Traditional Assessment

1. Traditional Assessment

2. 2 Types of Assessments • Traditional Assessment Techniques • Paper-pencil Based Assessments • Objective Items • Subjective Items • Alternative Assessment Techniques • Informal Assessment • Performance Based Assessment • Portfolio Assessment

3. General Characteristics of Traditional Assessment Measures Historically only acceptable approach Formal in design Typically more summative Items may be objective or subjective

4. General Characteristics • Strengths • Administration • Response • Variety of item formats • wide variety of skills/ concepts • wide variety of cognitive levels

5. General Characteristics Limitations Cannot measure all Requires reading and vocabulary knowledge Write clearly

6. Preparation Must have a clear objective in mind Choose the type of item that best fits the information to be assessed

7. Assessment “Influenced” Instruction • What is to be assessed influences instructional decisions • Instruction-Influence Assessment • Assessment-Influence Instruction

8. Begin with the End… Backward Design Model (Wiggins & McTighe) • Identify the desired results • What is the curricular aim? • Goals / Objectives • Determine acceptable evidence • How will I measure student progress? • Assessment • Plan learning experiences and instruction • How will I promote learning? • Instruction

9. Creating Assessments Assessment Planning can take two distinct, but equally effective paths: OR

10. Take a look at these Example Objectives By the end of the unit, students will be able to define weather related vocabulary words. Cognitive Level: Knowledge By the end of the unit, students will be able to analyze how hot/cold air masses affect weather. Cognitive Level: Analyze

11. From Objectives to Items This item measures Objective 1 from Slide 12: Example ____ 1. front ____ 2. hurricane ____ 3. air mass A. Large violent storm that forms over a warm ocean B. Place where two different air masses meet C. Body of air with similar temperature and moisture This is a knowledge level item measuring knowledge level content.

12. From Objectives to Items We can measure an objective/skill more than once and in more than one way: Ex: ____ 1. Summer rain storms that blow over the Indian Ocean are called _______. A. Cyclones C. Typhoons B. Tornadoes D. Monsoons

13. From Objectives to Items This item measures Objective 2 from Slide 12: EX: ____ 1. When a cold air mass meets a warm air mass and pushes the warm air mass upward along the front, you would expect the weather to be _________. A. warm & dry B. moist C. cold & dry D. stormy

14. From Objectives to Items We can measure an objective/skill more than once and in more than one way: EX: 1. What typically occurs when warm and cold air masses meet along a front?

15. Key Concepts Items may measure one or more than one objective Not all objectives can be measured using traditional item types as some skills/concepts are better measured with other types of assessments Objectives may be measured using a single item or multiple times within one traditional assessment

16. Representing Sampling Assess equally everything taught The number and the length of assessments directly affect student outcomes

17. Preparing Students Teach test taking skills Familiarize students with response types Review before the test Schedule Tests

18. Textbook vs. Teacher made Keep in mind Ease of use Organization Material covered When in doubt…cut and paste…or add and paste