Part 3 Instruction as a Dynamic Process in Classrooms Copyright © 2018 Cengage Learning. All Rights Reserved. Classroom Assessment Donald C. Orlich Copyright © 2018 Cengage Learning. All Rights Reserved. 7-2 Learning Objectives 7-1 Understand assessment as a continuous process 7-2 Identify professional and technical vocabulary terms related to assessment 7-3 Describe the purposes of classroom assessment 7-4 Identify the areas teachers assess 7-5 Understand the direct links of assessment to planning and instruction 7-6 Understand challenges to the proper role of classroom assessment 7-7 Understand the role of formative assessment and its role in providing feedback to the student and teacher 7-8 Describe how to use a variety of formative assessment strategies. 7-9 Discuss the link between formative assessment and student motivation Copyright © 2018 Cengage Learning. All Rights Reserved. 7-3 Learning Objectives 7-10 Provide an overview of the relationship between formative and summative assessment 7-11 Discuss the role and importance of teacher made assessments. 7-12 Discuss the role and importance of standardized achievement tests 7-13 Discuss the role and importance of student-led conferences 7-14 List the general guidelines for test construction 7-15 Describe how to develop objective test items 7-16 Describe how to develop essay items 7-17 Describe how to assess performance and products 7-18 Discuss the principles of grading 7-19 Understand how to communicate your intentions Copyright © 2018 Cengage Learning. All Rights Reserved. 10-4 Classroom Assessment Basic Contexts and Concepts Formative Classroom Assessment Understanding Assessment Tools Constructing Classroom Assessments Grading to Improve Student Learning Copyright © 2018 Cengage Learning. All rights reserved. 7-5 Assessment Terms Assessment Test Measurement Norm-referenced Standardized Test Validity and Reliability Copyright © 2018 Cengage Learning. All Rights Reserved. 7-6 Purposes of Classroom Assessment Placement Determine prerequisite skills Diagnosis Determine causes of learning problems Formative Assessment Ongoing assessment to monitor student progress Summative Assessment” “Overview of previous learning” Copyright © 2018 Cengage Learning. All Rights Reserved. 7-7 Areas Teachers Assess Knowledge and conceptual understanding Thinking Skills Attitudes Copyright © 2018 Cengage Learning. All Rights Reserved. 7-8 Direct Links to Planning and Instruction Begin with report cards Consider the timing Four necessary steps: Newly introduced material should be tested early Frequent testing encourages continuous studying and reduces test anxiety test should be cumulative Frequent test aids retention Copyright © 2018 Cengage Learning. All Rights Reserved. 7-9 Formative Classroom Assessment Devoted entirely to enhancing student learning and achievement Assessment not of learning, but for learning Copyright © 2018 Cengage Learning. All Rights Reserved. 7-10 Formative Assessment Strategies Questioning Peer Assessment Feedback through Grading Copyright © 2018 Cengage Learning. All Rights Reserved. 7-11 Formative Assessment and Student Motivation Clear feedback can increase motivation Clear standards and goals facilitate ownership of learning Shared understanding of success Copyright © 2018 Cengage Learning. All Rights Reserved. 7-12 The Relationship Between Formative and Summative Assessment Summative Assessment is a process of “summing up” achievement in some way or conducting a status check on accomplishments at a given point in time. Formative Assessment is used to provide feedback to students to answer their need to know “how am I doing and am I meeting expectations?” Summative test must be aligned with instruction in the same way that formative assessments are aligned. Assessments must be criterionreferenced rather then norm-referenced. Copyright © 2018 Cengage Learning. All Rights Reserved. 7-13 Understanding Assessment Tools Teacher-Made Assessments Large-Scale Achievement Tests Strengths, Limitations and Potential Uses Questions, Concerns and Reform Student-Led Conferences Copyright © 2018 Cengage Learning. All Rights Reserved. 7-14 Constructing Classroom Assessments Determine how much importance and instructional time you will give to the major topics to be tested Decide on format and item type Determine a balance between available testing time and number of questions Use a matrix to organize planning Plan an activity for students who finish early Develop test items Copyright © 2018 Cengage Learning. All Rights Reserved. 7-15 Types of Test Questions Objective test items True-false, matching, short answer/completion, multiple-choice Essay items Restricted or extended response Copyright © 2018 Cengage Learning. All Rights Reserved. 7-16 Sample True-False Format Copyright © 2018 Cengage Learning. All Rights Reserved. 7-17 Sample Matching Questions Copyright © 2018 Cengage Learning. All Rights Reserved. 7-18 Sample Essay Questions Copyright © 2018 Cengage Learning. All Rights Reserved. 7-19 Sample MultipleChoice Questions Copyright © 2018 Cengage Learning. All Rights Reserved. 7-20 Assessing Performance and Products Performances Products Rating Scales Checklists Anecdotal Records and Observations Portfolios Rubrics Copyright © 2018 Cengage Learning. All Rights Reserved. 7-21 Grading to Improves Student Learning Principles of Grading Never too Much Data Decide on Assessment Tools Devise a Grading System Avoid Grading Errors Communicate Your Intentions Copyright © 2018 Cengage Learning. All Rights Reserved. 7-22 Summary Points 1. 2. 3. 4. 5. Assessment is a continuous process whose primary purpose is to improve student learning. Classroom assessments are used for four primary purposes: to determine placement; to diagnose persistent problems; to monitor progress, provide feedback, and correct errors; and to assign grades. Using various methods, you can assess students’ behaviors, skills, knowledge, thinking, and attitudes. Teachers have many choices of assessment methods and should select the one that best matches their particular goals of instruction. Formative assessment is an instructional process used to provide feedback to teachers and students. This feedback is used by teachers to revise instruction and by students to alter learning strategies, both for the purpose of increasing student achievement. Copyright © 2018 Cengage Learning. All Rights Reserved. 10-23 Summary Points 6. 7. 8. 9. 10. Large-scale achievement tests provide a snapshot of student achievement at a particular point in time. They can be more instructionally relevant when aligned to the curriculum and criterion referenced. Performance assessment tools include rating scales, checklists, observations and anecdotal records, portfolios, and rubrics. Objective test items include true-false, matching, short-answer and completion, and multiple-choice questions. Essay items are an excellent means of assessing students’ higher-level thinking processes. The purpose of grading is to improve student learning by clarifying learning objectives, indicating each student’s strengths and weaknesses, evaluating the student’s personal and social development, and motivating the student. Copyright © 2018 Cengage Learning. All Rights Reserved. 10-24
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