assessment scoring and evaluation.ppt
- 1. Assessment, Scoring, Assessment, Scoring, and Evaluation and Evaluation C+ Pass/Fail A A- 85% F S Unsatisfactory 67% D C B 93%
- 2. Definitions Definitions Assessment Assessment -- -- The process of measuring The process of measuring something with the purpose of assigning a something with the purpose of assigning a numerical value. numerical value. Scoring Scoring -- -- The procedure of assigning a The procedure of assigning a numerical value to assessment task. numerical value to assessment task. Evaluation Evaluation -- -- The process of determining The process of determining the worth of something in relation to the worth of something in relation to established benchmarks using established benchmarks using assessment information. assessment information.
- 3. Assessment Types Assessment Types Formative Formative - for - for performance performance enhancement enhancement Formal Formal - quizzes, - quizzes, tests, essays, lab tests, essays, lab reports, etc. reports, etc. Traditional Traditional - tests, - tests, quizzes, homework , quizzes, homework , lab reports, teacher lab reports, teacher Summative Summative - for - for performance performance assessment assessment Informal Informal - active - active questioning during and questioning during and at end of class at end of class Alternative Alternative - PBL’s, - PBL’s, presentations, essays, presentations, essays, book reviews, peers book reviews, peers
- 4. Alternative Assessment Alternative Assessment Alternative to what? Paper & pencil exams Alternative to what? Paper & pencil exams Alternatives: Alternatives: lab work / research projects lab work / research projects portfolios portfolios presentations presentations research papers research papers essays essays self-assessment / peer assessment self-assessment / peer assessment lab practical lab practical classroom “clickers” or responder pads classroom “clickers” or responder pads
- 5. More Formal Alternatives More Formal Alternatives Rube Goldberg projects Rube Goldberg projects bridge building / rocketry / mousetrap cars bridge building / rocketry / mousetrap cars writing a computer program writing a computer program research project research project term paper term paper create web page create web page create movie create movie role playing role playing building models building models academic competitions academic competitions
- 6. Informal CATs Informal CATs (Classroom Assessment Techniques) (Classroom Assessment Techniques) Quick-fire questions Quick-fire questions Minute paper Minute paper 1) What did you learn today? 1) What did you learn today? 2) What questions do you have? 2) What questions do you have? Directed paraphrasing (explain a concept to a Directed paraphrasing (explain a concept to a particular audience) particular audience) The “muddiest” point (What is it about the topic The “muddiest” point (What is it about the topic that remains unclear to you?) that remains unclear to you?) For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) For additional ideas, see Angelo, T.A. & Cross, P.K. (1993) Classroom Classroom Assessment Techniques Assessment Techniques (2nd ed) San Francisco: Jossey-Bass. (2nd ed) San Francisco: Jossey-Bass.
- 7. Authentic Assessment Authentic Assessment The National Science Education The National Science Education Standards draft (1994) states, "Authentic Standards draft (1994) states, "Authentic assessment exercises require students to assessment exercises require students to apply scientific information and reasoning apply scientific information and reasoning to situations like those they will encounter to situations like those they will encounter in the world outside the classroom as well in the world outside the classroom as well as situations that approximate how as situations that approximate how scientists do their work." scientists do their work."
- 8. Assessment Concerns Assessment Concerns Validity Validity -- Is the test assessing what’s intended? -- Is the test assessing what’s intended? Are test items based on stated objectives? Are test items based on stated objectives? Are test items properly constructed? Are test items properly constructed? Difficulty Difficulty -- Are questions too easy or too hard? -- Are questions too easy or too hard? (e.g., 30% to 70% of students should answer a (e.g., 30% to 70% of students should answer a given item correctly) given item correctly) Discriminability Discriminability -- Are the performance on -- Are the performance on individual test items positively correlated with individual test items positively correlated with overall student performances? (e.g., only best overall student performances? (e.g., only best students do well on most difficult questions) students do well on most difficult questions)
- 9. Evaluation Types Evaluation Types Criterion-referenced evaluation Criterion-referenced evaluation -- student -- student performance is assessed against a set of performance is assessed against a set of predetermined standards predetermined standards Norm-referenced evaluation Norm-referenced evaluation -- student -- student performance is assessed relative to the performance is assessed relative to the other students other students The “curve” The “curve” -- sometimes a combination of -- sometimes a combination of criterion- and norm-referenced processes criterion- and norm-referenced processes
- 10. Criterion-Referenced Eval’s Criterion-Referenced Eval’s Based on a predetermined set of criteria. Based on a predetermined set of criteria. For instance, For instance, 90% and up = A 90% and up = A 80% to 89.99% = B 80% to 89.99% = B 70% to 79.99% = C 70% to 79.99% = C 60% to 69.99% = D 60% to 69.99% = D 59.99% and below = F 59.99% and below = F
- 11. Criterion-Referenced Eval’s Criterion-Referenced Eval’s Pros: Pros: Sets minimum Sets minimum performance performance expectations. expectations. Demonstrate what Demonstrate what students can and students can and cannot do in relation to cannot do in relation to important content-area important content-area standards (e.g, ILS). standards (e.g, ILS). Cons: Cons: Some times it’s hard to Some times it’s hard to know just where to set know just where to set boundary conditions. boundary conditions. Lack of comparison Lack of comparison data with other data with other students and/or students and/or schools. schools.
- 12. Norm-referenced Evaluation Norm-referenced Evaluation Based upon the assumption of a standard Based upon the assumption of a standard normal (Gaussian) distribution with n > 30. normal (Gaussian) distribution with n > 30. Employs the Employs the z score: score: A A = top 10% ( = top 10% (z > +1.28) > +1.28) B B = next 20% (+0.53 < = next 20% (+0.53 < z < +1.28) < +1.28) C C = central 40% (-0.53 < = central 40% (-0.53 < z < +0.53) < +0.53) D D = next 20% (-1.28 < = next 20% (-1.28 < z < -0.53) < -0.53) F F = bottom 10% ( = bottom 10% (z < -1.28) < -1.28) z = X − X σ
- 13. Norm-referenced Evaluation Norm-referenced Evaluation Pros: Pros: Ensures a “spread” Ensures a “spread” between top and between top and bottom of the class for bottom of the class for clear grade setting. clear grade setting. Shows student Shows student performance relative performance relative to group. to group. Con: Con: In a group with In a group with great performance, great performance, some will be ensured some will be ensured an “F.” an “F.” Cons: Cons: Top and bottom Top and bottom performances can performances can sometimes be very sometimes be very close. close. Dispenses with Dispenses with absolute criteria for absolute criteria for performance. performance. Being above average Being above average does not necessarily does not necessarily imply “A” performance. imply “A” performance.
- 14. Norm and Criterion Compared Norm and Criterion Compared Norm-Referenced: Norm-Referenced: Ensures a competitive Ensures a competitive classroom atmosphere classroom atmosphere Assumes a standard Assumes a standard normal distribution normal distribution Small-group statistics Small-group statistics a problem a problem Assumes “this” class Assumes “this” class like all others like all others Criterion-Referenced: Criterion-Referenced: Allows for a cooperative Allows for a cooperative classroom atmosphere classroom atmosphere No assumptions about No assumptions about form of distribution form of distribution Small-group statistics Small-group statistics not a problem not a problem Difficult to know just Difficult to know just where to set criteria where to set criteria
- 15. The “Curve” The “Curve” The “curve” might represent a mixture of The “curve” might represent a mixture of norm- and criterion-referenced grading. norm- and criterion-referenced grading. The “curve” is a highly subjective process. The “curve” is a highly subjective process. The “curve” is normally applied only at the The “curve” is normally applied only at the end of a term. end of a term.
- 16. Assessing Scientific Assessing Scientific Process Skills Process Skills Scientific Process Skills (intellectual skills Scientific Process Skills (intellectual skills closely associated with inquiry learning) closely associated with inquiry learning)
- 17. Basic Scientific Basic Scientific Process Skills Process Skills Observing Observing Communicating Communicating Classifying Classifying Measuring Measuring Inferring Inferring Predicting Predicting
- 18. Integrated Scientific Integrated Scientific Process Skills Process Skills Identifying variables Identifying variables Constructing a table of data Constructing a table of data Constructing a graph Constructing a graph Describing a relationship between variables Describing a relationship between variables Acquiring and processing data Acquiring and processing data Analyzing investigations Analyzing investigations Constructing hypotheses Constructing hypotheses Defining variables operationally Defining variables operationally Designing investigations Designing investigations Experimenting Experimenting
- 19. Enhanced Scientific Enhanced Scientific Process Skills Process Skills Solving complex, real-world problems Establishing empirical laws Synthesizing theoretical explanations Analyzing and evaluating scientific arguments Constructing logical proofs Generating principles through the process of induction Generating predictions through the process of deduction
- 20. Miscellaneous Comments Miscellaneous Comments Study guides can be created to set objectives. Prepare tests from objectives. Assess broad spectrum: content AND skills. Make a rubric for questions that do not have forced-choice answers. Create an answer key for forced-choice questions. Double-check your answer key. Grade ASAP, providing corrective feedback.
- 21. Handling Appeals Handling Appeals Encourage students to learn from their mistakes. Encourage students to learn from their mistakes. Accept appeals in writing, due by a certain date. Accept appeals in writing, due by a certain date. Refuse to discuss question if student will be Refuse to discuss question if student will be appealing the answer. appealing the answer. Appeals include the following: Appeals include the following: Question being appealed Question being appealed Teacher and student responses Teacher and student responses Explanation of why student’s response is as good as or better than Explanation of why student’s response is as good as or better than teacher’s expected response. teacher’s expected response. Teacher responds in writing. Teacher responds in writing. No class-wide correction: each student must make own appeal. No class-wide correction: each student must make own appeal. Benefit: students feel they are treated fairly. Benefit: students feel they are treated fairly.
- 22. Portfolios of Student Work Portfolios of Student Work Have students prepare an ongoing, Have students prepare an ongoing, extensive portfolio of their work. extensive portfolio of their work. Maintain these portfolios in an open but Maintain these portfolios in an open but supervised setting. supervised setting. During parent-teacher conferences, have During parent-teacher conferences, have student in attendance and have parents go student in attendance and have parents go through portfolio with student under the through portfolio with student under the watchful eyes of the teacher. watchful eyes of the teacher.
- 23. Record Keeping Record Keeping Keep copies of your grade book or Keep copies of your grade book or computer program in widely separated computer program in widely separated locations. locations. Keep up to date. Keep up to date. Respect confidentiality laws.... Respect confidentiality laws....