Assessment Summary
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1. The document discusses using various forms of classroom assessment to improve teaching and learning. It outlines different types of assessments including formative, summative, and assessment for learning. 2. Formative assessments are used to see if students are progressing and if reteaching is needed. Summative assessments check if learning goals have been achieved. Performance assessments and personal communication allow teachers to observe skills and provide feedback. 3. Effective assessments match learning targets and can take various forms including observations, interviews, questionnaires, and products created by students. The document provides tips for conducting interviews and listening to students attentively.
Assessment Summary
- 1. Analyzing and Using Classroom Assessment to Improve Teaching and Learning Presented by Jeanne M. Wolf
- 2. A Summary By M. Gustafson
- 3. How is assessment used? School: For diagnostic purposes So with Iowa, PSAT, MAP we should be looking at how we can or have improved student learning. Do low reading scores mean that we have to revamp our ELL, English, SS . . . Programs? If so what do we do? How about high math grades? Is it because our students go to math hogwans? How can we find a correlation between scores and where the students get their information?
- 4. Teachers: To fine tune our instruction. Do we have to re-teach a concept? Can we mark off that the students have met the standards we are trying to meet? Don’t forget to comment on your lessons/assessments. How can we improve them, what worked well.
- 5. It seemed like Planning actually started with the assessment. Not necessarily teaching to the assessment but obviously having an idea of where you want to go is a must.
- 6. Types of Assessment Entry-Level assessment: Do students possess crucial prerequisite skills and knowledge expected at their grade level? Do they already know some of the material to be taught?
- 7. Ass. Types cont. *Formative assessment for learning: Are students progressing adequately toward achieving the standards? Do the need reteaching? Is emphasis on specific instructional components needed in the next series of lessons or units? This seemed to be a big one during the two days.
- 8. Ass. Types cont. Summative assessment: Have students achieved the goals defined by the given standard or group of standards at the end of the year?
- 9. Ass. Types cont. Assessment as learning: From the perspective of the learners ,how are they progressing and demonstrating their own learning? Where do they need to go next to meet their goals?
- 10. Is the Assessment for us or the student ?
- 11. Matching Personal Communication Assessments with Achievement Target Know Your Target Knowledge/Understanding Reasoning/Proficiency Performance Skills Two more… Personal Communication Time consuming; but can ask questions and evaluate answers Can do “think aloud” and probe reasoning Good match for oral com. proficiency or knowledge requisite for skillful performance
- 12. Ability to Create Products Dispositions Can probe procedural knowledge; not product quality Give voice to stakeholders about their feeling
- 13. They seemed to be keen on Performance assessments Due to practicality/real life problems They allow teachers to observe and evaluate during skill performance and give instant feed back to students. Very good as formative assessment, or guidance.
- 14. Also keen on Personal Communication Can the student communicate how they do something, besides simply doing it? Have students describe how or why their design works. Or if they can anticipate failure. Ex. interviews, focus groups, questionnaires, job interviews, research interviews, historical interviews . . .
- 15. Questionnaires These are great if trying to learn about perceptions. Are your perceptions about the students learning the same as their? Possibly even the perceptions of the parents too. Online Survey Software, www.statpac.com/online-surveys , www.surveymonkey.com , www.makesurvey.net
- 16. Observations, things to look for Student Involvement - verbal flow, at task, sampling, overview/scripting Individualized instruction - Class traffic, sampling, overview/scripting Levels of student thinking - selective verbatim, overview/scripting Teacher talk/behavior - selective verbatim, overview/scripting Classroom climate - verbal flow, selective verbatim, at task, sampling, overview/scripting
- 17. Interviews Probe - How do you do that? Clarify - What do you mean by that? Elaborate - Can you share an example? Redirect - What id you approached the problem from another direction? Support - Yes, how did you come to that conclusion? Correct. What made you think of that?
- 18. S.O.L.E.R. (Attentive Listening) Squarely face the person Open your posture Lean towards the sender Eye contact maintained Relax while attending
- 19. Some Assessment Principles, (complete these stems) The main purpose is. . . Regular assessments are. . . Selection of assessment tasks require. . . The language of assessment is. . . Learners need to find out. . . Tasks must be presented so that students. . . Students themselves can. . .