Assessment and Evaluation

In the Family Studies Classroom

Canadian Teachers Federation

“Classroom teachers have the primary responsibility for assessing and evaluating student achievement with the intent of supporting student learning.”

(Canadian Teachers’ Federation, 1999)

Good assessment Good assessment is parallel is parallel to good to good instruction.instruction.

Goal of Assessment and Evaluation

• The primary goal of assessment and evaluation is to improve student learning

4 Corners1. “I understand the difference between assessment

and evaluation.”

1. “The classroom teacher is the most reliable assessor of student achievement.”

1. “If the student has not learned the teacher has not taught.”

1. “Provincial testing is a necessary measure of student achievement.”

I understand the difference between assessment and evaluation

The classroom teacher is the most reliable assessor of student achievement

If the student has not learned the teacher has not taught

Provincial testing is a necessary measure of student achievement

Assessment

Assessment is the gathering of reliable information pertaining to students’ knowledge

and understanding of critical concepts, or achievement in relation to the grade specific curriculum expectations

Evaluation

Evaluation is the process of making judgments,based on assessment data from a variety ofsources in order to quantify achievement orprogress

Assessment vs. Evaluation

Assessment enables teachers to betterunderstand how schooling is being experiencedfrom the students’ point of view. It is primarily for teachers.

Evaluation helps students better understandstandards and quality in terms of theirproduction. It is primarily for students.

Backward Design ApproachInvolves addressing three basic steps:

1. Identify desired results

1. Determine acceptable evidence

1. Plan learning experiences and instruction

(Wiggins & McTighe, 2000)

Example

• You are coaching a team1. What is the desired result?

Example

• You are coaching a team2. What is acceptable evidence that you have

achieved the result?

Example

• You are coaching a team3. How will you plan the learning experiences

and instruction in order to get the desired result?

Class Activity

1. As a group you have been given key curriculum expectations for a lesson/unit (the desired result).

2. Decide on assessment tasks that will measure how well the students have mastered each expectation (the acceptable evidence).

3. Systematically link learning expectations, content, assessment and instruction (plan the learning experiences and instruction).

Alternative AssessmentsAlternative Assessments >>“showing” (Authentic, Portfolio, Performance-based)(Authentic, Portfolio, Performance-based)

++Traditional AssessmentsTraditional Assessments >>“knowing” Objective

Tests (T/F, Multiple-Choice, Matching items)(T/F, Multiple-Choice, Matching items)

&&Constructed-Response Items

(Fill-in-the-blank, Short-Answer, Essays)(Fill-in-the-blank, Short-Answer, Essays) ==

MULTIPLE ASSESSMENT METHODSMULTIPLE ASSESSMENT METHODS

Objective TestsObjective Tests

Selected-Response Items:Students attempt to choose a pre-determined

correct answer

The Pros & Cons of Traditional Assessments…The Pros & Cons of Traditional Assessments…

True/False Items

Pros & Cons

Tips for True/False Items

Phrases with double negative terms should be avoided.

All phrases should be definitely correct or incorrect to avoid ambiguity.

Avoid broad, general statements and long, complex sentences.

Avoid opinionated statements.

Underline any negative words.

Make use of popular misconceptions as false answers.

Avoid superlatives such as, “all,” “always,” “never” (which are associated with false statements) and “possible,” “sometimes,” or “generally” (which are associated with true statements).

Tips for T/F Items (cont.)

Matching Items

Pros & Cons

Tips for Matching Items Guessing can be reduced by using more options than items.

In the directions specify the basis for matching, whether the responses can be used more than once and where to write the answers.

Use only homogeneous items in both columns.

Ensure that all items and options are of the same tense and equally plausible.

Tips for Matching Items (cont.)

Give thorough instructions as to how many times an option may be used.

Keep the list of items to be matched brief (8-12 items).

Put list of shorter responses on the right and all items on the same page.

Multiple Choice Tests

Pros & Cons

Tips for Multiple Choice Tests To test understanding and interpretation, ask questions of “How?” and “Why?” rather than “Who?” and “When.” To construct a stem, write a sentence that expresses a necessary skill or fact and then change this sentence into a question.

Include in the stem any words that would be repeated in each option.

Write completion items with the blank at the end rather than the beginning.

To write a distractor, speculate how students might respond to a stem.

Common sense answers or misconceptions are plausible distractors.

3-option, 4-option, and 5-option items are equally reliable.

Tips for MC Tests (cont.)

Constructed-Response TestsConstructed-Response Tests

Fill-in-the-Blank

Pros & Cons

Tips for Fill-in-the-Blank

Write the question so that the answers will be simple and limited to as few words as possible.

Write the question so that only one answer is correct, yet be prepared to give credit for unexpected but

correct responses.

Do not take wording directly from the textbook.

Tips for Fill-in-the-Blank (cont.)

Do not use too many blanks in one question.

Consider how you will score exceptions (spelling, abbreviations) and inform students.

Articles such as “a” and “an” should be written as “a/an” or “a(n)”.

Short Answer Tests

Pros & Cons

Tips for Short Answer Tests

Consider whether you will score holistically (provide a single grade based on an overall impression of the response) or analytically (provide separate scores for each component of the response).

When scoring holistically, use a rating scale that offers a continuum to qualify the response. Points on the scale should be described as explicitly as possible. When scoring analytically, begin with a checklist that simply indicates the presence or absence of components in the response.

Essay Tests

Pros & Cons

Tips for Essay Tests When using the word, “discuss” in the question, provide a basis for the focus for the discussion.

Use question starters such as, “Present arguments for and against…” “Explain how or why…”

Suggest a time limit for answering each question and clearly specify a point value.

Decide whether you will score holistically or analytically and consider preparing a model answer or a tentative rubric.

Tips for Essay Tests (cont.)

Consider how you will score in light of influences such as handwriting, writing style, grammar, spelling.

Rearrange the stack of papers so that the papers are not graded in the same order and periodically recheck graded papers.

Score all the answers to one question before going on to the next question.

Consider having another teacher grade the papers to increase reliability.

Item Analysis

Analysis of how many students got a question wrong.

Identify questions that were answered well and ones that were answered poorly.

Facilitates the teacher’s judgment about the source of the problem and how to rectify the situation.

Authentic Assessment

Evaluates students’ knowledge or skills in a context that approximates the real world or real life. The emphasis in

on the process as well as the product.

Examples include ….

Model of a Mayan village with a written description.

Family tree with ancestor anecdotes.

Creating an Italian food menu and a meal.

Performance-Based Assessment

Students complete product or performance-based tasks that demonstrate their ability to apply knowledge and skills or put their

understanding into action.

Open-ended tasks with no objective answer allow students to think deeply and assess higher-order thinking skills.

Classify these EXAMPLES: Speeches, projects, journal, play, art exhibit, model,

video/audio tape, spreadsheet, debate, musical recital.

Guidelines for Performance-Based Assessment

Establish a Clear Purpose – Grade, as a progress check, a product for portfolio, examples of students’ work.

Identify Performance Criteria – Specific behaviours that students perform as part of the assessment (observations are precise, organized, systematic, focused) Provide an Appropriate Setting – Observe the performance or the product (in- or outside of the classroom). Observe students on more than one occasion if possible.

Score or Rate the Performance – Based on the performance criteria (holistically, analytically) on a scale or with a rubric.

Rubrics

An assessment tool characterized by a series of statements describing the criteria for levels of

achievement of a process, a product or a performance.

Rubrics may be formative (instructional) or summative (scoring) assessment tools.

What is the difference between analytic and holistic rubrics?

Analytic rubrics identify and assess components of a finished product.

Holistic rubrics assess student work as a whole. This includes several criteria and descriptors merged into

one qualifier.

Considerations for Rubric Development

The distance between qualifiers should be as nearly equidistant as possible.

Begin writing the higher descriptors first.

Usually level 3 is written first as it is the standard

Descriptors must be clear and appear in each level of the rubric.

Descriptors should include characteristics that are observable and measurable.

Get student feedback or involve directly in design/development.

Descriptors to use in measuring qualifier levels

4 3 2 1

Criterion Exemplary Good Satisfactory Needs improvement

Criterion Exceptional Accomplished Developing Beginning

Criterion Distinguished Proficient Apprentice Novice

Criterion High degree* Considerable* Some* Limited*

Creating a rubric

• When setting up a rubric you must remember that the criterion must be linked to the expectation, which is what you are measuring

• Sometimes the expectation is put into the rubric

Writing a RubricExpectation Criterion Level 4 Level 3 Level 2 Level 1

Expectations

– demonstrate an understanding of the many aspects of child development (e.g., social,ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence;

– propose solutions to problems that are detrimental to the healthy development of children (e.g., smoking, drinking, or druguse during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

Expectations

Sometimes expectations need to be broken down in order to be evaluated for example

– demonstrate an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence;

While others are fine as they are, for example– propose solutions to problems that are detrimental to the healthy

development of children (e.g., smoking, drinking, or drug use during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

Expectations into the Rubric

When we make rubrics they need to reflect the fact that we are measuring the students achievement of the expectations, the simplest way to do this is to use the expectations in the rubric .

Using the following expectations..

– demonstrate an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) and describe strategies used to enhance development in these areas, from conception to adolescence;

While others are fine as they are, for example– propose solutions to problems that are detrimental to the healthy

development of children (e.g., smoking, drinking, or drug use during pregnancy; hunger or malnutrition; abuse; parental neglect; separation; poverty);

Writing a RubricExpectation Criterion Level 4 Level 3 Level 2 Level 1

demonstrate an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical)

demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical)

demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with a high degree of skill

demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with considerable skill

demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with some skill

demonstrates an understanding of the many aspects of child development (e.g., social, ethical, emotional, intellectual, physical) with limited skill

describe strategies used to enhance development in these areas, from conception to adolescence

describes strategies used to enhance development in these areas, from conception to adolescence

describes strategies used to enhance development in these areas, from conception to adolescence with a high degree of skill

describes strategies used to enhance development in these areas, from conception to adolescence with considerable skill

describes strategies used to enhance development in these areas, from conception to adolescence with some skill

describes strategies used to enhance development in these areas, from conception to adolescence with limited skill

propose solutions to problems that are detrimental to the healthy development of children

proposes solutions to problems that are detrimental to the healthy development of children

proposes solutions to problems that are detrimental to the healthy development of children with a high degree of skill

proposes solutions to problems that are detrimental to the healthy development of children with considerable skill

proposes solutions to problems that are detrimental to the healthy development of children with some skill

proposes solutions to problems that are detrimental to the healthy development of children with limited skill

Task

• Choose 2 expectations from the list you have been given

• Break them down • Establish criterion• Create a rubric

Task

• Once you have created a rubric• Create a performance task that the rubric

would be used to evaluate

Levels

• level 3 represent the “provincial standard” for achievement of the expectations in a course

• Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.

Levels

• Level 1 identifies achievement that falls much below the provincial standard ,while still reflecting a passing grade

• Level 2 identifies achievement that approaches the standard

Levels• Level 4 identifies achievement that surpasses the standard. It

should be noted that achievement at level 4 does not mean that the student has achieved expectations beyond those specified for a particular course. It indicates that the student has achieved all or almost all of the expectations for that course, and that he or she demonstrates the ability to use the specified knowledge and skills in more sophisticated ways than a student achieving at level 3.

Rubrics and the Achievement Chart

• The achievement chart is divided into different categories– Knowledge and understanding– Thinking– Communication– Application

Achievement Chart Categories

• Knowledge and Understanding. Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

Achievement Chart Categories

Thinking -The use of critical and creative thinking skills and/or processes , as follows :

• planning skills (e.g., focusing research, gathering information, organizing an inquiry)

• processing skills (e.g., analysing, evaluating, synthesizing)

• critical/creative thinking processes (e.g., inquiry, problem solving, decision making, research)

Achievement Chart Categories

Communication .The conveying of meaning through various forms, as follows:

• oral (e.g., story, role play, song, debate)• written (e.g., report, letter, diary)• visual (e.g., model, map, chart, movement, video,

computer graphics)

Achievement Chart Categories

Application. The use of knowledge and skills to make connections within and between various contexts.

Achievement Chart Categories and Expectations

• When you understand the definitions of the categories, then you can apply them to the expectations in order to determine which category of the achievement chart they belong to

Achievement Chart Categories and Expectations

• Choose one course and find an expectation that would belong the achievement chart categories– Knowledge and understanding– Thinking– Communication– Application

Rubrics and the Achievement Chart

- Many rubrics contain all 4 categories - Some rubric contain only 1 or 2 categories- When setting up a mark book, many teachers

use these categories to describe their marks- When we set up a rubric with more than one

category, we enter each mark seperately