Classroom Assessment

We assess the world around us and make decisions based

on that analysis

Understanding the Concepts

ASSESSMENTEVALUATION

TESTING

ASSESSMENT

Collection of data. Information that enlightens the teacher and the learner,

information that drives instruction, information about all the elements involved

in the teaching-learning process

EVALUATION

It is the product of assessment. It is the objective and purposeful analysis of the product of teachers’ efforts and students’ progress

TESTING

It refers to the application of instruments to gather data

Assessment as a Recursive Process

Assessment

Evaluation

Testing(Reporting and

Grading)

Purposes of Classroom Assessment

Assessment FOR Learning

It is designed to give teachers information to modify and differentiate teaching and learning activities. It takes into consideration individual learning styles but takes general forms as a starting point.

The focus of teacher’s analysis is on HOW learning occurs and how ss apply what they know. This information can be used to provide effective feedback.

Assessment AS Learning

The purpose in this process is to develop metacognition in students, who are considered as the critical link between assessment and learning.

They have to learn to make sense of information, relate it to prior knowledge and use it for new learning. They are active and engaged and can participate as designers of instruments

Assesment OF Learning

This is summative in nature and it informs about what students know and can do. It confirms whether they have achieved the curriculum outcomes and helps to make reasonable and defensible decisions about our teaching.

Task 1

Discuss with a partner and then share with the group

What is an example from your teaching practice of

• Assessment for learning?• Assessment as learning?• Assessment of learning?

The Nature of Assessment

Main Uses ofAssessment

MONITOR Ss(To inform about

Motivation)

REFLECT(On how T performs

andprepare their

work)

EVALUATE(Ss learning

andperformance)

The Class as an Assessment Environment

The one way to make learning meaningful is by helping ss internalize and use that knowledge. To do so, they need to OWN their learning, they have to be able to assess what they do in class, why they do it.

T’s should assess all the elements involved in the teaching-learning process: ss learning and production, material, and teacher’s preparation and performance

Goals of the Classroom as an

Assessment environment

How?By providing reliable,

valid and usefulInformation about ss performance

In a fair way

Motivate ss and increaseTheir enthusiasm in

learning

Achieve High-quality standards

Basic Elements of Assessment

Validity: it refers to the extent to which assessment measures what it is intended to measure

Fairness: it is concerned with giving all ss equal opportunities for success in assessment

Reliability: It refers to the extent to which a test produces consistent, reproducible scores

Task 2

Think of one of the better teachers that you had as a K-12 student. In retrospect. How would you describe the teacher’s classroom as an assessment context?

Types of Testing

Authentic Assessment

AlternativeAsessment

Traditional Assessment

Traditional Assessment

It consists of typical paper-and-pencil tests in which ss select from choices, calculate numbers, construct short responses, or write essays

Alternative Assessment

In this type of assessment, students are given more choices of work. It requires more detailed instructions and a scoring guide for quality control.

It includes Performance-based assessment, Authentic Assessment and Portfolio Assessment

Authentic AssessmentIt consists in evaluating

ss’ knowledge or skill in a context that approximates

the real world or real life as closely as possible

Performance-basedAssessment

Going from “knowing” to “showing”Doing open-ended activities that

have no correct but appropriate, acceptable answers

Portfolio AssessmentIt consists in a systematic and

organized collection ofSs work that show their skillsand accomplishments along

a period of time

Critical Elements

Visible CriteriaClear, detailed directions

Differentiated Scoring

HOW? Using Rubrics

A Rubric? But, What is it?

"a scoring tool that lists the criteria for a piece of work or 'what counts.' “ (Goodrich, 1999)

A good rubric describes levels of quality for each of the criteria being analyzed, usually on a point scale.

Why use them?• They help students and teachers define "quality."• When students use rubrics regularly to judge their

own work, they begin to accept more responsibility for the end product. It cuts down on the "am I done yet?" questions.

• Rubrics reduce the time teachers spend grading student work and makes it easier for teachers to explain to students why they got the grade they did and what they can do to improve.

• Parents usually like the rubrics concept once they understand it, and they find rubrics useful when helping with homework. As one teacher says: "They know exactly what their child needs to do to be successful."

Examples

• ..\english iii\Rubric for Oral Test.doc

• ..\RUBRICS\4skills test word.doc• ..\RUBRICS\portfolio.doc• ..\RUBRICS\Professional Development

Journal Rubric.doc• ../Course%20Design/RUBRICS/

Project%20rubric.doc

Task 3

Suppose that you were teaching this workshop. How would you go about creating rubrics for assessing the performance of ss?

Grading and Reporting

The Purposes of Grading

AdministrativeInformationalMotivational

Guiding

Components

• Standards of comparison

• Comparing performance with a pre-determined standard

• Weighting different kinds of evidence

Task 4

Design a micro-test ( 3 items) for any topic of a class you currently teach.

Design the grading instruments