how to use assessment as a tool for achieving learning outcomes assessment is not a grade
TRANSCRIPT
How to Use Assessment as a Tool for Achieving Learning Outcomes
Assessment is Not a Grade
Resource:
Classroom Assessment for Student Learning: Doing It Right-Using It WellRichard J. Stiggins, Judith A. Arter, Jan Chappuis, and Stephen Chappuis
What is assessment? A tool used to measure student learning
It is not simply a grade or a score It does not always have to be counted
It can motivate and stimulate learning, not punish students or diminish their motivation
Why assess?
What should be assessed?Clear, good learning targets“We must have a clear sense of the achievement expectations we wish our students to master”
--Classroom Assessment for Student Learning
Effectively Communicating ResultsIn a timely and understandable
mannerStudents must understand symbols
used in assessment i.e. letter grades, raw scores, teachers’ comments
Communication must be tailored to the intended audience
Students must understand why they got an answer incorrect, so that they may correct it in the future
Self-Assessment ChartTest Question
Correct Incorrect
Knew it Guessed No Idea
1. X X
2. X X
3. X X
4. X X
5. X X
6. X X
7. X X
8. X X
9. X X
10 X X
Involving Students in Assessment“The most important instructional
decisions [which contribute most to student learning] are made by the students themselves. Students decide whether the learning is worth the effort required to attain it.” --Classroom Assessment for Student Learning
Students decide if they are capable of achievement
As instructors we must keep students believing in themselves as learners through effective assessments
The Two Types of AssessmentFormativeInformational for both the student and
instructorDoes not count toward a grade or scoreProvides opportunity for student correction
and supports ongoing growth
SummativeDocument individual or group achievementMeasures learning at a specific point in time
(what do you know today)
Formative AssessmentAssessment for learningA Process during learning: What do I know? What do I need to know?
What do I need to learn before it “counts”? Provides students insight to improve
achievement Helps teachers diagnose and respond to
students needs Acts as a primary motivator in the belief
that success in learning is achievable No penalty for making mistakes
Formative AssessmentInstructor’s Role: Instructor transforms learning outcomes or
objectives into learning targets Adjusts instruction based on results Offer frequent and descriptive feedback to
students
Student’s Role: Self-assess and keep track of improvement Set individual learning goals Use as a means of self-correction
Formative AssessmentLearning targets are statements of what
we want students to be able to know and to do
Students can hit any clear target that stands still
Communicate with students what they must know before they need to know it
Example:I will write simple sentences using a subject
and a verb.I will write complex sentences using
subordinating conjunction.
Formative Assessment“No Count” QuizzesVerbal FeedbackStudent Signals (Thumbs up/Thumbs
Down)Student Post-It NotesDiscussion Logs Think-Pair-Share
Reflection Journal for DiscussionsDate What I Originally
ThoughtNew Information from others
What I think Now
Classroom Discussion. Dixie Lee Spiegel. 2005
Formative Assessment
What is Effective Feedback?Descriptive, criterion-based feedback Emphasize it is the learning that is
important, not what looks good or how it is comparable to others
Focuses on strengths and weaknesses, or areas needing improvement
Does not use arbitrary symbols, such as letter grades or numerical scores, that do not reflect specific criteria.
Summative AssessmentAssessment of LearningAn Event after learning: Documents
achievement or mastery of learning targets
Provides information about level of learning to both students and others outside of the classroom
Certifies student competence, sorts students according to achievement, provides a mode for grading
Summative AssessmentInstructor’s Role: Administer assessment to carefully ensure
accuracy, quality, and comparability Use results to help students meet student
outcomes Use as a means of report card grading
Student’s Role: Strive for highest possible score Avoid failure
Summative AssessmentIn-class essayUnit testMid-term or final examinationPlacement testsAchievement tests
Assessment Development1. Plan: Assess why (purpose)? Assess what
(focus)? Assess how (method)? How Important?
2. Develop: Determine the sample. Select, create, or modify test items or tasks and scoring mechanisms.
3. Critique: Evaluate for Quality4. Administer: Administer the assessment5. Revise: Evaluate test quality based on
results and revise as needed
Potential Sources of InaccuracyBarriers that can occur within a studenti.e. language barriers; physical handicap; lack of
test-taking skills; lack of confidence; lack of literacy skills
Barriers that can occur within the assessment context
i.e. distractions; poor lighting; cultural insensitivity; lack of proper equipment
Barriers that can occur within the assessment itselfi.e. lack of or vague directions; poorly worded
questions; poor reproduction of test; missing information
Potential Barriers in MethodsMultiple Choice Tests:more than one correct choice; incorrect
bubbling on answer sheet; clues to the answer in the item or choices
Extended Written Responses:no or inappropriate scoring criteria; biased
scoring; insufficient time to read or score carefully; students don’t know the criteria by which they will be judged
Rubrics as Evaluation Tools A RUBRIC is a scoring scale used to assess
student performance along a task-specific set of criteria*
A “contract” between students and instructor. An agreement of how students will be evaluated and the level of expectation clearly communicated prior to completion of task.
Comprised of three components: criteria, levels of performance, and descriptors
Quality Not Quantity. Instead of applying a number number of references, concrete examples, paragraphs, etc., describe the quality of the criteria. Can’t two good examples be better than five poor examples?
Clear, Objective, and Consistent. Everyone feels “graded the same”
*http://jonathan.mueller.faculty.noctrl.edu/toolbox/rubrics.htm#versus
Analytical vs. HolisticAnalytical - assesses levels of performance
for each criteria separately and equally. Breaks down and examines various parts.
Analytical is formative; it provide students with detailed information of individuals’ strengths and weaknesses; detailed feedback explains how student can improve.
Holistic - evaluates a level of performance by assessing performance of all criteria as a whole.
Holistic is summative; it is a snapshot of what a student can do at that moment.
Analytical RubricCriteria 4 points 3 points 2 points 1 point
Has a plan for Investigation
The plan is thorough
The plan is lacking a few details
The plan is missing major details
The plan is incomplete and limited
Use of Materials
Manages all materials responsibly
Uses the materials responsibly most of the time
Mishandles some of the materials
Does not use materials properly
Collects the Data
Demonstrates thorough collection of data
Exhibits some of the data
Major portions of the data are missing
The data collection consists of a few points
Georgia State University www.gsu.edu/~mstnrhx/457/rubric.htm
Holistic RubricProficient- 3 points
The student's project has a hypothesis, a procedure, collected data, and analyzed results. The project is thorough and the findings are in agreement with the data collected. There are minor inaccuracies that do not affect the quality of the project.
Adequate- 2 points
The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project is not as thorough as it could be; there are a few overlooked areas. The project has a few inaccuracies that affect the quality of the project.
Limited- 1 point
The student's project may have a hypothesis, a procedure, collected data, and analyzed results. The project has several inaccuracies that affect the quality of the project.
Georgia State University www.gsu.edu/~mstnrhx/457/rubric.htm
How To Apply Methods in the Classroom Begin by clearly stating what students must be able
to DO(state in syllabus, verbalize in lecture, post on
Blackboard.) Determine and create appropriate summative
assessment based on learning targets(written response, speech, project, multiple choice exam) Design lesson plans to specifically meet learning
targets Implement daily formative assessment of learning
targets (diagnostic test, verbal feedback, “no-penalty” quiz,
discussion log)
