Making Meaning of Assessments

What is assessment?

ASSESSMENT

• a system to provide feedback about

student learning

• that feedback is then used to make

adjustments in how students are prepared

to demonstrate what they know and can

do.

ASSESSMENT

• What types of classroom assessments

have you used previously?

• What worked well? What did not?

• How did you know?

• How will you know if students have learned what you expect them to?

• What will you accept as evidence of their learning?

• How will students demonstrate knowledge, growth, understanding, or skill?

Getting Started

3 Types of Assessment (feedback)

Diagnostic Where are we starting

from?

Formative How is it going?

Checking on progress,

Adjustments to made?

Summative How did it go?

Did learning happen?

Questions to ask when designing

assessments:

How will you know if students have learned what

you expect them to?

What will you accept as evidence of their learning?

How will you identify/measure growth in your

students?

How will students demonstrate knowledge, growth,

understanding, or skill?

Backwards Design

(Wiggins & McTighe, 2005)

Use Bloom’s for Alignment

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Bloom’s Revised Taxonomy Worksheet

Cognitive Process Dimension

1 Remember

Recognizing or recalling knowledge, facts or concepts.

Verbs: define, describe, identify,

know, label, list, match, name, outline, recall,

recognize, reproduce, select, state, locate

2 Understand

Constructing meaning from instructional messages.

Verbs: illustrate, defend, compare,

distinguish, estimate, explain, classify, generalize, interpret,

paraphrase, predict, rewrite, summarize, translate

3 Apply

Using ideas and concepts to solve problems.

Verbs: implement, organize, dramatize,

solve, construct, demonstrate, discover, manipulate,

modify, operate, predict, prepare, produce, relate,

show, solve, choose

4 Analyze

Breaking something down into components, seeing

relationships and an overall structure.

Verbs: analyze, break down, compare, select,

contrast, deconstruct, discriminate, distinguishes, identify,

outline

5 Evaluate

Making judgments based on

criteria and standards.

Verbs: rank, assess, monitor,

check, test, judge

6 Create

Reorganize diverse elements to form a new

pattern or structure.

Verbs: generate, plan, compose, develop, create,

invent, organize, construct, produce, compile,

design, devise

Factual Knowledge

Basic elements used to communicate, understand,

organize a subject: terminology, scientific terms, labels, vocabulary, jargon, symbols or representations;

and specific details such as knowledge of events, people, dates, sources of information.

Conceptual Knowledge

Knowledge of classifications and categories, principles, theories, models or structures of a subject.

Procedural Knowledge

Knowing how to do something: performing skills, algorithms, techniques or methods.

Metacognitive Knowledge

The process or strategy of learning and thinking; an awareness of one’s own cognition, and the ability

to control, monitor, and regulate one’s own cognitive process.

Objective

Activity

ActivityActivity

Assessment

Formative

Classroom Assessment

Techniques

Classroom Assessment

Techniques

• http://bit.ly/iowacats

• http://bit.ly/michigancats

Tools• Traditional methods, Clickers

• D2L Surveys

• D2L Discussion Board

• Google Forms

• Qualtrics

• Google Moderator

• Poll Everywhere

• Micropoll

Summative

Tools

• Traditional

• (papers, tests)

• D2L Quizzes

• Randomization options

• Quizlet

• D2L Dropbox

• Text matching

Authentic Assessment

Authentic Assessment

•Students apply the knowledge gained in a

meaningful setting

•Applicable to students’ lives

•Giving students choice is empowering

•Opportunities for multiple iterations, peer

review

•Response is construction, creation of new

ideas

Tools• Presentations –

• Prezi, HaikuDeck, Screencasting• Video essays• Digital storytelling• ePortfolios• Websites – Google Sites• Blogs• Labs• Options are endless

Tools• Presentations –

• Prezi, HaikuDeck, Screencasting• Video essays• Digital storytelling• ePortfolios• Websites – Google Sites• Blogs• Labs• Options are endless

ASSESSMENT

• Which of these strategies seem interesting

and seem to fit your situation?

• Are there any of these strategies you’d like

to learn more about?

Rubrics

Indicators of Success

• How will you know if your students have

achieved the intended outcome?

• How will you know if the changes you

made in your teaching made a difference?

• How will you identify/measure growth in

your students or in your teaching?

Reflection as Assessment

Wrap up

• Next week group sharing and reflection on each others projects– getting/giving feedback on how each person can

complete the project

• Final reflection post– Create a 1 – 3 minute video reflection of your

project

– Will do a brief demo on how to create a quick video