Assessment of Classroom Learning

1. Assessment of Classroom Learning “If it isn’t tested why teach it?”

2. Assessment of Classroom Learning What is assessment? Why do we assess? How do we assess?

3. Assessment of Classroom Learning What is Assessment? • A well thought out process of making inferences about a student’ classroom performance and learning. • A professional judgment based upon: • Measurement • Evaluation (a qualitative judgment) • Observation

4. Assessment of Classroom Learning • Why do we assess? • To determine if a student has reached a goal, mastered an objective, or meet a specific criteria. • To provide feedback to the teacher regarding the effectiveness of the lesson – did you hit your target or objectives

5. Assessment of Classroom Learning • How do we assess? • Paper pencil or written tests • Examples? • Verbally or Interview • Demonstration or Performance • Authentic assessment • Observation • Standardized test • Portfolio • Student conferences • Other

6. Assessment of Classroom Learning • Summative Evaluation • A summary or final evaluation of the student’s knowledge or skills • Final exam • Standardized test • Entry or placement exam • Formative Evaluation • A periodic and ongoing evaluation of the student’s progress • Quiz • Homework

7. Assessment of Classroom Learning • Assessment - Portfolio Style • Portfolio - Common Characteristics • They contain samples of student work that stretch over an entire period, rather than just a single test. • They contain work that represent a variety of different assessment tools. • They focus on performance, as well as on knowledge.

8. Assessment of Classroom Learning • Assessment - Portfolio Style • They contain both samples of work and evaluations of that work by the student, peers, and teachers, and possibly even reactions from parents. • They show evidence of at least some student participation in the design of evaluation of the materials contained in them. Such participation is contrary to the typical test situation

9. Assessment of Classroom Learning • Assessment - Portfolio Style • Portfolios - General Rules and Guidelines • Identify 3 to 5 major skills or concepts that students should be able to demonstrate at the end of the grading period or year, which they will not have been able to do at the beginning. Limiting the portfolio to major behaviors will keep the contents of the portfolio from taking over the classroom space.

10. Assessment of Classroom Learning • Assessment - Portfolio Style • Identify the major ways in which students will perform as they learn these skills or concepts. What observable behaviors will provide clues to their learning and the progress that occurs?

11. Assessment in Classroom Learning • Assessment - Portfolio Style • Identify the primary activities that can be designed to provide evidence to their acquisition of these skills or concepts. These activities become the performance assessments.

12. Assessment of Classroom Learning • Assessment - Portfolio Style • Identify a way of scoring or grading as a whole.

13. Assessment of Classroom Learning • Assessment - Portfolio Style • Rubrics • Should reflect quality - quantity

14. Assessment of Classroom Learning • Student Directed Conferences

15. Assessment of Classroom Learning • Standardized Testing • (the good, the bad & the ugly) • Norm referenced tests • Results based on standardized norms • Examples? • The famous “bell curve” • Criteria referenced tests • Results based on set criteria • Examples?

16. Assessment of Classroom Learning • Final thoughts. . . • Assessments drives instruction !!! • Authentic assessment takes time - a lot of time • Portfolios - It’s a team effort • Assessment is not an ends to a mean - it is a tool. • Assessment should reflect desired outcomes (skills) • What does that grade reflect or represent?