Classroom Assessment: Classroom Assessment: Concepts and ApplicationsConcepts and Applications

Chapter 1: Chapter 1:

The Breadth of Classroom The Breadth of Classroom AssessmentAssessment

TESTTEST ASSESSMENTASSESSMENT=/

Classroom assessment Classroom assessment encompasses much more than encompasses much more than

tests and quizzes!tests and quizzes!

• Number all pages

• Page 1: Title: – Table of Contents

• First entry: – What is Assessment?. . . . . . . . . . .Page 5

• Page 5: Title: – What is Assessment?

• Write the definition.

What is Assessment?What is Assessment?

Assessment: a broad and continuous process of collecting, synthesizing

and interpreting information to aid in

decision making.

• Table of Contents– Second entry:

• Purposes of Assessment . . . . . . . Pages 6-10

PURPOSES OF ASSESSMENT1. Establishing a classroom that supports learning

Helping students learn well and maintaining rules for respect in the classroom

2. Planning and conducting instruction3. Placing students

Dividing students into groups, organizing students into cooperative learning groups, pairing or grouping students for class projects or recommending teachers for students

4. Providing feedbackObservations and feedback intended to alter and improve students’ learning are called formative assessment.

5. Diagnosing student problems and disabilitiesTo identify, understand, and address students’ misconceptions and learning difficulties.

6. Summarizing and grading academic progressGrading or making final decisions about students’ learning at the end of instruction—summative assessment.

1. Establishing a classroom that supports learning

2. Planning and conducting instruction

3. Placing students 4. Providing feedback

5. Diagnosing student problems and disabilities

6. Summarizing and grading academic progress

a. Assigned grades to her students’ science tests on the planets

b. Referred Aaron to the Special Ed Department to be screened for poor gross motor skills

c. Completed the monthly school progress report on each student in the class

d. Moved Tamika from the middle to the high reading group

e. Selected Rosa, not Sarah, to deliver a note to Mr. Brown, the principal

f. Decided on topics to cover in next Monday’s math lesson

g. Met with the special education teacher to review the accommodations Mauricio needed when taking a test

h. Stopped the planned language lesson halfway through the period in order to review the previous day’s lesson

i. Formed a reading group for 3 students who were progressing more slowly than their classmates

j. Rearranged the class seating plan to separate Jamar and Ramon and to move Claudia to the front of the room so she could see the board better

k. Called on Kim twice even though her hand was not raised.

l. Studied the statewide writing standards to determine what topics to emphasize in instruction

m. Switched social studies instruction from discussion to seatwork when the class became bored and unruly

n. Encouraged Jing to redraft his English composition to correct spelling and grammar errors

o. Decided to construct her own test for the social studies unit rather than using the textbook test.

p. Checked with the school counselor regarding possible reasons for Miguel’s increasingly inattentive class behavior

q. Paired Kim, a class isolate, with Aretha, a class leader, for the project in Social Studies

r. Send Ralph to the principal because he swore at a teacher and threatened a classmate

s. Held a parent-teacher conference with Ivan’s parents in which she told them that he was a capable student who could produce better work than he had thus far

t. Consulted with last year’s standardized test scores to determine whether the class needed a review of the basic rules of capitalization

• Table of Contents– Third entry:

• Domains of Assessment……..Page 12

Assessment in the Classroom Occurs for 3 Major Domains: Page 4

• Cognitive Domain

Intellectual activities such as memorizing, interpreting, critical thinking, etc.

• Affective Domain

Feelings, attitudes, interests, and emotions

• Psychomotor Domain

Physical activities and actions in which students must manipulate objects

Three Phases of Classroom AssessmentEarly Assessment Instructional

AssessmentSummative Assessment

Purpose

Timing

Evidence-gathering method

Type of evidence gathered

Record keeping

• Table of Contents– Fourth entry:

• Assessment, Testing, Measurement, and Evaluation……..Page 12

The Process of Assessment: Page 9

test

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mea

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16

Testing(information gathering)

• Testing is a formal, systematic procedure for gathering information.

• Testing methods include paper-and-pencil tests, portfolios, projects and observations.

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17

Measurement(grading)

• The process of quantifying or assigning a number to a performance or trait.

• Example: A numerical score on a quiz, such as “Jackie got 17 out of 20 items correct on the test.”

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Evaluation(rewarding)

• The process of judging the quality or value of a performance or a course of action, such as the quality of a student’s essay.

• An evaluation is the product of assessment that produces a decision.

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I hope I do well enough to move up to the Red Bird group!

Three Ways to Collect DataPage 10

• Student Products

• Observation Techniques

• Oral Questioning Techniques

• Table of Contents– Fifth entry:

• Three Ways to Collect Data: Student Products……..Page 13

• Three Forms of Student Products….Page 14• Three Ways to Collect Data: Observation

Techniques….Page 15• Three Ways to Collect Data: Oral Questioning

Techniques….Page 16

11stst: Student Products : Student Products

• Involves students creating products or artifacts.

• Includes:– Homework– Worksheets– Essays– Book Reports– Science Projects– Lab Reports– Artwork– Tests & Quizzes

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3 Forms of Student Products3 Forms of Student Products

• Selection items: multiple choice, true-false, matching

• Supply items: short answer, fill in the blank, essay

• Performances: book reports, journal entries, portfolios, science experiments, class projects

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22ndnd: Observation Techniques: Observation TechniquesPage 11Page 11

• Formal & planned in advance involves purposefully watching a particular set of student behaviors.

• Informal & unplanned involves spontaneous observations of student behaviors & expressions.

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“watching and listening”

33rdrd: Oral Questioning Techniques: Oral Questioning TechniquesPage 12Page 12

• Provides a great deal of formal and informal information about students.

• Used during and after instruction to:– Monitor progress– Review information– Engage students

1/6 “Why do you think the author ended her story that way?”

2/6 “Explain to me in your own words what an improper fraction is.”

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33rdrd: Oral Questioning Techniques: Oral Questioning Techniques

• Provides a great deal of formal and informal information about students.

• Used during and after instruction to:– Monitor progress– Review information– Engage students

3/6 “Jack, did you call Ron a mean name?”

4/6 “Raise your hand if you can tell me why this answer is incorrect.”

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33rdrd: Oral Questioning Techniques: Oral Questioning Techniques

• Provides a great deal of formal and informal information about students.

• Used during and after instruction to:– Monitor progress– Review information– Engage students

5/6 “Who can summarize yesterday’s discussion about the water cycle?”

6/6 “Why don’t you have your homework today?”

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ArticleNotebook, Tab 4, pages 8-13

Feedback That FitsBy Susan M. Brookhart

• Table of Contents– Next entry:

• Standardized and Nonstandardized Assessments…..page 17

Assessment ProceduresAssessment ProceduresPage 12Page 12

Standardized Nonstandardized

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Standardized or Nonstandardized?Read each item and write S if the items refers to standardized testing

or N if it refers to nonstandardized testing. Use page 13 of your textbook to help you.

1.___a teacher constructs her own test for a science unit2.___ACT3.___scoring procedures and interpretations are the same for all

students4.___constructed for use in a single classroom with a single group of

students5.___the teacher observes his chemistry students during their lab

experiments6.___constructed for use in many different classrooms7.___constructed in such a way that the administration is always under

identical conditions 8.___important when information from the assessment is to be used for

the same purpose across many different classrooms and locations9.___weekly spelling test10.__Cooperative group project

Standardized or Nonstandardized?Read each item and write S if the items refers to standardized testing

or N if it refers to nonstandardized testing. Use page 13 of your textbook to help you.

1.___a teacher constructs her own test for a science unit2.___ACT3.___scoring procedures and interpretations are the same for all

students4.___constructed for use in a single classroom with a single group of

students5.___the teacher observes his chemistry students during their lab

experiments6.___constructed for use in many different classrooms7.___constructed in such a way that the administration is always under

identical conditions 8.___important when information from the assessment is to be used for

the same purpose across many different classrooms and locations9.___weekly spelling test10.__Cooperative group project

NSS

N

N

SS

S

NN

Standardized AssessmentsStandardized AssessmentsPage 12Page 12

• Intended to be administered, scored, and interpreted in the same way for all test takers.

• Aim to ensure fair comparisons among students in different schools and states.

ACT SAT

Stanford Achievement Test

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ARMT +AHSGE

Nonstandardized AssessmentsNonstandardized Assessments Page 12Page 12

• Teacher-made assessments that are developed for a single classroom with a single group of students and are not used for comparison with other groups.

• Include:– Formal assessments such as pencil-and-paper

tests

– Unplanned observations of students

– Class discussions

– Projects

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• Table of Contents– Next entry:

• Educational Standards…..page 18

Educational Standards: Educational Standards: Page 14Page 14To set common goals for instruction and criteria for To set common goals for instruction and criteria for

performance to which all schools and students are held.performance to which all schools and students are held.

Content Standards(aka curriculum frameworks or standards of learning)

Define the knowledge & skills students are expected to develop in a given subject area and grade level

Performance StandardsDefine how well students are expected to know and perform the skills included in the content knowledge

Standards-Based TestingStandards-Based Testing

• In most cases, performance standards are measured by standards-based tests administered by the state

• The federal No Child Left Behind Act of 2002 mandates that all states are expected to develop & meet educational standards

State Testing

Program

• Table of Contents– Next entry:

• Validity and Reliability…..page 19

Mr. FarrisMr. Farris

• Unit on long division with remainders

• Test: items similar in content, format, and difficulty

• Selects 10 items that represent his teaching

• Administers the test and scores the test on a scale of 0 to 100

ValidityValidity

• Validity is concerned with whether the information being gathered is relevant to the decision that needs to be made.

• Concerns about validity pertain to all classroom assessment, not just to those involving formal, paper-and-pencil techniques.

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Validity ExampleValidity Example

• A teacher determines a student’s ability by observing his classroom work over a period of time.

• A teacher determines a student’s ability by the section of the city he comes from.

Which teacher behavior is valid? Why?

Why is the other teacher behavior invalid?

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ReliabilityReliability

• Refers to the stability or consistency of assessment information, i.e., whether it is typical of a student’s behavior.

• Is not concerned with the appropriateness of the assessment information collected, only with its consistency, stability, or typicality. Appropriateness is a validity concern.

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Reliability ExampleReliability Example

• A teacher includes two (2) long division questions on his math test.

• A teacher includes ten (10) long division questions on his math test.

Which teacher obtains reliable information about his students’ achievement?

Why?

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• Table of Contents– Next entry:

• Ethical Responsibilities…..page 20

Ethical ResponsibilitiesEthical ResponsibilitiesPage 20Page 20

• Make fair & impartial decisions.• Construct fair & clear assessments.• Motivate students.• Teach students the types of

assessment formats.• Provide students opportunities to

practice testing approaches.• Make reasonable accommodations

for students with disabilities.

Self-Assessment 1/3Self-Assessment 1/3

You are teaching your first course in fashion design and it starts next week. You want your students to be highly motivated and learn a lot from the course. In planning the course you begin by pulling together

the most interesting content and interactive learning activities you can find

to fill up a semester’s worth of instruction. WHAT IS MISSING?

Self-Assessment 2/3Self-Assessment 2/3You have been teaching a unit on the Civil War for

three weeks and things have been going well. It is time for the first test and you want to give it

the first thing in the morning in class. It is now 5 pm and you have several errands to do on your way home, but you need to develop the test first.

You quickly flip through the teachers manual that accompanies the textbook and pick out 30 test questions provided for the three chapters

you have covered thus far. There, you have the test ready to go (and it only took 20 minutes!).

WHAT IS MISSING?

Self-Assessment 3/3Self-Assessment 3/3

The instruction is half over in the unit you are teaching about art of the American

Southwest. Your students have started complaining that they do not have a “big picture” of what they are supposed to be learning or how well or how poorly they

are doing.

WHAT IS MISSING?

NO assessment technique is 100% valid

NO assessment technique is 100% reliable

The score you put at the top of your student’s paper is NEVER the student’s true score!

End

Homework: Review of Chapter 1Activity: Interview a teacher about classroom decision making. Ask the teacher:• how he or she learns about students at the start of the school year

•what characteristics are considered

•On what basis are decisions about students made

Review Questions:1.What are the 3 main types of classroom assessment? How do they differ in purpose, timing, and the types of information most likely to be used in carrying them out?

2.Explain the difference between standardized and nonstandard zed assessments:

supply and selection test items:

validity and reliability:

3.How would you explain the concept of validly to a fellow teacher? What examples would you use to make your point?

4.Why are validity and reliability important concerns in classroom assessment? Why is validity more important?

5.What are three ethical responsibilities a teacher has to her or his students? Give an example of how each responsibility might occur in a classroom.