ASSESSMENT ASSESSMENT TECHNIQUESTECHNIQUES

THE FOUR PART MODELTHE FOUR PART MODEL

Presented by Daya ChettyPresented by Daya Chetty

20 APRIL 201320 APRIL 2013

ASSESSMENTASSESSMENT

FORMAL TESTSFORMAL TESTS

INFORMAL TESTSINFORMAL TESTS

PERFORMANCE TASKSPERFORMANCE TASKS

PORTFOLIOSPORTFOLIOS

REFLECTIVE EXERCISEREFLECTIVE EXERCISE

HOW DO YOU HOW DO YOU USUALLY ASSESS USUALLY ASSESS OR EVALUATE OR EVALUATE LEARNER LEARNER PROGRESS?PROGRESS?

List a few ways you List a few ways you are using currently to are using currently to assess your learners.assess your learners.

WHAT DO WE MEAN BY WHAT DO WE MEAN BY EVIDENCE?EVIDENCE?

Evidence is the proof that Evidence is the proof that learning has happened.learning has happened.

It indicates the level of It indicates the level of learning that has been learning that has been achieved.achieved.

The nature of the The nature of the evidence we want will evidence we want will determine the way that determine the way that we try to get it.we try to get it.

THREE BASIC QUESTIONSTHREE BASIC QUESTIONS

Do you know it and Do you know it and understand it?understand it?

Can you choose and Can you choose and use what you know to use what you know to solve problems or solve problems or perform tasks?perform tasks?

Can you use different Can you use different ways and times to ways and times to show your learning?show your learning?

FOUR BASIC CATEGORIESFOUR BASIC CATEGORIES

Performance Performance taskstasks Formal testsFormal tests

PortfoliosPortfolios Informal Informal observationsobservations

Evidence of LearningEvidence of Learning

Proof

What?

Level

How?

How depends on what

INFORMAL ASSESSMENTINFORMAL ASSESSMENT

The educator observes:The educator observes:

The learners at work on a task.The learners at work on a task.

during group work.during group work.

working together as a team.working together as a team.

follow instructions.follow instructions.

All observations are recorded in a book or file.All observations are recorded in a book or file.

Used to plan future activities.Used to plan future activities.

Judgements are subjective - reflectionJudgements are subjective - reflection

TRADITIONAL ASSESSMENTTRADITIONAL ASSESSMENT

Selected response assessmentSelected response assessment

ExamsExams

Objective scored or marked papers.Objective scored or marked papers.

Used to show whether learners mastered Used to show whether learners mastered content.content.

PERFORMANCE ASSESSMENTPERFORMANCE ASSESSMENT

Requires learners to choose and use.Requires learners to choose and use.

Relies on a balanced S.K.V.ARelies on a balanced S.K.V.A

Has a clear task, context, standardsHas a clear task, context, standards

Is cumulative and managed.Is cumulative and managed.

Happens regularly Happens regularly (varied scale/frequency)(varied scale/frequency)

Assess process and productAssess process and product

How to structure a good How to structure a good performance taskperformance task

Three characteristics – A good performance taskThree characteristics – A good performance task

Learners Create

evidence

Context

The taskoutcomes

Evaluationcriteria

PERFORMANCE TASKPERFORMANCE TASK(Example)(Example)

Write a report, with statistics and graphs Write a report, with statistics and graphs on a given topic.on a given topic.

Prepare a 30 minute lesson for the class Prepare a 30 minute lesson for the class on a scientific phenomena.on a scientific phenomena.

Deliver a 15 minute presentation.Deliver a 15 minute presentation.

Design a poster or draw a series of Design a poster or draw a series of annotated cartoons.annotated cartoons.

Write articles for a class magazine.Write articles for a class magazine.

THE TASKTHE TASK

Is an opportunity to show that learners Is an opportunity to show that learners have achieved outcomes.have achieved outcomes.

Starts with clear outcomes.Starts with clear outcomes.

Helps learners to create evidence that Helps learners to create evidence that they have achieved the set outcomes.they have achieved the set outcomes.

CONTEXTCONTEXT

Includes reality and relevance in learning.Includes reality and relevance in learning.

Makes learning authenticMakes learning authentic

Links learning to realities outside the Links learning to realities outside the classroom.classroom.Considers the audience who would be Considers the audience who would be served by the task or who would benefit served by the task or who would benefit when the learner completes the task.when the learner completes the task.

EVALUATION CRITERIAEVALUATION CRITERIA

In order to allow learners to work In order to allow learners to work independently, there must be clear, independently, there must be clear, unambiguous and agreed indicators of unambiguous and agreed indicators of performance.performance.

The task must have standards that The task must have standards that describe what kind and level of describe what kind and level of performance is good enough to be performance is good enough to be considered acceptable.considered acceptable.

BRAINSTORMBRAINSTORM

Make a list of possible performance tasks.Make a list of possible performance tasks.

Do this in groups Do this in groups

(preferably in the same learning area)(preferably in the same learning area)

RUBRICS FOR ASSESSMENTRUBRICS FOR ASSESSMENT

List elementsList elements

Describes the levelDescribes the level

Indicates the benchmarkIndicates the benchmark

Holistic and analytic rubricsHolistic and analytic rubrics

Words used in a rubricWords used in a rubric

ACCEPTABLEACCEPTABLE

ExemplaryExemplary

AccomplishedAccomplished

UNACCEPTABLEUNACCEPTABLE

DevelopingDeveloping

BeginningBeginning

Example of a Rubric (Analytical)Example of a Rubric (Analytical)GoodGood SatisfactorySatisfactory Needs Needs

improvementimprovement

SentencesSentences

PunctuationPunctuation

GrammarGrammar

ParagraphsParagraphs

Use of Use of language in language in vocabularyvocabulary

FOUNDATIONS FOR LEARNINGFOUNDATIONS FOR LEARNINGMATHEMATICSMATHEMATICS

Daily teaching activitiesMaths periods

Oral and mental work10 min.

1.

Homework tasks Given and explained .

5 min.5.

Review and Correct homework

10 min.2.

Problem solving15 min.

4.

Teacher introducesConcept for the day

20 min.3.

BLOOM’S TAXONOMYBLOOM’S TAXONOMY

ORIGINAL TERMSORIGINAL TERMS NEW TERMSNEW TERMS• EvaluationEvaluation CreatingCreating• SynthesisSynthesis EvaluatingEvaluating• AnalysisAnalysis AnalysingAnalysing• ApplicationApplication ApplyingApplying• ComprehensionComprehension UnderstandingUnderstanding• KnowledgeKnowledge RememberingRemembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p8)(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p8)

BLOOM’S REVISED TAXONOMYBLOOM’S REVISED TAXONOMY

CREATINGCREATINGGenerating new ideas, products, or ways of viewing things. Generating new ideas, products, or ways of viewing things.

Designing, constructing, planning, producing, inventing.Designing, constructing, planning, producing, inventing.

EVALUATINGEVALUATINGJustifying a decision or course of action. Checking, Justifying a decision or course of action. Checking,

hypothesising, critiquing, experimentation, judginghypothesising, critiquing, experimentation, judgingANALYSINGANALYSING

Breaking information into parts to explore understandings Breaking information into parts to explore understandings and relationships. Comparing, organising, and relationships. Comparing, organising, deconstructing, interrogating, findingdeconstructing, interrogating, finding