Assessment and Evaluation

TCH 347 Social Studies Methods

Department of Teacher Education

Shippensburg University

Han Liu, Ph. D.

Types of EvaluationClassified by purpose

Diagnostic Evaluation: Identifying individual and group needs

Formative Evaluation: Appraising ongoing progress

Summative Evaluation: Appraising the attainment of objectives

Types of EvaluationClassified by relation to criteria

Criteria-referenced measurement: Determining the extent to which defined objectives have been met

Non-referenced measurement: comparing the achievement of students with that of a larger sample in terms of

percentile, grade equivalent, or other scores.

Types of EvaluationClassified by the reflection of different learning traits of students

Traditional Assessment: e.g., true/false, multiple choice, essay, and matching, etc.

Alternative/Performance-based/Authentic Assessment: e.g., checklist, rubric, observation, reports, and portfolio, etc.

Guidelines for Evaluation Plan and conduct Evaluation Systematically

Determine purpose Select tools (techniques) Data processing and make decisions

Consider All Objectives Content knowledge Skills Attitudes

Evaluate Continuously Diagnosis (needs assessment) Adjustments (formative evaluation) Achievements (summative evaluation)

Assessment Tools Observation Checklist Discussion of Self-Evaluation Evaluating Different Types of Student Work Participation in Group Work Questionnaires and Inventories Semantic Differential Scale Individual Learning Log Anecdotal Reports

Test Tools(Criterion-referenced tests)

Peer Evaluation Testing the Six Level of Thinking Skills Testing Attitudes, Appreciations, and Values A Test that Incorporates Instructional Materials Using Problems for Assessment Assessing Problem Solving Skills

A Gallery of Test Items

Multiple-Choice Test Items Matching Test Items Binary-Choice Test Items Short-Answer Test Items Essay Test Questions Writing Assignments as Tests

Assessment & Evaluation-1

  Assessment Evaluation

Work Status Not done yet (in progress) Done

Focus Result ResultMethodCause-Effect analysis, etc.

Parties Involved The teacherStudents

TeacherAdministratorParentsStudents

Assessment & Evaluation-2http://provost.binghamton.edu/assessment/assessment_evaluation.doc

Dimension of Difference Assessment Evaluation

Content: Timing, Primary Purpose Formative: Ongoing, To Improve Learning

Summative: Final, To Gauge Quality

Orientation: Focus of MeasurementProcess-Oriented: How Learning Is Going

Product-Oriented: What’s Been Learned

Stance of Administrator and Recipient: Who Defines Goals

Reflective: Internally Defined Criteria/Goals

Prescriptive: Externally Imposed Standards

Findings: Uses ThereofDiagnostic: Identify Areas for Improvement

Judgmental: Arrive at an Overall Grade/Score

Ongoing Modifiability of Criteria, Measures Thereof: Outcomes

Flexible: Adjust As Problems Are Clarified

Fixed: To Reward Success, Punish Failure

Standards of Measurement: What Makes for a Good Measure

Absolute: Strive for Ideal Outcomes

Comparative: Divide Better from Worse

Relation Between Objects of A/E: How They Relate to Each Other

Cooperative: Learn from Each Other

Competitive: Beat Each Other Out

Exam Question Types & Bloom’s Taxonomy

http://wiscinfo.doit.wisc.edu/teaching-academy/Assistance/course/blooms.htm

 True/False Matching

Multiple Choice

Short Answer

Essay

Knowledge Comprehension

Application     Analysis      

Synthesis        

Evaluation        

Assessment Targets and Tools

AssessmentTargets

Assessment Tools

SelectedResponse

EssayPerformance

Communication

Knowledge + + + +

Reasoning+ + + +

Skills - - + +

Products - - + -

Think about…

The Relationship between Standards and Assessment/Evaluation

Alignment of Standards, Curriculum, Objectives, Inquiry Questions, and Assessment/Evaluation