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Assessment

Assessment. How will you assess student learning?. Learning objectives (targets). Content – based on NCSS and CCSS, but teachers have the freedom to decide how to get there Assessments – Need to be observable and clearly stated

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Assessment

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  1. Assessment How will you assess student learning?

  2. Learning objectives (targets) • Content – based on NCSS and CCSS, but teachers have the freedom to decide how to get there • Assessments – Need to be observable and clearly stated • Student engagement activities – come up with a specific plan including a variety of activities

  3. The CSS Approach to writing learning objectives • Content target – what content do students need to learn? • Skills target – Process or thinking skills • Social target – interaction and peer skills

  4. ABCD approach • AB = audience and behavior – WHO is learning and WHAT activities will they engage in? • C = Condition – what tools or at what point will students perform? • D = Degree – how well do you want students to perform? When they meet your criteria, you know they will have satisfactorily learned the material.

  5. Backward design • Start with the desired outcome and work backwards • A.k.a., “Understanding by Design” or “Authentic Education” “Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed.”

  6. Grant Wigging and Jay McTighe, Understanding by Design, p. 22.

  7. Assessment • Tools to provide evidence of student learning; assessments must be: • Valid – accurate and appropriate • Reliable – will this tool provide the same results over time? • Usable – how difficult is this tool to administer?

  8. Commonly used assessment tools include: • Rubrics • Exams • Quizzes • Oral Reports and essays

  9. Types of assessment • Diagnostic: occurs prior to instruction • Formative: informal; happens throughout the day, every school day; looks at students’ formation of knowledge, skills, concepts, etc. • Authentic/Performance: Resemble tasks that occur outside the classroom • Summative: summarizes student learning; closely tied to grades

  10. Referencing • Norm-referencing = ranking • Criterion-referencing = minimal level of achievement • Self-referencing = by students; considers their own progress

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