Learning Learning

ASSESSMENTASSESSMENTBasicsBasics

& & ParadoxesParadoxes

From Gronlund, N. 1998, The Assessment of Student Acheivement

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AgendaAgenda

1. Three Stages of Instruction/ Assessment Decisions: Beginning - Readiness and Placement Assessment Middle - Formative evlauation End - Summative evaluation

2. The Nature of Student Assessment1. Performance Assessment

2. Testing Normative Criteria Based

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The Calgary Board of Education The Calgary Board of Education StandardizedStandardizedTest Results :Test Results :

Grades 3, 6, 9 & 12Grades 3, 6, 9 & 12(Alberta Learning Exams)(Alberta Learning Exams)

http://www.cbe.ab.ca/ch_supt/acc_serv/achtest.asphttp://www.cbe.ab.ca/ch_supt/acc_serv/achtest.asp

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Some Terms..Some Terms..

Performance Assessment– Requires students to demonstrate their achievement of understandings

and skills by actually performing tasks (story writing, speaking, operating a machine).

Alternative Assessment– Performance assessments that emphasizes that we provide alternatives to

traditional paper-and-pencil assessments– Include “real world” contextual settings

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Some Types of AssessmentsSome Types of Assessments

Achievement – Test the extent to which a student is achieving the intended learning

outcomes

Aptitude– Test the student’s preference for certain learning situations.

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Comparing Instruction to AssessmentComparing Instruction to Assessment

1. Creates clearly defined learning outcomes

2. Uses methods and materials congruent with the learning outcomes to be achieved

3. Fits the characteristics and needs of the students

4. Decisions are based on info. That is meaningful, dependable and relevant

5. Students are periodically informed about their learning progress

6. Remediation is provided for students not meeting the learning objectives

1. Assesses the clearly defined learning outcomes

2. Is congruent with the methods and materials of instruction

3. Fits the relevant student characteristics, fairly to all

4. Provides info. That is meaningful, dependable and relevant.

5. Early feedback helps learners adjust and achieve

6. Specific learning weaknesses are revealed

Instruction: Assessment:

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Mini Lesson One:Mini Lesson One: Placement, Formative and Summative Assessment Placement, Formative and Summative Assessment

Learning Objectives:– The student will be able to: (TSWBAT):– State a definition of placement assessmentplacement assessment and

• Give an example for their own practice

– State a definition of formative assessmentformative assessment and• Give an example for their own practice

– State a definition of Summative assessmentSummative assessment and• Give an example for their own practice

– Distinguish among the various roles of assessment in the 3 different instructional processes mentioned.

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Assessment Assessment DecisionDecision Making: Making: 3 Stages3 Stages

1. At the beginning of instruction

2. During instruction

3. At the end of instruction

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Assessment at the Assessment at the BeginningBeginning of Instruction of Instruction

Ask yourself, as teacher:1. THE READINESS QUESTION

To what extent do the students already possess the skills and abilities that we need to begin instruction?

2. THE PLACEMENT QUESTION

To what extent have the students already achieved the intended learning outcomes of the planned instruction?(could you ask this at the end of instruction? Why?)

Beginning

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Activity One:Activity One:

In Groups of Two, (grade-alike), create:– 1. One readiness question for each of 3 subjects you will teach

• (be sure to state the grade level)

• (be sure to state the skill that you are looking for in each question:Example: Skill Assessed: Readiness Question

1. TSWBAT Add single digit numbers Show me what “Adding” means.

– 2. One placement question for each of 3 subjects you will teach• (be sure to state the grade level).

• (be sure to state the intended learning outcome for each question:Example: Learning Outcome: Placement Question

1. TSWBAT wash hands after recess What do you do right after recess Iis

over?

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Placement AssessmentPlacement Assessment

(to determine entry performance)

Readiness ConcernDo the students have the

Prerequisite skills?

Beginning

no yes

Provide readinessexperiences

Proceed with The instruction

Placement ConcernHave the students alreadyAchieved the intendedOutcomes?

Advance StudentsTo a higher level

no yes

Discuss: Math vs. Social Studies(criterion?)

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DuringDuring Instruction: Instruction: Formative and Diagnostic AssessmentFormative and Diagnostic Assessment

During Instruction

During Instruction, ask yourself as teacher:1. On which learning tasks are the students progressing satisfactorily? On which

learning tasks do the students need help? Formative assessments: measure student mastery by measuring

The intended outcomes of the UNIT of instruction Using the results to improve learning (not give grades, necessarily) May involve assessment of a product - writing, portfolios, videos,art, music,

welding,speech.

2. Which students are having such sever learning problems that they need remedial work? Diagnostic assessments: Focus on a common source of error for students in a learning

process. Tests with slight variations between them that indicate where the student’s learning is a problem for them.

1. For example, you would ask yourself:2. Are students having trouble adding because they don’t know certain number combinations,

or because they can’t carry a number?3. Are students struggling with German because of inadequate vocabulary or because they do

not grasp the elements of grammar?

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The instructional role of The instructional role of FormativeFormative AssessmentAssessment

(to monitor learning progress)

Provide Group orIndividual remediation

no yes

DIAGNOSTIC ASSESSMENT(to study persistent difficulties

Provide feedback to reinforce learning

Proceed withThe planned instruction

Discuss

During InstructionDuring Instruction

Are the students achieving the intendedLearning outcomes?

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Assessment at the Assessment at the EndEnd of Instruction of Instruction

Ask yourself, as teacher:

1. Which students have mastered the learning tasks to such a degree that they should proceed to the next course or unit of instruction?

2. What grade should be assigned to each student?

Summative Assessment: Occurs at the end of instruction for the purpose of certifying mastery or assigning grades.

- Is also part of the course redesign.

End

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Summative Assessment(to monitor learning progress)

Provide additional learningexperiences

no yes

Assign grades to certify mastery

Discuss

Have the students achievedThe intended outcomes

Of instruction?

End

Evaluate the effectiveness of the

instruction

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Other ways that assessments can aid Other ways that assessments can aid learninglearning

1. Motivation: 1. Provides students with short term goals2. Clarifies the types of tasks to be learned3. Provide feedback concerning their learning progress

2. Retention and Transfer of learning1. Because tasks are focused and repeat to mastery (sometimes)

3. Student Self Assessment1. Self image and student’s value of the learning process can occur if the

student internalizes learning outcome achievements.

4. Evaluating Instructional Effectiveness1. Determine the extent to which learning objectives are realistic2. Determine the extent to which instruction is appropriate3. Determine the extent to which students have the prerequisite learning

for the event design

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The Nature of Student AssessmentThe Nature of Student Assessment

Two assessment methods are presented:

1. Performance Assessment

2. Testing `

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TestingTesting

– 1. Testing (of knowledge)• Type 1: Selected Response:

Multiple choiceTrue and falseMatching

Benefits: fast administration time-easy to score-easy to report the findings (#s)

Drawbacks: 80-90% focus on knowledge (facts)-tend not to be on realistic situations (if we aren’t

careful)-depend heavily on language skills of the student

• Type 2: Supply ResponseWord responseShort PhraseEssay Answer

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Performance AssessmentPerformance Assessment

2. Performance Assessment ( of skills or behavior)Type 1: Restricted Performance

Performance of a limited task that is highly structured such as:- selecting equipment, high jump.

Type 2: Extended PerformancePerformance of more complex and less structured tasks such as:

- writing a paragraph on the topic, writing a short story, writing a journal, doing a web site :-)

- requires student to integrate and apply knowledge and skills in a realistic setting. Students may have to do more than create a product - they might have to review and revise the product themselves.

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Some info about learner (assessment) tasksSome info about learner (assessment) tasks

Realism: the extent to which the test simulates the real world. Complexity: low cplxty = Yes/No. High = compare/contrast or drive Assessment time needed for the task: Selected response tests are

FAST…. Essays are SLOW Judgment in Scoring:

– Higher subjectivity = higher demand on teacher judgment.– Criteria for quality performance helps the teacher and the student at

times:• Set a rating scale for each criteria

• Or set a rubric up

– Problems? What if creativity in the learner gives you a product so far outside your criteria that you can’t use the criteria?

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Assessment MethodsAssessment Methods

Low High

Low

HighLow

High

Low High

Realism of Tasks

Complexity of Tasks

Assessment Time Needed

Judgment in Scoring

Testing Performance Assessment

SelectedResponse

Supply Response

RestrictedPerformance

ExtendedPerformance

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Guidelines for Effective Student AssessmentGuidelines for Effective Student Assessment

1. Have a clear idea of all intended learning outcomes2. Use a variety of assessment procedures3. Use relevant instructional procedures4. Get an adequate sample of student performance5. Procedures must be fair to all learners6. Specify the criteria for successful performance7. Provide learner feedback showing performance strength and weaknesses.

Good feedback should:1. Give such feedback right away2. Give detailed and understandable feedback3. Focus on the successful elements AND the improvement areas4. Provide remedial suggestions to correct mistakes5. Be positive and provide a guide fo improving both performance and

self assessment.

8. Use a good grading and reporting system (to communicate results)

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Validity and Reliability of AssessmentsValidity and Reliability of Assessments

Validity:Validity: the appropriateness and meaningfulness of the inferences we make from assessment results for some intended use. Validity is easiest to accomplish in performance testing.

Reliability:Reliability: can this assessment result be duplicated with confidence? (consistency).

Norm Referenced Assessment Norm Referenced Assessment &&

Criterion Referenced Criterion Referenced AssessmentAssessment

A brief Overview

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Recall: The “one” and the “many”Recall: The “one” and the “many”

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The Distribution Curve: Defining NormalThe Distribution Curve: Defining NormalNorm

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The Distribution Curve: Defining NormalThe Distribution Curve: Defining NormalNorm

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Normative Achievement testing can provide:Normative Achievement testing can provide:

A relative ranking of students A description of the learning tasks a student cannot do A description of the learning tasks a student can do

Criticism:“I had spent much of my professional life criticizing

standardized tests. I knew that they were biased in hundreds of important ways, that they measured the narrowest band of cognition, and that they did even that crudely” (Ayers, 2001, p. 109)

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Criterion Referenced InterpretationCriterion Referenced Interpretation

Mastery testing: Learning is evaluated compared to a standard that is set. The evaluation is about the degree of achievement of the student, not about a comparison to the achievement of the group.

Carla is capable of using correct paragraph form with a high degree of mastery, doing this 8 out of 10 times.

The determination of what tasks students can and can not perform.

Carla uses incorrect paragraph form when she writes narrative paragraphs.

An evaluation of the instruction can occur as well.More instruction is required where students get to practice writing the

narrative paragraph.

Criterion

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Criterion Referenced Interpretation: Criterion Referenced Interpretation: Including and extending beyond Norm Ref Including and extending beyond Norm Ref

& Critieria Referencing& Critieria Referencing Projects Portfolios Performance

A more constructivist approach: Internal Assessment– Regular oral reports– Enactments– Constructions

Allows for affective domain evaluation - “the whole child”; can get feedback on creativity, imagination, conceptual thinking, commitment & social interaction

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Recall: The “one” and the “many”Recall: The “one” and the “many”

Am I assessing for the student? For the teachers? For myself? For the class? For parents?For administration? For the principal? For betterInstruction? ….