Monitoring Student Successes

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Monitoring Student Successes

• ED. 235 Chapter 10

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Classroom Assessment

• Reasons for Classroom Assessment
• To provide feedback to students
• To make informed decisions about students
• To monitor, make judgments, about, and document
  students academic performance
• To aid student motivation by establishing
  short-term goals and feedback
• To increase retention and transfer of learning by
  focusing learning
• To evaluate instructional effectiveness
• To establish and maintain a supportive classroom
  learning atmosphere

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Classroom Assessment

• Vocab
• Assessment broad range of processes by which
  teachers gather information about student
  learning
• Test set of questions that all students must
  answer in a fixed period of time under similar
  conditions
• Measurement assigns numbers to assessment
  results
• Standardized test usually a paper-and-pencil
  test that has been developed by a major test
  publisher standardized for a large population
  for norms

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Classroom Assessment

• Vocab
• Validity the degree to which a test measures
  what it is intended to measure.
• Reliability consistency of test results

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Classroom Assessment

• Purposes of Classroom Management
• Placement
• Pretest to assess their students current process
• Diagnosis
• Identifies students strengths and weaknesses
• Formative Evaluations
• Ongoing assessments to monitor your students
  progress
• Summative Evaluations
• Used to make judgments and to certify completion
  of projects, classes, and programs

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Classroom Assessment

• Areas Teacher Assess
• Knowledge and Conceptual Understanding
• How can students demonstrate understanding?
• Thinking
• What indicators will you look for to know what
  students are thinking?
• Skills
• What can each student do to indicate progress?
• Attitudes
• What evidence or student behaviors show positive
  attitude in class?

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Classroom Assessment

• Assessment Linked to Planning and Instruction
• Assessment planning should be part of all
  instructional planning
• Begin with report cards
• What sorts of data do you need to report?
• Consider the timing of assessments

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Understanding Assessment Tools

• Teacher-Made Assessments
• Standardized Achievement Tests
• Strengths and Potential Uses
• Technical excellence in questions
• Extensive technical data
• Cost-efficiency
• Easy-to-use data
• Ease of administration and scoring
• Customization

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Understanding Assessment Tools

• Standardized Achievement Tests
• Questions, concerns, and reform
• Today, the use of standardized testing has become
  more complex and controversial as reform efforts
  continue into the twenty-first century.
• High-stakes test seek to motivate and challenge
  students to excel, and hold teachers and
  administration accountable for results.
• The problem with this approach is that teaching
  and learning process is often corrupted.
• Teacher focus on test preparations, skew
  instruction to the test, and pay particular
  attention to the form in which tests are given.

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Standardized Achievement Tests

• Important characteristics of standardized tests
• Technical excellence in questions
• Extensive technical data
• Cost efficiency

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Standardized Achievement Tests

• Easy-to-use data
• Provide a variety of scores
• Ease of administration and scoring
• Customization
• Relation between whats taught tested

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Concerns of Standardized Tests

• Schools not accurately reporting data
• Insight into student knowledge unclear
• Teachers spend too much time getting students
  ready for tests

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Concerns of Standardized Tests (cont.)

• Schools competing against each other
• Political pressure
• Test-construction bias exists
• Testing is very costly

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Understanding Assessment Tools

• Student-Led Conferences
• Usually done at mid-term as a progress report and
  include the student, teacher, and parent (s)
• Discuss students performance on particular
  projects, essays, tests, or quizzes.
• Clear understanding of achievement expectations
• Openness to communication
• Student accountability

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Constructing Classroom Assessments

• Tests Items
• Short-answer, matching, and true-false items for
  measuring knowledge level outcomes
• Multiple-choice items for measuring both
  knowledge-level and more complex learning
  outcomes
• Interpretive items for assessing complex,
  higher-level objectives
• Essay items for assessing higher-level outcomes

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Constructing Classroom Assessments

• Guidelines for Test Construction
• Determine how much important and instructional
  time you will give to the major topics to be
  tested and then make the number of test items for
  each topic proportionate.
• Decide on the format and item type you will use.
• Determine a balance between the available testing
  time and the number of questions to include.

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Constructing Classroom Assessments

• Guidelines for Test Construction
• 4. Use a grading matrix like the example on page
  359.
• 5. Plan an activity for those students who finish
  early.
• 6. Develop the test items.

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Constructing Classroom Assessments

• Objective Itemshave a single best or correct
  answer.
• True-False knowledge level of achievement.
  Least useful.
• Matching assess mostly recall. The best use is
  in identifying relationships within homogeneous
  material.
• Short-Answer can measure at the comprehension
  level.
• Multiple Choice most useful objective test item.
  Can measure both knowledge and higher-level
  learning outcomes.

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Constructing Classroom Assessments

• Essay Items
• Types of essay items
• Restricted Response Focuses on specifics, and
  the question must be phrased to restrict the
  response in that way. (ex. Explain two reasons
  leading to the conflict in which Magellan was
  killed.)
• Extended Response Sample of students abilities
  to select, organize, and evaluate ideas. (ex.
  Compare Englands experience during the American
  Revolution the the U.S. experience in Vietnam.)

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Constructing Classroom Assessments

• Essay Items
• Scoring Responses to Essay Questions
• Holistic scoring assessing a students work on
  its entirety rather than judging specific parts.
• Analytic scoring assesses student performance
  using a rating system.

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Constructing Classroom Assessments

• Assessing Performance and Products
• Performance items show what students can do as
  well as what they know. Active demonstrations
  that assess student learning such as oral
  presentations, musical or dramatic performances,
  and kinesthetic activities.
• Products students produce items such as book
  reviews, term papers, homework assignments,
  display boards, murals or posters.

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Constructing Classroom Assessments

• Rating Scales, Checklists, and Anecdotal Records
• Rating scales provide a list of characteristics
  to be observed and a scale showing the degree to
  which they are present.
• Checklists are useful when a process can be
  divided into steps and each one checked for its
  presence.
• Anecdotal records are recorded observations of
  student behaviors made during routine class work
  and perhaps in the halls. They can help you
  ensure that students receive needed assistance

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Constructing Classroom Assessments

• Four Keys to Effective Anecdotal Records
• Dont record too much
• Be consistent
• Record positive as well as negative indicators
• Dont draw inferences from a single incident.

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Constructing Classroom Assessments

• Portfolios collections of student work
• Characteristics of a carefully planned portfolio
• Objectives are determined jointly by the student
  and the teacher.
• The focus is on student products as evidence of
  progress.
• Students strengths are emphasized rather than
  student mistakes.
• Students help decide what goes in a portfolio
• Students have access to their portfolios
• Contain a definition of unit goals, evaluative
  comments, and student explanations of goals

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Constructing Classroom Assessments

• Rubrics
• Base standards on samples of student work that
  represent each level of proficiency.
• Use precise wording that describes observable
  behaviors in terms that students can understand.
• Avoid negative statements, such as cannot make
  predictions.
• Construct rubrics with 3-,4-, 0r 5- point scales,
  with the highest number representing the most
  desirable level.
• Limit criteria to a reasonable number.

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Grading with a Focus on Improving Student Learning

• Principles for Grading
• The inclusion principle
• You cant have too much data.
• Give many opportunities for achievement
• Which Assessment Tools?
• What instruments portfolios, tests, checklists.
• Devising a Grading System
• Grading scale and what proportions you will use

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Grading with a Focus on Improving Student Learning

• Principles for Grading
• Avoiding Grading Errors
• Use pretest scores in determining grades
• Not adequately informing students of what to
  expect on a test.
• Assigning a zero for missing or incomplete work
• Using grades for rewards or punishment
• Assigning grades contingent on improvement

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Grading with a Focus on Improving Student Learning

• Steps in the Assessment Process
• Align your assessment technique with your
  instructional strategies and objectives.
• Learn how to interpret the results of your tests
  and your other assessments and those of
  standardized tests.
• Use the assessment results to evaluate and change
  your curriculum.
• Develop appropriate grading practices based on
  your assessment model.
• Communicate your assessment results to your
  students and their parents.

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Rubric For Assessing a Birthday Party
I need to go home and do homework.
Cant stay- Ive got chores to do.
Can I spend the night?
Will you adopt me?
Steamed Broccoli and Carrots
Moms Tuna Fish and Potato Chip Casserole
McDonalds Happy Meal (free balloons)
Super Deluxe Supreme Pizza (deep dish)
Food
School Supplies (Mr. Eraserhead)
The Lion King Video
Full Set of Power Rangers
New Underwear (K-Mart specials)
Gifts
Lawrence Welk Polka Contest (accordion rap song)
My Sisters Poetry Readings (T.S. Eliot)
Entertain- ment
Barney and Friends
Robin Williams (Live)
Musical Chairs to Broadway Show Tunes
Full-Contact Twister (no chaperones)
Go Fish! and Slap Jack
Virtual Reality Headsets
Games
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Scoring Rubric for Letter to the Editor
Student Subject Date
Rejected by Church Bulletin Committee
Published in High School Newspaper
Published in Local Newspaper
Published in New York Times
Criteria
Score
Indicators
1
2
3
4
Quality of Information
3 or more factual errors
2 factual errors
All information is accurate
Accuracy
1 factual error
x 5
Logical and convincing arguments
Persuasive-ness
Logical arguments
Convincing arguments
Faulty Logic
Some Logic
x 5
Thesis Support Sent. Conclusion
Missing one element - lacks clarity
All elements included - clear focus
All elements enhance flow of letter
Missing 2 elements
Organization
x 5
Written Style
4 or more errors- lacks style
2-3 errors- choppy style
1 error- smooth style
No errors- fluid style
Grammar
x 5
Capitalization Punctuation Spelling
4 or more errors
100 Accuracy
Mechanics
2-3 errors
1 error
x 5
Scale
Comments
Final Score
A B C D
Final Grade
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Scoring Rubric for
Student Subject Date
Score
0
1
2
3
4
Criteria
x 5
1.
x 5
2.
x 5
3.
x 5
4.
x 5
5.
Scale
Final Score
Comments
A B C D
Final Grade
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Weighted Rubric for
Student Subject Date
Score
0
1
2
3
4
Criteria
x 3
1.
x 4
2.
x 5
3.
x 6
4.
x 7
5.
Scale
Final Score
Comments
A B C D
Final Grade