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Student Assessment September 17, 2014
Vikki Costa ([email protected]) 1
+
by Vikki Costa, Professor California State University Fullerton
Using Student Assessment to Support Student Learning
+PRE/POST ASSESSMENT (Quickwrite/Brainstorming/TPS/Elbow Partners)
• How can student assessment be used to support student learning?
PRE
POST
+Why Do We Assess Students?
What Administrators Want to Know: n Whether students should be promoted n Whether instructors were successful
What Students Want to Know: n Whether they are making progress n Where they are in relation to peers
What Professors Want to Know: n Student readiness, skill levels, aptitudes, and interests n What students already know; what knowledge/skills they need n Whether they are making progress n What students achieved
+Effective Assessment
Effective assessment is planned, sequential, and aligned with learning goals, outcomes, and activities.
Assessment is more than evaluation. n Evaluation – summative; measures progress at defined
points in the semester. n Assessment – formative and summative; formative
component provides instructor and student with ongoing feedback about student understanding.
© Catalyst Center, California State University Fullerton
ASSESSMENT ≠ EVALUATION
Student Assessment September 17, 2014
Vikki Costa ([email protected]) 2
+Layers of Assessment
+Research on Formative Assessment
Forma&ve assessment is most effec&ve when: n Students are given a clear picture of what they need to
learn. n Students receive continuous feedback about progress. n Students self-assess their own progress. n Instructors provide instruction in the specific steps
students must take to be successful.
Use of forma&ve assessments produce significant learning gains. n This kind of assessment improves the learning of all
students, especially low achievers.
+Examples of Formative Assessments (in class)
� Student Questions/Teacher Response
� Teacher Questions/Student Response
� Self-Assessments
� Brainstorming
� Pre/Post Questions
� Think-Pair-Share or Elbow Partners
� One-Minute Paper/Quick Write
� Collaborative Quick Problem-Solving or Case Study Analysis
© Catalyst Center, California State University Fullerton
Entry Level
Progress Monitoring
WHICH ONES DO YOU ALREADY USE?
+Examples of Summative Assessments
� Products ¡ Examinations ¡ Reports/Essays ¡ Designs/Constructions ¡ Print or Multi Media
� Performances ¡ Presentations ¡ Skill Demonstrations ¡ Artistic/Creative Performances ¡ Simulations ¡ Portfolios
© Catalyst Center, California State University Fullerton
Summative
WHICH ONES DO YOU ALREADY USE?
Student Assessment September 17, 2014
Vikki Costa ([email protected]) 3
+What are the 4 Cs?
the act of working with someone to create or produce something
means of conveying information and connecting with others
analysis and evaluation of an issue in order to form a judgment or solve a problem
the use of the imagination or original ideas to make new things
REMEMBER: What is the definition of creativity?
CREATE: Design a scoring guide for one of your assignments.
EVALUATE: Would a scoring guide or a rubric be the best choice for your course assignment?
ANALYZE: How could you add more collaboration and communication to your course?
APPLY: Develop a learning objective in each category.
UNDERSTAND: Provide an example of a formative assessment you could use in your course.
+YOUR TURN: • Where do students do these things in your course? • What formative and summative assignments could you
add to help your students do more?
TPS/QuickWrite/ Elbow Partners/Self Assessment
+How Do We Ensure that Students Create a GREAT Product or Performance?
Assignment Directions
Assignment Rubric or Scoring Guide
Assignment Examples
Assignment Checklist
- general information on what the assignment requires.
- detailed information about how the assignment will be evaluated.
- examples of previous student work
- checklist students can use to check off completed items and identify what remains to be done
Student Assessment September 17, 2014
Vikki Costa ([email protected]) 4
+ Rubrics and Scoring Guides
ü IdenDfy the criteria for the characterisDcs of the product or skills that will be evaluated and how the grade will be determined.
ü IdenDfy the point distribuDon. ü Note: The “scoring guide” for an exam provides the point distribuDon for each quesDon.
ü Provide an objecDve way to assess student work.
ü Provide students with the means to self-‐evaluate their work.
ü Enable instructors to grade student work more efficiently and consistently.
© Catalyst Center, California State University Fullerton
+Comparison/Contrast
+Your Turn!
Scoring Guide Rubric
WHICH DO YOU PREFER?
• Would your students be more successful if you used one of these?
• Which assignments could you improve with a scoring guide/rubric?
Checklist
EDSC%304%SCORING%GUIDE%FOR%TEACHER%WEBSITE%%
Criteria% Scoring%Details! PTS%
Site%Design%and%Format%
o Site!has!appropriate!name!and!professional!design!and!format.!On!the!Welcome!Page,!there!are!at!least!two!images,!links,!gadgets,!or!videos!on!your!homepage!that!engages!students!and!helps!English!learners!understand!what!the!page!is!about.!Site!includes!a!homepage!and!at!least!three!subpages.!%
o Site!is!PUBLIC!and!PUBLISHED!and!was!accurately!added!to!the!Teacher!Website!Database!by!the!due!date.%
o Sidebar!includes!organized!navigation.%
4%
About%Your%Teacher/About%
this%Class%
o About!Your!Teacher!includes!minimum!of!four!sentences!about!you!and!your!professional!qualifications.!Text!is!appropriately!worded!for!your!student!audience.!%
o About!the!Class!includes!definition/description!of!at!least!two!classes!that!you!might!teach!in!your!content!area.!(Hint:!Use!your!Content!Standards!document,!found!in!Slice!1,!to!identify!course!descriptions.)%
4%
About%this%Space%
o About!this!Space!includes!minimum!50Sword!explanation!of!what!can!be!found!on!this!site.!%
o Contact!Information!includes!at!least!two!ways!for!parents!and!students!to!contact!you!(fake!the!info!if!you!need!to).%
4%
Classroom%Rules%and%Policies%
o Classroom!Rules!and!Policies!includes!minimum!300!words!of!information!on!appropriate!rules!for!classroom!conduct!and!work,!absent!students,!extra!credit,!or!other!policies!and!at!least!two!relevant!images,!links,!gadgets,!or!videos.% 4%
What%is%Subject%Matter?%
o What!is!(English,!History,!Science,!Algebra)?!page!includes!minimum!300!word!description/definition!of!content!area!and!at!least!two!relevant!images,!links,!gadgets,!or!videos.!This!page!should!be!very!engaging!and!interesting.!
4%
Digital%Interactives%
o Digital!Interactives!page!includes!links!to!and!explanation/directions!for!at!least!four!digital!interactive!tools!that!support!learning!in!your!content!area.!At!least!two!are!CONTENTSSPECIFIC.!
o Each!interactive!includes!at!least!100!words!of!explanation.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!English!learners.!
10%
Useful%Links%
o Useful!Links!includes!links!to!a!minimum!of!10!resources!for!secondary!students,!organized!into!at!least!three!categories.!Note:!these!are!not!lesson!plan!links!for!teachers;!but!instead!are!links!for!your!students!and/or!their!families.!Examples!might!include!contentSspecific!resources,!or!school!and!community!resources.!
o Each!resource!includes!a!minimum!10Sword!description!of!what!can!be!found!at!the!link.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!English!learners.!
10%
Internet%Use%
o Internet!Use!page!provides!a!300Sword!summary!of!the!importance!of!Internet!safety.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!English!learners.!
o Internet!Use!page!includes!a!minimum!of!three!tools!for!students!to!use!the!Internet.!Each!tool!should!include!a!10Sword!description!of!what!can!be!found!at!the!link.!
10%
TOTAL! 50%!
Student Assessment September 17, 2014
Vikki Costa ([email protected]) 5
SCORING(RUBRIC(FOR(GRADUATE(WRITING(SAMPLE(Criteria( Exceeds(Expectation(
(5B6)(Meets(Expectation(
(4)(Below(Expectation(
(1B3)(
Completeness(of(Response(and(Quality(and(Clarity(of(Thought(
Addresses&the&topic&clearly&and&responds&effectively&to&all&aspects&of&the&task;&ideas&are&well&developed;&explores&the&issues&thoughtfully&and&in&depth.&
Addresses&the&topic&clearly,&but&may&respond&to&some&aspects&of&the&task&more&effectively&than&others;&shows&some&depth&and&clarity&of&thought.&
May&treat&the&topic&casually,&simplistically&or&repetitively;&lacks&focus,&or&demonstrates&confused&or&simplistic&thinking;&often&fails&to&communicate&ideas;&distorts&or&neglects&aspects&of&the&task;&presents&generalizations&without&adequate&and&appropriate&support.&
Organization,(Sequence(of(Ideas,(and(Focus(
Organization&is&excellent&in&terms&of&bridges&and&transitions;&paper&remains&focused&with&no&wandering&to&unrelated&topics;&minor&points&are&related&to&the&thesis;&ideas&flow&in&sensible&sequence;&discussion&of&area&is&complete&before&transitioning&to&another.&
Generally&good&presentation&with&either&bridges&or&headings&but¬&all&the&time;&paper&is&generally&focused&with&text&following&the&order&presented&in&the&introduction;&relationship&of&ideas&made&evident.&
Few&clues&are&used&so&that&text&organization&is&a&challenge&to&reader;&relationship&of&ideas&to&thesis&is&vague;&text&jumps&from&topic&to&topic;&reader&must&work&to&keep&up&with&flow&of&ideas.&
Accuracy(of((Content(and((Vocabulary(
Information&is&accurate&and&attributed&to&correct&resources;&pragmatic&suggestions&are&appropriate&to&question;&appropriate&terms&are&employed&and&well&defined.&
Information&is&accurate&in&description&but&some&resources&or&definitions&are&weak.&&
Errors&are&present&in&content&and/or&resources&and&examples;&response&contains&poorly&defined&terms;&definitions&are&faulty;&information&attributed&to&incorrect&sources.&
Resources,(Support,(and(Examples(
Authorities&are&thoughtfully&selected&from&a&wide&array&of&sources&and&applied&appropriately&to&content;&examples&are&given&and&well&developed&for&the&topic.&
Ideas&generally&supported&by&professionally&sound&resources&however,&only&general&resources&repeatedly&cited;&too&few&or&too&many&examples&are&provided.&
Few&resources&presented&or&resources&cited&limited&to&class&texts;&examples&are&given&but&no&definitions&or&explanations&are&provided.&
TOTAL(POINTS((24(possible;(16(required(to(pass(with(minimum(score(of(4(in(each(criteria.)& &&
+PRE/POST ASSESSMENT
PRE
• How can student assessment be used to support student learning?
POST
Note: Items in red throughout presentation are examples of formative assessments.
You can help students succeed by . . .
• Making sure objecDves, content and assessments are aligned.
• Adding formaDve assessments during class.
• Requiring the 4 Cs – creaDvity, collaboraDon, communicaDon, and criDcal thinking.
• Providing clear direcDons for assignments.
• Using scoring guides, checklists, and rubrics.