads/2010/02/UD-Testing-Cartoon.jpg Varieties of Assessment Tools Constructive alignment • Objective Tests/Quizzes • Course Portfolios – Closed Book/Open Book Homework / Projects – Take Home • Problems/Exercises – (Pop Quizzes) Learning • Case Studies • Essay Tests/ Quizzes outcomes • Simulations/Role Playing – Short/Long • CATs • Group Assignments Assessment – 1 Minute Paper • Service Learning – Muddiest Point Teaching and • Discussion • Papers – In class or electronic learning activities – Term, Book Reports and – Reaction Papers Table of Specifications (modified) The Table of Specifications: Learning objectives and their weights Topics A Test Blueprint and Weight Remember Understand Apply Analyze Evaluate Create Total their weights 1 1 2 2 3 3 % Topic 1 1 1 1 • Balance between instruction & assessment 1 2 2 2 2 3 3 1 1 1 1 4 1 1 1 1 • Reduces tendency to test memorization 5 2 2 2 4 6 6 2 4 4 6 7 3 6 6 9 • Insure covering content 8 3 6 9 15 22 9 2 4 6 10 14 10 2 4 6 10 14 11 1 3 3 4 12 2 6 6 12 17 See handout Total 3 6 20 4 30 6 69 100 Number inside denotes number of test items 4

4/18/2013 Formative assessment Classroom Assessment Techniques (CATs) Classroom Assessment Techniques CATs Why CATs?  Brief, Non-credit, Effective, Direct, Formative Classroom Activities  To assess and improve student learning  To clarify and improve your teaching  Less emphasis on grades and more on learning Characteristics of Classroom Characteristics of Classroom Assessment Assessment 1. Learner-centered: 3. Formative Helps focus students and teachers on what Improving vs. evaluating student learning students are learning 2. Teacher-directed: 4. Mutually beneficial The teachers is in complete control of: Students and teachers both understand what students are learning and where what is being assessed there is confusion when the assessment occurs how that information is used 5

4/18/2013 Characteristics of Classroom Characteristics of Classroom Assessment Assessment 5. Ongoing 6. Rooted in good teaching practice Continuous feedback loop between student and teacher Effective teachers are continuously monitoring what students are learning and making adjustments accordingly http://concord.org/sites/default/files/images/loops.gif Guided Paraphrasing Examples • In your own words put to paper then explain of to a person from a different discipline (or a10- Classroom Assessment Techniques years old kid) what CATs are. (CATs) Write one-sentence summary about One-Sentence Summary assessment • Students are given a topic and asked to write a • What is assessment single informative, grammatical, and long • Who does the assessment? sentence summarizing that topic. • to whom? • Why? • The goal is to say who does what to whom, • When? when, where, how, and why, where the • and how? instructor provides the prompt of the who and students complete the rest. One-sentence summary video 6

4/18/2013 Think-Pair-Share One Minute Paper • The teacher asks a question or presents a • A few minutes before end of class, problem Professor asks students to take a clean sheet of paper (no name) and answer these two questions: • Every student think individually for 30-45 seconds. 1- What was the most important thing you learned during this class? • Students exchange ideas in pairs 2- What important question remains unanswered? • Students share their ideas with another pair of • In next class, discuss students’ answers and review areas they found confusing. students or with the whole class • Can be applied in any class size Concept Map The Muddiest Point  Near end of lecture ask students to write what is least clear (muddiest) after today’s lecture/class.  Students hand in sheets without names – similar to One Minute Paper- or use collection box  Teacher identifies the most difficult aspects and elaborates more on these points, at beginning of next class Summary 7

4/18/2013 Summative assessment Tests Types (objective- subjective) Tests Reliability and validity Types of data collected in assessment Groccia’s “Ideal” Testing Plan * Subjective data: observations (information) 1. Quiz 2. Quiz that two or more people are likely to interpret 3. Quiz differently. 4. Quiz 5. Comprehensive Exam 6. Quiz * Objective data: observations (information) 7. Quiz that two or more people are likely to interpret 8. Quiz 9. Quiz the same way. 10. Comprehensive Exam 11. Quiz 12. Quiz 13. Quiz 14. Quiz 15. Comprehensive Exam Objective Assessment Options Objective Assessment Examples • True or False? • Multiple-Choice Questions 1) Student Learning is the Acquisition of New Information, Attitudes, and Values as Well as the Acquisition of New Skills, Habits, and Related Changes in Thinking and • True-False Questions Behavior. A) True B) False • Matching Exercises The Highest Level of Thinking as Noted in Bloom’s 2) Taxonomy is Synthesis A) True B) False 8