Multiple Intelligences

Musical Intelligence Linguistic Intelligence

Bodily Kinesthetic Intelligence

Spatial Intelligence

Logical Mathematical Intelligence

Interpersonal Intelligence

Naturalist Intelligence Intrapersonal Intelligence

How to remember formative vs. summative?

Summative happens at the end – like a

summary or to sum up the total.

Formative happens while instruction is takingplace, while students’ understanding is stillforming.

Criteria of Good AssessmentS

• A good assessment is supposed to show what students have truly learned.

Some MAJOR qualities of good assessments.

Validity

Reliability

Standardization

Practicality

Washback

Validity

•Validity refers to the accuracy of the assessment.

•Validity addresses the question of whether the assessment accurately measures what it was intended to.

•An assessment can be reliable but not valid.

Reliability

•The extent to which an assessment yields consistent information about the knowledge, skills, or abilities being assessed

•An assessment is considered reliable if the same results are yielded each time the test is administered.

•Closely defined questions, which demand definite answers, are associated with higher reliability.

•An unsatisfactory mark scheme can be the principal source of unreliable marking.

Standardization

•The extent to which the assessment and procedures of administering the assessment are similar, and the assessment is scored similarly for each student.

•Standardization reduces the error in scoring.

•The more standardized the assessment, the higher the reliability.

Practicality

•The extent to which an assessment or assessment procedure is easy to administer and score.

How long will it take to develop and administer the assessment?

How expensive are the assessment materials?

How much time will the assessment take away from instruction?

Washback

•The effect of testing on teaching and learning.

•There are two opposite effectives of testing: positive washbacks and negative washbacks.

Positive Washback Negative Washback

Guided washback, providing effective feedback both to the teaher and the student.

Motivating students.

Test-driven, only studying what they need to know for the test.

Frasturating if students do not meet the prerequisite level yet.

The role of assessment

Assess

Teach

Plan

There is a clear alignment between expected learning outcomes, what is taught and learnt, and the knowledge and skills assessed.

LearningObjectives

InstructionalActivities

Assessment

ABCD

1.Audience (A)

2.Behavior (B)

3.Condition (C)

4.Degree (D)

Generally, the written order is CABD.

The s of Learning Objectives

Cognitive– “After the types of living things has been learnt and through the activity, Grade 2 students will be able classify the living things into four main groups correctly, without having misunderstandings, mistakes and confusions, within the context of long-term memory goals.”

Psychomotor – “Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span.”

Affective - "Given the opportunity to work in a team with several people of different races and cultures, the students will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members."

Problems Error Types Solutions

Too vast/complexThe objective is too broad in scope or is actually more than one objective.

Use the ABCD method to identify each desired behavior or skill in order to break objectives apart.

No behavior to evaluate

No true overt, observable performance listed. Many objectives using verbs like "comprehend" or "understand" may not include behaviors to observe.

Determine what actions a student should demonstrate in order for you to know of the material has been learned.

Only topics are listed

Describes instruction, not conditions. That is, the instructor may list the topic but not how he or she expects the students to use the information.

Determine how students should use the information presented. Should it be memorized? Used as background knowledge? Applied in a later project? What skills will students need?

Vague Assignment Outcomes

The objective does not list the correct behavior, condition, and/or degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics.

Determine parameters for your assignments and specify them for your students.

Objective Writing Problems with Solutions

CAT: Performance-Based Assessment

CAT: Performance-Based Assessment

CAT: K-W-L Charts & Pass Slip What I know What I want to know What I've learned

K W LMost four-legged animals are mammals

Is there any mammal with different body structure?

Yes, there are many, such as marine-mammals.

CAT: PortfoliosPortfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas over time.

They reflect with students on theirwork, to develop students' ability to critique their own progress.

Sample materials included in a portfolio: Audio- and videotaped recordings of readings or oral presentations Writing samples such as dialogue journal entries, book reports,

writing assignments (drafts or final copies), reading log entries, or other writing projects

Art work such as pictures or drawings, and graphs and charts Conference or interview notes and anecdotal records Checklists (by teacher, peers, or student) Tests and quizzes

To gain multiple perspectives on students' academic development, it is important to include more than one type of material in the portfolio.

CAT: Portfolios

CAT: Portfolios

CAT: Peer-Assessment

One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers.

CAT: Self-Assessment

Self assessment encourages students to become independent learners and can increase their motivation.

Wow! Looking really Great! How handsome I am!

CAT: Conclusion

Using various forms of assessment techniques help us evaluate our students of different intelligences, strengths and weaknesses in all aspects.

Let’s experience the fun of assessment together with our students.

Happy Teaching, and Happy Testing!