Title: Developing Assessment Literacy: A workshop on the relationship between instruction, assessment
1Developing Assessment LiteracyA workshop on the
relationship between instruction, assessment
evaluation
- Developed Presented by
- Edward J. Caropreso, PhD
- Watson School of Education
- University of North Carolina Wilmington
- caropresoe_at_uncw.edu
- 910.962.7830
- Director of Academics
- Marine Corps Combat Service Support Schools
- Camp Johnson, NC
- June, 2008
2Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment - 2. Evaluate item types for given
applications/purposes - 3. Construct items to meet specific Los in given
learning domains
3Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
- Alternative Assessment Performance Strategies
Complementing Paper Assessment - Formative Assessment Information about Teaching
Learning to Improve Instruction - Working with Assessment Tools/Strategies Writing
assessment plans developing assessment items
within local work context - Assessment Test Construction Technical
Features Quality Tools - Validity
- Reliability
4Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
5Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst
Asmt Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment - 2. Evaluate item types for given
applications/purposes
61. Introduction Context for Training
- Knowledge-Practice Model of Assessment
Evaluation - Professional Vocabulary for Concepts
7Knowledge-Practice Model
- Developing Professional Knowledge
Knowledge of Learner Achievement Resulting from
Instruction
- Knowledge of Instructional Practice Strategies
Activites (incl. assessment)
Dynamic Reciprocity
8Knowledge-Practice Model
- Developing Professional Knowledge
9Knowledge-Practice Model(Discussion Activity)
- Whats the current status of your professional
knowledge? - How have you developed your knowledge of
instruction, assessment and evaluation? - What are your expectations for developing your
professional knowledge practice? - What are your professional development
alternatives?
10Professional Vocabulary for ConceptsActivity
Review note concepts you know well
compare/contrast with colleagues/groups
- Resources Databases
- New Horizons for Learning
- http//www.newhorizons.org/strategies/assess/termi
nology.htm - Natl. Center for Research on Evaluation,
Standards, Student Testing (CRESST _at_ UCLA) - http//www.cse.ucla.edu/products/glossary.html
- Coalition of Essential Schools Defining
Assessment http//www.essentialschools.org/cs/res
ources/view/ces_res/124 - Assessing Student Achievement Project (McTighe
Ferrara) - http//www2.edc.org/asap/glossary.asp
- Beyond Confusion An Assessment Glossary, by
Andrea Leskes - http//ctl.stanford.edu/Tomprof/postings/448.html
11Professional Vocabulary(Activity)
- Review the glossaries
- Identify the terms concepts you know
- Mark the ones you know understand
- Compare your list to colleagues/groups
- Whats the same whats different?
- Why are there differences?
- What are the implications for professional
practice given inconsistencies in the knowledge
base?
12Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
13Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment
142. Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
15Educational Goals Objectives
- Educational Goals
- those human activities which contribute to the
functioning of a society (including the
functioning of an individual in society), and
which can be acquired through learning. (Gagne,
Briggs, Wagner, 1988, p. 39 cited in Nitko,
2001, p. 23) - Goals are stated in broad terms that give
direction and purpose to planning overall
educational activities.
16Educational Goals Objectives
- Educational Goals (or global objectives)
- Broad, complex learning outcomes that require
substantial time and instruction to accomplish - Typically encompassing many specific learning
objectives which require learner success on
most/all to reach the general goal - (from Airasian, 2001)
17Educational Goals Objectives
- Educational Goals
- UT Examples of Goals vs Objectives
- More Examples of Goals vs Objectives
- Airasians 3-Level Model
18Models of Objectives
- Two Common Models Mager Gronlund
- Mager Tips
- Gagne Briggs ABCD Models
- A Comparison of Models
- Greenbergs 6 Keys to Successful Performance
Objectives
19Comparison of FormatsSeels Glasgow (1990).
Exercises in Instructional Design. Columbus,
Ohio Merrill.
Component Mager Gagné Briggs ABCD
Performance (What will occur) Performance (Doing verb) Learned capability, object, action Behavior
Condition (Under what) Condition Situation Condition
Criteria (How well) Criterion Tools/Constraints Degree
Learner (By whom) (Implied) (Implied) Audience
20Working with Objectives
- Understanding the Context of Learning
- How do you make sense of learning?
- How do you identify/describe expectations?
- Putting Blooms Taxonomy to Work
- Three Types of Learning
- What Drives Statements of Learning Active Verbs
21Working with Objectives (Activity)
- Identify State 1-3 TLOs (goals in your area)
- For each TLO (goal), using the course materials,
identify state 1-2 knowledge 1-2 performance
objectives (ELOs) in at least two models weve
reviewed - Compare your objectives with a colleagues
- Using Greenbergs Criteria to review your
objectives, how do they hold up? - Whats similar to your colleague?
- Whats different?
- Keep your objectives for later well use them
again!
22Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
23Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment
243. Context for Assessment Evaluation
- Establishing vocabulary conceptual framework
- Assessment and Evaluation
- What do they mean?
- Relationship between assessment, evaluation and
decision-making - The role of time
- What about instructional outcomes?
- Instruction, assessment and evaluation
- Developing Criteria
253. Context for Assessment Evaluation
- Model of Assessment
- Identifying applying appropriate strategies to
gather information for specific purposes /or
decisions - Determining appropriate assessment strategies
- Appropriately applying strategies
263. Context for Assessment Evaluation
Assessment Model
- Purposeful Decision Making
Assess Instructional Practices Methods,
Materials, Strategies Activities
Assess Learner Achievement Resulting from
Instruction
Dynamic Reciprocal
273. Context for Assessment Evaluation
- Types of Assessments by Purpose
- Blooms Taxonomy as Context
- Aim High
- Objective Assessment
- Selected vs Constructed Response
- Subjective (Non-Objective) Assessment
- Writing/Generating Responses
- Role Control of Subjectivity in Assessment
- Alternative Assessment
- Authentic Assessment
- Performance Assessment
283. Context for Assessment Evaluation
http//vudat.msu.edu/assessment/
- Objective Assessment
- Objective assessments (usually multiple choice,
true false, matching, short answer) have correct
answers. - These are good for testing recall of facts and
can be automated. - Objective tests assume that there are true
answers and assume that all students should learn
the same things.
293. Context for Assessment Evaluationhttp//vud
at.msu.edu/assessment/
- Subjective (Non-Objective) Assessment
- With subjective assessments, teacher's judgment
determines the grade - These include essay tests.
- Essay tests take longer to answer and they take
longer to grade than objective questions and
therefore only include a small number of
questions, focusing on complex concepts. - Writing/Generating Responses
- Role Control of Subjectivity Criteria /or
Rubrics
30Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
- Alternative Assessment Performance Strategies
Complementing Paper Assessment
31Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment
324. Alternative Assessment Performance
Strategies Complementing Paper Assessment
- Alternative
- To what?
- Portfolio Assessment An example
- Authentic
- With respect to what?
- Performance
- What types?
334. Alternative Assessment (Activity)
- Alternative
- Possible examples?
- Portfolio Assessment Possible examples?
- Authentic
- Possible examples?
- Performance
- Possible examples?
344. Alternative AssessmentAlternative Methods to
Document Learning
- 3 Formal Models of Assessment
- Holistic
- Applying all criteria as a single judgment
- Modified Holistic
- Adding levels of judgment
- Analytical
- Judgment by criteria weighting factors scaling
- Valid decision-making
- Matching the tool and the instructional outcome
- Examples of Rubrics Rubric Primer
- Information Skills
- Oral Presentation
- Creating Rubrics
35Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
- Alternative Assessment Performance Strategies
Complementing Paper Assessment - Formative Assessment Information about Teaching
Learning to Improve Instruction
36Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment
375. Formative AssessmentInformation about
Teaching Learning to Improve Instruction
- Formative Assessment
- Types of Formative Assessment
- Objective assessments
- Forms/versions of summative assessments that will
be implemented for final evaluation of students - Alternative assessments
- Forms/versions of summative assessments that
could be implemented for final evaluation of
students - Used to provide feedback on developing learning
- Should not contribute to final grades
- May or may not be graded assessments
- Limited direct impact on final evaluation of
student
385. Formative AssessmentInformation about
Teaching Learning to Improve Instruction
- Observation Strategies
- Using explicit formal tools
- Informal observations
- Questioning Strategies
- Taba Tables
- Self Peer Assessment Strategies
395. Formative AssessmentInformation about
Teaching Learning to Improve Instruction
- Alternative assessments
- Used to provide feedback on developing learning
- Examples
- Formative Evaluation Form
- Summary Evaluation Form
- Observation Record Form
- Observation Guide Form
- Observation Assessment Form
- Open-ended Questions
40Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
- Alternative Assessment Performance Strategies
Complementing Paper Assessment - Formative Assessment Information about Teaching
Learning to Improve Instruction - Working with Assessment Tools/Strategies Writing
assessment plans developing assessment items
within local work context
41Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment - 2. Evaluate item types for given
applications/purposes
426. Working with Assessment Tools Strategies
(within local work context)
- Writing assessment plans
- Whos responsible for developing plans?
- Whats the basis for developing plans?
- Developing assessment tools items
- Who develops summative assessments?
- Who implements summative assessments?
- Who interprets data from summative assessments?
- Formative assessments
- Who develops formative assessments?
- Who implements formative assessments?
- Who interprets data from formative assessments?
436. Working with Assessment Tools Strategies
- Developing Objective Tests Assessments
- Planning Assessments
- Types of Objective Assessments
- Sample Table of Specifications
- Judging Assessments
446. Working with Assessment Tools Strategies
- Developing Objective Tests Assessments
- Resources online _at_
- Writing Test Items
- Testing Primer
- Matching Items to Objectives
456. Working with Assessment Tools Strategies
- Developing Objective Tests Assessments
- Test Construction Activity
- (online _at_ http//people.uncw.edu/caropresoe/)
466. Working with Assessment Tools Strategies
- Developing Subjective (Non-objective) Tests
Assessments - See Test Primer materials
- (online _at_ http//people.uncw.edu/caropresoe/)
476. Working with Assessment Tools Strategies
- Developing Alternative Assessments
- See Test Primer materials
- (online _at_ http//people.uncw.edu/caropresoe/)
48Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
- Alternative Assessment Performance Strategies
Complementing Paper Assessment - Formative Assessment Information about Teaching
Learning to Improve Instruction - Working with Assessment Tools/Strategies Writing
assessment plans developing assessment items
within local work context - Assessment Test Construction Technical
Features Quality Tools - Validity
- Reliability
49Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment - 2. Evaluate item types for given
applications/purposes - 3. Construct items to meet specific Los in given
learning domains
507. Assessment Test Construction Technical
Features Quality Tools
51Workshop Contents
- Introduction Context for Training
- Knowledge-Practice Model
- Professional Vocabulary Concepts
- Context for Instruction
- Educational Goals Objectives
- Models of Objectives
- Working with Objectives
- Context for Assessment Evaluation
- Role of Information for Decision-making
- Types of data related to types of decisions
- Assessment Model
- Types of Assessments
- Objective vs Subjective, Etc.
- Alternative Assessment Performance Strategies
Complementing Paper Assessment - Formative Assessment Information about Teaching
Learning to Improve Instruction - Working with Assessment Tools/Strategies Writing
assessment plans developing assessment items
within local work context - Assessment Test Construction Technical
Features Quality Tools - Validity
- Reliability
52Developing Assessment Literacy Learning Outcomes
- 1. Recognize/value the relationship between
components of professional practice (Inst Asmt
Eval) - 2. Recognize/value the relationship between
professional vocabulary and practice - 3. Recognize/value the use of professional
vocabulary - 1. Recognize/value the relationship between
goals/objectives, instruction
assessment/evaluation - 2. Recognize differences between objectives
models - 3. Write objectives using a specific model
- 4. Critique objectives using a specified
evaluation system - 1. Recognize/value the role of appropriate
information in decision-making - 2. Recognize/value the relationship between
types of assessment resulting information - 3. State the difference between objective
subjective (non-objective) assessment - 1. State the difference between traditional
alternative assessment models - 2. State the difference between models of
alternative assessment - 3. State the purpose/s for rubrics in assessment
- 4. Identify appropriate applications of rubrics
(in specific assessment settings/contexts) - 1. Describe formative assessment strategies
- 2. State appropriate applications for formative
assessment/s - 1. Recognize/value the need for systematic
planning for assessment - 2. Evaluate item types for given
applications/purposes - 3. Construct items to meet specific Los in given
learning domains
538. Supporting Student Learning through Assessment
- Improving Student Performance on Assessments
- KSU Study Strategies
- Test Preps
- Improving Performance
- MIT Testing Strategies
54Developing Assessment Literacy
- The END!!!
- Hopefully, a beginning of improved professional
practice!!!
55Decision-making for learningThe role of
assessment and evaluation
- Edward J. Caropreso, PhD
- Watson School of Education
- University of North Carolina Wilmington
- Assessment Workshop Part 1
- June, 2007
56A Conversation with3 Components
- A context for instructional decision-making
- Establishing vocabulary and a conceptual
framework - Performance assessment as a model
- Developing and applying criteria
- Exploring formal models of performance
assessment - Holistic Modified Holistic Analytical
assessment - Planning Instruction to assessment
- Expectations, outcomes, tasks assessments
- Developing tasks and assessments
- Review of current assignments, tasks, tools
- Development Revisions and new constructions
57Instructional Decision-making 1 Establishing
vocabulary and a conceptual framework
- What about instructional outcomes?
- Intent, expectation and instruction
- Two models of instructional objectives
- Gronlund From the general to the specific
- Mager From the specific to the general
- Whats the relationship between teaching and
learning? - Instruction and assessment?
- Some web sites of interest
- http//www.ncrel.org/sdrs/areas/misc/glossary.htm
- http//ctl.stanford.edu/Tomprof/postings/448.html
- http//www.ericdigests.org/
- http//www.ericdigests.org/pre-9213/terms.htm
- http//www.ericdigests.org/pre-9213/
58What about instructional outcomes?
- Two models
- Gronlund's General and Specific Objectives
- Mager's Instructional Objectives
59What about instructional outcomes?
- Gronlund's General and Specific Objectives
- Gronlunds claim Performance-oriented objectives
are effective with simple skills, but - Complex cognitive behaviors require another
approach - Proposes that main objectives be expressed as
general instructional outcomes - Each main objective should be elaborated in terms
of specific objectives linking general, abstract
level with specific, concrete performances
60What about instructional outcomes?
- Mager's Instructional Objectives
- Must specify clearly what the learner should be
able to do following instruction. - Uses behavioral terms the actual, observable
performance of the student - Specifies exactly what students must do to
demonstrate that they have reached the course
goal - Provides teacher with specific guidelines for
determining whether course goals have been
reached Uses specific, behavioral terms as
opposed to general terms (general or vague terms
include student will understand, appreciate,
know, etc.)
61More about instructional outcomes
- Some useful websites on learning outcomes
- http//web.bsu.edu/IRAA/AA/WB/chapter2.htm
- http//chiron.valdosta.edu/whuitt/col/plan/plan.ht
ml - http//www.harding.edu/USER/dlee/WWW/objectives.do
c - http//www.e-learningguru.com/articles/art3_4.htm
- http//www.nbii.gov/datainfo/metadata/training/ttt
/skills/pdf/objectives.pdf
62Instructional Decision-making 2 Establishing
vocabulary and a conceptual framework
- Assessment and Evaluation
- What do they mean?
- Relationship between assessment, evaluation and
decision-making - The role of time
- What about instructional outcomes?
- Instruction, assessment and evaluation
- Developing Criteria
63A Working Model 1 Developing Criteria
- Using a T-chart
- Instructional intent/expectation vs.
- Student performance (and its assessment)
- The task and the assessment
- Not the same but necessarily related
- Expanding the chart beyond the T
- Identifying assessment criteria
- Assessment and Evidence of Learning
64Using a T-chart
- T-charts in education
- http//www.enchantedlearning.com/graphicorganizers
/tchart/ - http//www.myread.org/organisation.htm
- http//www97.intel.com/en/ProjectDesign/Instructio
nalStrategies/GraphicOrganizers/T_Charts.htm - T-charts in law
- http//carbon.cudenver.edu/econry/law2.doc
65A Working Model 2 Applying Criteria
- From criteria as evidence to a tool for
assessment and evaluation - Checklists vs. Rating Scales
- Whose tool is it anyway?
- What teachers and students should know to ensure
learning occurs - Evaluation decisions and grading student
performance
66 Performance Assessment3 Formal Models
- Holistic
- Applying all criteria as a single judgment
- Modified Holistic
- Adding levels of judgment
- Analytical
- Judgment by criteria weighting factors scaling
- http//www.teachervision.fen.com/teaching-methods/
rubrics/4524.html?detoured1 - Valid decision-making
- Matching the tool and the instructional outcome
- Examples of Rubrics
- http//www.teachervision.fen.com/teaching-methods/
rubrics/4524.html - http//www.tcet.unt.edu/START/instruct/general/rub
rics.htm
67Planning Instruction to assessment
- Your expectations, outcomes, tasks assessments
- Developing tasks and assessments
- Review Current assignments, tasks, tools
- Development
- Revisions and reconstructions
- New constructions
68Examples of Instruction and Assessment Tools
- Rubrics and other assessment tools
- http//www.teachervision.fen.com/teaching-methods/
rubrics/4521.html?detoured1 - http//www.tcet.unt.edu/START/instruct/general/rub
rics.htm - http//www.tcet.unt.edu/START/instruct/general/rub
rics.htm - http//www.curriculum.org/csc/library/profiles/10/
html/ELDBOP5.htm - http//www.inmotionaame.org/education/lesson.cfmj
sessionidf8303421051155499527848?migrationid6_
003LPbhcp1 - http//school.discovery.com/schrockguide/assess.ht
ml - http//www.ncsu.edu/midlink/ho.html
- http//www.uwstout.edu/soe/profdev/rubrics.shtml
69Blooms Taxonomy
- Introduction Major Categories
- http//www.officeport.com/edu/blooms.htm
- http//faculty.washington.edu/krumme/guides/bloom1
.html - Applying Taxonomy (Cognitive Domain/Action Verbs)
- http//www.coun.uvic.ca/learn/program/hndouts/bloo
m.html - http//chiron.valdosta.edu/whuitt/col/cogsys/bloom
.html - http//www.teachers.ash.org.au/researchskills/dalt
on.htm - Across the Domains
- http//www.nwlink.com/donclark/hrd/bloom.html
- http//www.tedi.uq.edu.au/downloads/Bloom.pd
- Psychomotor Domain
- http//www.olemiss.edu/depts/educ_school2/docs/sta
i_manual/manual10.htm - http//coe.sdsu.edu/eet/articles/BloomsLD/index.ht
m - http//academic.udayton.edu/health/syllabi/health/
lesson01b.htm