July 28, 2011Nancy Nation & Mirna Whidden

What do you associate with the word assessment??

Analyze Assessment

Results

Learning Motivation

and Instruction

Recent Trends

InClassroom Assessment

Classroom Instruction

and Assessment

Strategies for Implementation

of Classroom Assessment

Components of Classroom Assessment

Classroom Assessmen

t in Teaching

What is it ?

Classroom assessment is the compilation, evaluation and use of data to assist teachers make better decisions before, during, and after instruction.

“Classroom Assessment has the essentials teachers should know when they are in the field.”

Saramma T. Matthew, Troy University

Course Improvement

Comprehend your students better

Improve your teaching

Formative Assessment is classroom assessment that occurs prior to or during instruction, giving constant feedback to teacher and students, and are activities that are used to improve student learning.

Styles of Formative Assessment◦ Worksheets◦ Homework◦ Higher Level thinking student responses from questions◦ Informal Observations◦ Teacher Feedback◦ Observations

Summative Assessment measures are those which are graded and judge a student’s ability (after completion of lesson or unit).

Styles of Summative Assessment◦ Term Papers/Research Projects◦ Chapter Achievement Tests ◦ Final Exams

Perception of what we want to assess Transfer that information to students Sets an atmosphere that involves students Links new information with existing

knowledge Constant procedure to enhance learning Integral part of the learning development

◦ Purpose-A concise vision of what the assessment will achieve Why are you doing it? What will be gained by it?

◦ Measurement-Process of distinguishing traits, characteristics, or performance

◦ Use-Determination of how to use the assessment and results Permits teachers to analyze the exact areas that need additional

attention Where improvement has been made

◦ Evaluation-The manner of making a conclusion about the quality of performance

Analysis of what has been collected through measurement is done

Before Instruction- assist teachers in making judgments about:*goals*teaching materials*effective learning activities

During Instruction-assist teachers in making choices about:*Teaching strategies*speed of instruction*monitor student conduct*adjust the scope and sequence of learning activities

After Instruction- necessary to support teachers in evaluating student learning, as well as effective resources.

*assist teachers in knowing where to go next*helps improve instruction

When planning classroom instruction you should automatically design and integrate assessment

Determine goals and objectives Assessment should guide the nature of

instruction Provides corrective instruction Give students opportunity to self-evaluate

Student self-assessment Questionnaire, journal,

discussion

Alternative assessments (emphasis on thinking and collaborative

skills)

Performance-Based Portfolios Demonstrations Journals Observations

Authentic assessments Provides real-world context Solving problems

The KEY to great classroom assessment is stability.

Should be:• Coordinated to a purpose• Directed using recognized quality standards• Selecting assessment approaches appropriate for

instructional decisions• Developing assessment• Administrating/recording• Interpreting the results/using assessment outcomes

These techniques all promote student motivation for educational success (Einspruch, Grover, Hahn, Guy, & Deck, 2001; Shore, 1998;Yair, 2000).

Motivation is enhanced by teachers constantly assessing and providing useful feedback to students.

Benefits:

• Encourages students to adjust their own learning• Students are more engaged in learning• Curriculum is individualized and related to their interests

Schools can positively influence student motivation through:

• Varied and integrated instructional strategies and resources• An open and caring environment• A wide range of student supports

◦ Teachers should:

Encourage discussion of new ideas Relate new information to personal experiences encourage higher level critical thinking skills Engage students in problem solving Provide options in tasks Provide chances to rethink and revision Discuss goals and let students assist in some of them Give real-world opportunities to apply or adapt new

knowledge Cooperative groups

Analyzing assessments should not discontinue after concluding assignments….

• Teachers should evaluate each assignment• Precisely understand the assessment results• Use the results effectively to design future

instruction to meet the individual needs of the students

Final thoughts……

Student benefits of self-assessment: ◦ accountability of the students to reflect on their work ◦ clarification◦ reasoning on the process they went through to complete

assignments◦ goal setting for their upcoming work

Formative assessment with classroom instruction can:◦ monitor effects◦ support results◦ diagnose knowledge◦ develop learning

Helps teachers determine:◦ whether learning is occurring◦ what areas are not being learned◦ what should be done as a result

Self-Reflection

To what extent are your assessment and grading practices consistent with

principles of good instruction??

To what extent will the student learning be enhanced?

Einspruch, E., Grover, J., Hahn, K., Guy, T., and Deck, D. (2001).

Washington State Readiness to Learn: School-linked models for

integrated family services 1999-2001 evaluation report.

Portland, OR: RMC Research Corporation. Prepared for the

Washington State Office of Superintendent of Public Instruction.

Retrieved July 25, 2011 from

http://www.k12.wa.us/ReadinessToLearn/pubdocs/Report2001-

02.pdf

Shore, R. (1998). Ready schools: the National Education Goals Panel.

Washington, DC: National Education Goals Panel.