TOPIC 12 : ASSESSMENT TOOLS

TOPIC 12 : ASSESSMENT TOOLSOBSERVATIONPortfolioAnecdotal recordsChecklistInterviewInventory/questionnaire/survey

PERFORMANCE BASED ASSESSMENTFIELDMusicalPhysical educationArtWriting and language artsscience4THE IMPORTANCE OF PERFORMANCE-BASED ASSESSMENTIn the MCQ and essay tests, teachers rely solely on the measurement of knowledge of performance. This is recall of factual knowledgeThe measurement of the ability to perform the skill is applied procedural knowledge5VALID ASSESSMENTCan collect students product such as journals, lab report, science projects and checklist on cooperation in groups workThese products produce tangible outcomes that are things that can hold with handPerformance process are things or skills that can be observe and listen to6PERFORMANCE ASSESSMENTAdvantage : teachers and students see it as having greater relevance to real-life conditions than do true-false, matching, multiple-choice or essay testsStudents could be asked to carry out an experiment on his ownScience teacher observes and assesses the performance based on a checklist or rating scale7PERFORMANCE ASSESSMENTThe laboratory work is written and submitted as laboratory reports and also assessedScience teachers also wish their students to study the same topic deeper through reading, gathering information and othersTheir notes and conclusions may be kept in some form of portfolio such as notebook, folder, container to demonstrate improvement over time and to specify the students unique objectives81. PORTFOLIOMark Reckase (1995) has defined a portfolio as a purposeful collection of student work that exhibits students effort,progress or achievement in a given area9PORTFOLIOA reflective letter to the readers of the portfolio telling why the particular materials were selected for inclusionA narrative or descriptive piece communicating a significant experienceAn explanatory, exploratory or persuasive essay10PORTFOLIOA research paperAn interpretive or evaluative response to a written textThe teachers verification statement that the work was done as part of a classroom activityAppendices with all previous drafts11PORTFOLIOAdvantage : assists the student and teacher to make judgement about student learning progressSamples of student daily work and comments by teachers may become part of the portfolioSamples of work completed individually and in groups may be included as records and documents of progress, skills and habits of the student12PORTFOLIOA portfolio will serve as evidence in this type of performance assessmentKeeps track of student progress over a long time periodIt is an organisational structure where teachers can use to accumulate and organise student assessment informationIt is important for the collection to start early and the baseline data for students to comply to13PORTFOLIOJudy Arter (1991) has stated :It is a common misperception that performance-based assessment will necessarily result in better assessmentIt is not necessarily true that all structured test (eg multiple-choice) are bad or that only performance measures can be justified14DISADVANTAGE (performance-based assessment)Time consumingRelatively expensive to administer and scoreMay not generalise outside the testing situation itself (Linn and Burton 1994)15ADVANTAGE(performance-based assessment)Can provide rich evidence of performance skillsValid methods will have to be found that will avoid or reduce poorly developed exercises and poor rating conditionsAn increase in the number of tasks given to students if they are to be assessed fairly

16APPROACHES OF PERFORMANCE ASSESSMENTPaper-and-pencil tests are the most efficient and objective of all types of testingThey are not direct demonstrations of applicable knowledge and skills17APPROACHES OF PERFORMANCE ASSESSMENTKnowledge of the subject matter can be demonstrated fairly thoroughly in a short period of time by means of an essay, multiple-choice or other written testSkills as well as knowledge must be taught in such way that they will transfer to job situations and other non-school contexts18Objective testEssay testOral questionPerformance assessmentPurposeSample knowledge with maximum efficiency and reliabilityAssess thinking skills and/or mastery of how a body of knowledge is structuredAssess knowledge during instructionAssess ability to translate knowledge, skills and understanding into actionStudent responsesRead, evaluates,selectOrganise, composeOral answerPlan, construct and deliver an original responseMajor advantageCan administer many items perunit of testing timeCan measure complex cognitive outcomesJoins assessment and instructionProvides rich evidence of performance skillsInfluence on learningOveremphasis on recall, encourage memorisationEncourages thinking and development of writing skillsProvides teacher immediate feedback on effectiveness of teachingEmphasises use of available skills and knowledge in relevant problem contexts 19Communication skillsPsychomotor skillsAthletic activitiesConcept acquisitionAffective skillsWriting essays, giving speech, pronouncing words.Following spoken directionsHolding and using instruments. Setting up lab equipment and materialsShooting free throws. Catching a ball. Hopping. swimmingConstructing circuits. Selecting tools for lab tasks. Identifying chemical substances. Generalising from experimental data Working cooperatively in groups.obeying lab and school rules. Maintaining self-control 20PERFORMANCE TESTSDirect Measures Of CompetenceCan Be Embedded In LessonsCan Assess Process And ProductsCan Assess Affective And Social Skills21DIRECT MEASURES OF COMPETENCEEducational test : 1)measure learning indirectly. 2) Ask questions and the responses to which indicate that something has been learned or masteredPerformance tests :Use direct measures of learningIndicators that suggest cognitive, affective or psychomotor processes22DIRECT MEASURES OF COMPETENCEUse performance test to assess complex cognitive learningAssess the attitudes and social skills in academic areas such as physics, chemistry and biologyObserve and rate students directly as they identify problem, classify and categorise, plan and organise experiment, observe and measure variables, cooperate with others, present results and produce a report or product23DIRECT MEASURES OF COMPETENCEAllow science teachers to observe achievement, mental habits, ways of working and behaviour of value in the real worldCan include observing and rating students as they carry out a dialogue, conduct a science experiment, use of equipment or present a projectCan observe and evaluate student abilities to carry out complex activities that are often used and valued outside the classroom interaction24CAN BE EMBEDDED IN LESSONSUse performance tests as part of the lessonsThe good teaching activity as well as an assessmentCould be embedded. Eg : in teaching and learning on electricity in a science class25CAN BE EMBEDDED IN LESSONSDuring the activity, the teacher observes and rates the students on the method they use to solve problem, the care with which they measure, the manner of recording results and the correctness of the final solutionProvides immediate feedback on how students are performing, reinforces hands-on teaching and testingThe instruction moves on toward higher order behaviours26CAN ASSESS PROCESS AND PRODUCTSCan be assessment of processes, products or combination of bothEg : can assess the reading process of each students on the topic matter by noting the percentage of words read correctly and the amount of elements that the students talk about during oral reading27CAN ASSESS PROCESS AND PRODUCTSAnother egThe students have to assemble a portfolio of their laboratory reports. The teacher wants the students to include materials such as research articles, reading materials, written explanations of how they solve the problem and some daily notesMight ask questions in a variety of ways for students to participate individually, in group, oral presentation and exhibits28CAN ASSESS AFFECTIVE AND SOCIAL SKILLSAre not only meant to assess higher level cognitive skills but also non-cognitive outcomes such as the ability to work with peersAllows students to demonstrate learning of affective and social skills in science subject29CHARACTERISTICS OF PERFORMANCE ASSESSMENTThe purposes of performance assessmentsThe format of performance assessmentsThe assessment tasks of performance assessments30THE PURPOSE OF PERFORMANCE ASSESSMENTSmonitoring student progress toward desired outcomesHolding schools and teachers accountable for student achievementCertifying student skills and capabilitiesAchieving better alignment of curriculum, instruction and assessmentInforming and influencing curriculum and instructional practice31FORMAT OF PERFORMANCE ASSESSMENTSOne assessment task and one scoring method are linked to create a performance assessmentMultiple performance assessments can be linked to create a performance assessment system, which has associated with it implementation and scoring proceduresPedagogical value of performance assessments may be characterised across several dimensions, including their integration with instruction, their linkage to performance, content standards and the level of prescription32ASSESSMENT TASKS OF PERFORMANCE ASSESSMENTSOn-demand tasks or events that require students to construct responses to prompts or problems within a short period of timeExtended tasks that last longer than on-demand tasks. Students are given time to think about and research the topic and to demostrate mastery of that topic33ASSESSMENT TASKS OF PERFORMANCE ASSESSMENTSDemonstrations that take the form of student presentations of their work. Also referred to as exhibitions, can take the form of oral or visual presentationsPortfolios that consist of collections of a students work and development products. Are composed of different types of tasks. The student must systematically choose and compile a number of different tasks into a folder. Building a portfolio can be classified as an assessment task34ASSESSMENT TASKS OF PERFORMANCE ASSESSMENTSAny other task comprising essentially several activities might undertake on his or her own. These tasks are observed, recorded and evaluated by the teacher35DEVELOPING PERFORMANCE ASSESSMENTSStep 1 : Deciding What To TestStep 2 : Designing The Assessment ContextStep 3 : Specifying The Scoring RubricsStep 4 : Specifying Testing Constrains36STEP 1 : DECIDING WHAT TO TESTCreate a list of objectives that specifies the knowledge, skills, dispositions of mind and indicators of the outcomes3 general questions to ask when deciding what to teach :37STEP 1 : DECIDING WHAT TO TEST1) What knowledge or content is essential for student understanding of the subject matter?2) What intellectual skills are necessary for the student to use this knowledge or content?3) What dispositions of mind are important for the student to successfully perform with this knowledge or content?38STEP 1 : DECIDING WHAT TO TESTPerformance objectives in the cognitive domainWhat kind of essential tasks, achievement or other valued competencies am I missing with paper and pencil tests?What accomplishments do the scientists, chemists, physicists, biologists and mathematicians in my discipline are valued but left unmeasured by conventional tests?39STEP 1 : DECIDING WHAT TO TESTTwo categories of performance skills :Skills related to acquiring informationSkills related to organising and using information40STEP 1 : DECIDING WHAT TO TESTPerformance objectives in the affective and social domainWhat dispositions of mind or values characterise successful individuals in the community who work in science dicipline?What are some of the qualities of mind or character traits that good scientists, mathematicians, doctors, engineers have?

41STEP 1 : DECIDING WHAT TO TEST3)What will I accept as evidence that my students have or are developing these qualities?4) What social skills for getting along with others are necessary for being successful as a scientist, mathematician, doctor, engineer?5) What evidence will convince my students parents that their children are developing these skills?42STEP 1 : DECIDING WHAT TO TESTDeveloping Observable Performance CriteriaSelect the performance or product to be assessed List the important aspects of the performance or productTry to limit the number of performance criteria43STEP 1 : DECIDING WHAT TO TEST4)Express the performance criteria in terms of observable student behaviors or product characteristics5) Do not use ambiguous words that cloud the meaning of the performance criteria6) Arrange the performance criteria in the order in which they are likely to be observed7) Check for existing performance criteria before defining your own 44STEP 2 : DESIGNING THE ASSESSMENT CONTEXTPurpose : to create a task or situation that will allow students to demonstrate the knowledge, skills and attitudes that they have acquiredIdeas for these tasks may come from current issues, popular journals and books or interviews reported in the mediaThe task you create may involve discussions, debates, presentations or science experiments45STEP 2 : DESIGNING THE ASSESSMENT CONTEXTPresents students with :A hands-on exercise or problem to solve, which producesAn observable outcome or product such as letter, a map, multimedia presentationCan observe and assess not only the product but also the process used to get there46STEP 2 : DESIGNING THE ASSESSMENT CONTEXTThe tasks you decide for the students to do should be complex and the final products should be clear. They should think about how to complete the taskThe task should represent a specific activity from which generalisations about the students knowledge, thinking ability and dispositions of mind can be made47STEP 2 : DESIGNING THE ASSESSMENT CONTEXTThe task should be complex enough to allow for multi-modal assessmentThe task should yield multiple solutions where possible, each with costs and benefitsThe task should require self-regulated learning48STEP 3 : SPECIFYING THE SCORING RUBRICSTempted to limit the scoring criteria to those qualities of performanceYour goal when scoring performance tests is to do justice to the time spent developing carefully constructed scoring systems called rubrics49STEP 3 : SPECIFYING THE SCORING RUBRICSRubrics provide a set of guidelines that help students to monitor their own work as well as that of their peersThey can focus teachers on teaching and assessing what is important and valued in students workThey also reduce scoring subjectivity50a) Developing rubrics for a variety of accomplishmentsA rubric is a set of clear expectations or criteria used to help teachers and students focus on what is valued in a subject, topic or activityProducts : essay, charts, graphs, exhibits, drawing, mapsComplex cognitive processes : skills in acquiring,organizing and using information51a) Developing rubrics for a variety of accomplishmentsObservable performance : physical movements as in oral presentations, use of specialised equipment as in focusing a microscope, following a set of procedures as when dissecting a frog or following an experimental procedureDispositions of mind and social skills : mental and behavioral habits such as persistence and cooperation andrecognition skills52b) Choose an appropriate scoring systemScoring a performance assessment can be holistic or analyticFor group placement, selection or grading, holistic scoring is most usefulTo make such decisions, a teacher seeks to describe an individuals performance using a single, overall score53b) Choose an appropriate scoring systemIf the assessment purpose is to diagnose student difficulties or certify student mastery of each individual performance criterion,then analytic scoring, with a separate score or rating on each performance criterion, is appropriate54b) Choose an appropriate scoring systemThe teacher is both the observer and scorerEg exhibitions, debate and project competitions, to have more than a single judge in order to make scoring more fair55b) Choose an appropriate scoring system4 broad types of scoring or evaluation methods :1) Generic scoring rubrics that articulate general skills and competencies to be scored and the criteria for judging the quality of student work with respect to those skills and competencies56b) Choose an appropriate scoring system2) Specific scoring rubric that are tailored to specific tasks and articulate the skills and competencies elicited by those tasks3) Teachers structured observations that gauge student classroom behaviour4) Checklist of the components student work should include or unarticulated criteria57SCORING SYSTEMAnecdotal recordsRubricsChecklistRating scalesHolistic scoring58ANECDOTAL RECORDSWritten accounts of significant, individual student events and behaviours the teacher has observed Consists of:Information about the studentThe date of observation and the name of the teacher observingA factual description of the event 59ANECDOTAL RECORDSWhat is significant and important in the life of a student is not always apparent at the time an event or behaviour occursAnecdotal records are time-consuming to prepare and need to be written up soon after the event or behaviour is observed 60RUBRICSProvide a second way to summarise performance on checklist and rating scalesScoring rubrics are brief, written descriptions of different levels of student performanceThey are constructed by combining descriptions of different qualities of performanceThe teacher labeled the four descriptions as excellent, good, fair and poor61CHECKLISTSContain lists of behaviours or characteristics that can be scored as either present or absentBest suited for complex behaviours of performanceEg : dissecting a frog is a set of behaviours requiring sequences of actions that can be clearly identified and listed in a checklist62CHECKLISTSAre scored on a yes/no, present or absent, 0 or 1 point basis and should provide the opportunity for observers to indicate that they had no opportunity to observe the performanceUsing the same checklist more than once is an easy way to obtain information about a students improvement over time63RATING SCALESAllow the observer to judge performanceTypically used for those aspects of a complex performance that do not lend themselves to yes/no or present/absent type judgementsThe scale focuses the raters observations on certain aspects of the performance such as accuracy, logic, organisation, style and assigns numbers to 5 degrees of performance64HOLISTIC SCORINGIs used when the rater is more interested in estimating the overall quality of the performance and assigning a numerical value to that quality than assigning points for the addition or omission of specific aspects of performanceTypically used in evaluating extended essays, term papers or some artistic performance65HOLISTIC SCORINGValid and reliable performance tests require students to demonstrate their achievements through a variety of primary traits such as cooperation, research and presentation66GUIDELINE TO CHOOSE THE SCORING SYSTEMEase of constructionScoring efficiencyReliabilityDefensibilityQuality of feedback67STEP 4 : SPECIFYING TESTING CONSTRAINSTime. How much time should a student have to prepare, rethink, revise and finish a test?Reference material. Should students be able to consult dictionaries, textbooks, notes as they take a test?Other people. May students ask for help from peers, teahers, experts as they take a test or complete a project?68STEP 4 : SPECIFYING TESTING CONSTRAINSEquipment. May students use computers, calculators to help them solve problems?Prior knowledge of the task. How much information on what they will be tested should students receive in advance?Scoring criteria. Should students know the standards by which the teacher will score the assessment?69PORTFOLIO ASSESSMENTPortfolios can show a learners ability to think and problem solve, to use strategies and procedural-type skills and to construct knowlegdeAlso tell something about a learners persistence, effort, willingness to change, skill in monitoring their own learning and ability to be self-reflective70PORTFOLIO ASSESSMENTOne purpose for a portfolio is to give a teacher information about a learner that no other measurement tool can providePortfolios are also means to communicate to parents and other teachers the level of achievement that a learner has reachedAre the way to motivate learners to higher levels of effort71CONSTRUCTING AND SCORING OF PORTFOLIOA portfolio is a planned collection of learner achievementCan measure growth and development of competence in areas such as knowledge construction, cognitive strategies as well as certain dispositions of mindNot substitutes for paper and pencil tests, essay tests or performance tests72CONSTRUCTING AND SCORING OF PORTFOLIOBy utilizing actual tasks, the learner applies knowledge and understanding to exhibit the level of deep learningIs the only method for gauging learners level of deep learning. Planning and designing a portfolio assessment must be a systematic and methodical as constructing an essay exam73CONSTRUCTING AND SCORING OF PORTFOLIOEach cognitive skill and disposition for each portfolio content area should be identified and scoring rubrics should be developedThe traits to consider when developing a scoring mechanism for the entire portfolio are thoroughness, variety, growth or progress, overall quality, self-reflection, flexibility, organisation and appearance74INTERVIEWInterviews and individual conferences can be used to evaluate cognitive skills as well as attitudes and valuesStudents sometimes express ideas and feelings during interviews that they might not other wise state