1 / 19

EDUC 311 - S18 Scarfe 1005 Nov. 2 nd , 2010

EDUC 311 - S18 Scarfe 1005 Nov. 2 nd , 2010. ASSESSMENT. Cookie Assessment. In your group of three, develop an assessment instrument to evaluate the cookie each of you has received. You may wish to establish criteria for your assessment. SUMMATIVE ASSESSMENT (assessment of learning).

orde
Télécharger la présentation

EDUC 311 - S18 Scarfe 1005 Nov. 2 nd , 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EDUC 311 - S18 Scarfe 1005 Nov. 2nd, 2010

  2. ASSESSMENT

  3. Cookie Assessment • In your group of three, develop an assessment instrument to evaluate the cookie each of you has received. • You may wish to establish criteria for your assessment

  4. SUMMATIVE ASSESSMENT (assessment of learning) • Summative assessment is generally carried out at the end of an unit of study, project or course. • Summative assessments are used typically to assign students a course grade.

  5. PERFORMANCE-BASED ASSESSMENT • Performance-based assessment focuses on achievement and is a form of summative assessment. • The most common form in B.C. is the provincial exam (Grades 10-12). • Other forms include portfolios which can include a variety of artifacts.

  6. BC PERFORMANCE STANDARDS • http://www.bced.gov.bc.ca/perf_stands/

  7. Formative assessment is generally carried out throughout a project or course. It is used to aid learning. Formative evaluation can be self assessed, peer assessed or teacher assessed - it often serves as feedback on a student’s work and is not necessarily used for grades. FORMATIVE ASSESSMENT (assessment for learning)

  8. DIAGNOSTIC ASSESSMENT • A common form of formative assessment is diagnostic. • Diagnostic assessment measures a student’s current knowledge and skills for the purpose of identifying a suitable program of learning.

  9. OBJECTIVE ASSESSMENT • Objective assessment is a form of questioning which has a single correct answer. • Types of objective questions include: multiple choice, matching, fill-in-the-blank, true or false.

  10. SUBJECTIVE ASSESSMENT • Subjective assessment is a form of questioning which may have more than one correct answer or more than one way to express a correct answer. • Subjective questions include: essay questions, short answer questions, document analyses, comprehension questions, substantiated opinions, etc.

  11. CRITERION-REFERENCED ASSESSMENT • Criterion-referenced tests have clearly defined criteria for measurement. A rubric often is prepared for students before assessment occurs, so that students will identify easily, the specifics that will be evaluated. • The “Teacher Candidate” Evaluation Checklist is criterion-referenced. • The rubric for the Inquiry Project is criterion referenced.

  12. NORM-REFERENCED ASSESSMENT • Norm-referenced assessment is also known as “grading on the curve” and typically does not have defined criteria. • Examples of norm-referenced assessment include: IQ tests, entrance exams, etc.

  13. FORMAL AND INFORMAL ASSESSMENT • Formal assessment has a numeric score or grade (most often is summative). Your final grade for EDUC 329 will be formal. • Informal assessment is more anecdotal. For example, lesson observations, pre- and post-conferences, and self-evaluations are informal.

  14. VALIDITY AND RELIABILITY • A valid assessment is one that measures what it is intended to measure. • A reliable assessment is one that measures results in a consistent fashion (from class to class and year to year). • The challenge for test makers is to be fair and reasonable and consistent.

  15. CONTROVERSY • Standardized B.C. provincial exams are controversial because some educators believe that some exams have not been valid nor reliable. • Often B.C. provincial exams have caused test anxiety for some students. • Some teachers have narrowed the curriculum to prepare for the exam.

  16. POSSIBLE DEBATE • Be it resolved that Provincial Exams are not valid nor reliable instruments for assessment. • Set up a debate pit activity with 5 volunteers for the motion and 5 volunteers against the motion. • 14 others observe and assess the debate experience (but how to assess?)

  17. INQUIRY PROJECT QUESTION PROPOSAL • Form 6 triads for the singleton projects and engage in a peer editing process • Form a larger group of six for the three partnerships and engage in a peer editing process

  18. INQUIRY PROJECT QUESTION PROPOSAL DUE @ 2:00 P.M. Thursday, November 4th, 2010 • Please submit a hard copy at the beginning of our Thursday session • Be prepared to defend the proposal

  19. Inquiry Project Presentation Schedule • Nov. 23 – Scarfe 1005 (1:30 – 3:20) Rachel, Kat, Amy/Jenny, Brandon, Nathan, Dianna/Paul, Art, Maya • Nov. 25 – Scarfe 202 (2:00 – 3:50) Sarah J., Jennifer, John, Simone Sarah K., Shaun/Adam, Kyla, Mike • Nov. 30 – Scarfe 1005 (1:30 – 3:20) Lisa, Katherine, Connie, Zubin, Graham

More Related