The how, why and when of assessment
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This document discusses assessment in education. It emphasizes that assessment, curriculum, and teaching should be aligned with overall learning goals. When these are aligned, it is a strong predictor of student achievement in math and science. Formative and summative assessments both have important roles to play - formative to help students develop independent learning skills and self-reflect, summative to check progress. Assessments should be deliberately designed to improve learning rather than just audit performance, and must be valid, reliable, and consistent with their intended purpose. Effective assessment is ongoing to provide frequent feedback opportunities for students.
The how, why and when of assessment
- 1. The how, why and when of assessment 5 year assessment workshop Science Done Right Conference
- 2. Teaching Assessment Learning goals Curriculum alignment When curriculum, assessment and teaching are all aligned with overall goals Why?
- 3. Curriculum alignment is … “a primary predictor for student achievement in math and science” Schmidt et al, 2005 Why?
- 4. Why? To check progress (teacher and student) To collect data (SLT and parents) Summative
- 5. Why? To develop independent learners Students need the opportunity to evaluate and reflect on their own scientific understanding and ability. Formative Understand the goals for learning science Through self-reflection, students clarify ideas of what is important to learn. They realise that they ‘can do science’.
- 6. "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do.” GRANT WIGGINS How?
- 7. Practice exams Transfer tasksQuizzes MCQ Extended response Short response Formative Summative Oral questioning Observation Formal Informal Teacher assessed Self assessed How? Balanced
- 8. Assessments must be consistent with the decisions they are designed to inform • Assessments are deliberately designed. • Assessments have explicitly stated purposes. • The relationship between the decisions and the data is clear. How?
- 9. Assessment needs to be: • Valid The feature that is claimed to be measured is measured • Reliable A student’s performance is similar on two or more tasks that claim that use the same criteria How?
- 10. When? • Effective assessment is ongoing and continuous • This gives students frequent opportunities to gain feedback, modify their learning approached and methods and observe their progress.
Editor's Notes
- #3: Assessment needs to be an integral part of the curriculum, should be planned at the start. Need to link the purpose, approach and tools to the choice of educational strategy.
- #5: Most obvious and sometimes seen as the most important reasons for assessment
- #8: It is important to use a mixture of assessment styles because they all measure different things - balanced assessment.
- #11: This can be informal assessment, questioning stents and offering comments. Also formal assessments at various stages of a unit of study.