EDU 385Education Assessment

in the Classroom

Session 4:Planning for Assessment

Bell Work

•Discuss with your neighbor ways to use Bloom’s Taxonomy in your lesson preparation and teaching

Content Objectives

•TLW understand the role and process of assessment planning to enhance instruction

Language Objectives• Differentiate roles instructional objectives in

assessment

• Use the Taxonomy of Educational Objectives in your assessment planning

• Analyze how instructional objectives should be stated for assessment purposes

• Explain importance of assessment planning in instruction

• Outline various assessment methods and their uses

• Summarize why students should know types of items and assessment used in class

• Analyze the role of validity and reliability play in planning assessment

Vocabulary

•Reliability

•Validity

•Taxonomy of Educational Objectives

Bloom’s Taxonomy - Simplified

• Knowledge - basic level - what you know about

• Comprehension - explaining what you know

• Application - applying what you know

• Analysis - how you apply what you know

• Synthesis - creating something new from what you know

• Evaluation - highest level - assessing the new that you created

QuickTime™ and a decompressor

are needed to see this picture.

David Knopp #1

Taxonomies as Guides

•Blooms revised Taxonomy provides a framework for identifying and preparing:

• instructional objectives

•instructional activities

•assessment methods

The Knowledge Dimension

1.Remember

2.Understand

3.Apply

4.Analyze

5. Evaluate

6.Create

A. Factual

Knowledge

B.conceptualKnowledge

C.ProceduralKnowledge

D.Meta-

cognitiveKnowledge

Two-Dimensional Table Representing the Revised Edition of Bloom’s Cognitive Taxonomy of Educational

Objectives

The Cognitive Process Dimension

Action Verbs

• REMEMBER: Retrieve relative knowledge from long term memory

• Verbs: identify, retrieve, recognize, recall

• UNDERSTAND: Construct meaning from instructional messages, including oral, written, and graphic communication

• Verbs: interpret, exemplify, classify, summarize, infer, compare, explain

• APPLY: Carry out or use a procedure in a given situation

• Verbs: Execute, implement, carry out, use

Action Verbs• ANALYZE: Break material into its constituent parts and

determine how the parts relate to one another and to an overall structure or purpose

• Verbs: differentiate, organize, attribute, discriminate distinguish, focus, select, find, outline, structure

• EVALUATE: Make judgements based on criteria and standard

• Verbs: check, critique, coordinate, detect, monitor, test, judge)

• CREATE: Put elements together to form a coherent and functional whole; reorganize elements into a new pattern or structure

• Verbs: generate, plan, produce, hypothesizing, design, construct

QuickTime™ and a decompressor

are needed to see this picture.

David Knopp #2

Meaningful Taxonomy Uses•Identifies wide array of learning outcomes

•Helps plan instructional activities that contribute to meaningful and relevant learning objectives

•Plan assessment methods appropriate for objectives and instructional activities used in instruction

•Checks the alignment of objectives, instructional activities, and assessment methods

Role of Instructional Objectives

•Well stated instructional objectives provide description of intended learning outcomes in performance terms

•Types of performance that show students have achieved the knowledge, understanding and skill stated in the objective

Stating Instructional Objectives

•Instructional Objectives do not describe the teaching procedures, instructional activities, or learning process: BUT

•Type of performance willing to accept as evidence that objective has been achieved

Sources of Help in Locating Sample Objectives

•State (National, Church) Content Standards are broad statements of intended learning outcomes

•Usually to general to be used as instructional objectives

Sources of Sample Objectives

•Revised Taxonomy of Educational Objectives:

•Are at the intermediate level between curriculum goals and instructional objectives

•Provide a guide for intended outcomes to consider when planning a unit of instruction & assessment

Sources of Sample Objectives

•Instructor’s guides accompanying student textbooks:

•Typically contain objectives, but frequently concentrate on lower level learning outcomes

•Worth reviewing for idea to consider with modification

Sources of Sample Objectives

• Publications of Educational Organizations:

• Organizations in major teaching areas (e.g., National Council of Teachers of Mathematics, National Science Teachers Association

• Review yearbooks, publications, subject area standards

• New Common Core Standards in USA

Stating Instructional Objectives (procedure)

The following steps provide guidelines for stating instructional objectives that are useful in instruction and assessment

1. State the general objectives as follows: 1.1 Write each as an intended learning outcome 1.2 State each in performance terms 1.3 State each with a verb (e.g., ‘remembers’, ‘understands’) 1.4 Write each so it is general enough to identify a domain of specific learning outcomes

2. List and state the learning outcomes as follows: 2.1 Clarify each general objective with a representative sample of specific learning outcomes 2.2 Begin each with an action verb indicating observable student performance (e.g., ‘selects’, ‘describes’) 2.3 Include a sufficient number to indicate attainment of the general objective 2.4 Check to be sure the specific learning outcomes are relevant to the general objectives and that the general objectives are in harmony with the school goals

Evaluate Final List of Objectives

• Have all important learning objectives been included?

• Are objectives in harmony w/ goals of curriculum?

• Are objectives appropriate for instructional time, materials, and facilities available?

• Do objectives include meaningful learning that is useful in the real world?

Assessment Planning Questions

•What do we expect the students to learn?

•What types of student performance are we willing to accept as evidence of learning?

•What assessment methods will best evaluate the students’ performance?

What Should Students Learn?

•Curriculum usually established by school, district, state, nation, or church

•Content standards: What students should know and be able to do

•Many are including more complex learning outcomes

Acceptable Student Performance

•Important to specify instructional objectives and learning outcomes in performance terms

•Assessment of students is determined by what students are expected to learn

•Instructional objectives state curriculum goals in specific terms for instruction and assessment

Best Assessment Methods• Focus on the match between instruction objectives and

assessment methods

• Objectives should specify learning outcomes in performance terms

• Assessment methods determine the extent to which student performance is satisfactory

• Observation should also be an assessment method

• Effective assessment use most direct and relevant methods available

•Effective Assessment

Preparing for Assessment

•Is there a need for pretesting?

•What type of assessment is needed during instruction?

•What type of assessment is needed at the end of instruction?

Types of Assessment Procedures

•Informal Observation during Instruction

•Classroom Achievement Tests

•Performance Assessment

•Product Assessment

•Portfolio Assessment

QuickTime™ and a decompressor

are needed to see this picture.

David Knopp # 3

1. Clearly specified set of learning outcomes

1. State intended learning outcomes in performance terms

2. Representative sample of clearly defined domain of learning tasks

2. Prepare a description of the achievement domain to be assessed and the sample of tasks to be used

3. Tasks that are relevant to the learning outcomes to be measured

3. Match assessment tasks to the specified performance stated in the learning outcomes

4. Tasks that are at the proper level of difficulty

4. Match assessment task difficulty to the learning task, the students’ abilities, and the use to be made of the results

5. Tasks that function effectively in distinguishing between achievers and nonachievers

5. Follow general guidelines and specific rules for preparing assessment procedures and be alert for factors that distort the results

6. Sufficient number of tasks to measure an adequate sample of achievement, provided dependable results, and allow for a meaningful interpretation of the results

6. Where the students’ age or available assessment time limit the number of tasks, make tentative interpretations, assess more frequently, and verify the results with other evidence

7. Procedures that contribute to efficient preparation and use

7. Write clear directions and arrange procedures for ease and administration, scoring or judging, and interpretation

Desired Features Procedures to Follow

Desirable Features for Enhancing Validity & Reliability of Assessment Results

QuickTime™ and a decompressor

are needed to see this picture.

Video - Website

•http://farr-integratingit.net/Theory/CriticalThinking/revisedcog.htm

Validity and Reliability in Assessment Planning

• Validity: The inferences we make as a result of an assessment is an important aspect of validity

• Key Validity Question: Did the use of the assessment contribute to increased student learning

• Reliability: refers to consistency of assessment results

• Both validity and reliability are critical to good assessment

Summary• Assessment planning guided by what students are

expected to learn (learning objectives)

• Instructional objectives should be harmony with school goals, reflect state or national standards

• Assessment planning considers all types of learning outcomes

• Blooms Revised Taxonomy provide useful framework to identify outcomes, plan instruction, plan assessment, check alignment of objectives, instruction, and assessment

• Assessment planning is part of instructional planning

• State instructional objectives in terms of student performance

Summary• Classroom assessments can measure all types of

learning outcomes from simple to complex

• Performance assessment concerned with observable skills

• Portfolio assessment is comprehensive & helps students reflect on own learning

• Provide students with sample test items in advance to help them guide their study

• Validity and Reliability are two most important characteristics of assessment and require clear intended learning outcomes, relevant tasks, sound scoring system, free from external errors

Now Go Forth and

Do Good Things

QuickTime™ and a decompressor

are needed to see this picture.