delwyn l. harnisch, university of nebraska lincoln leslie lukin, lincoln public schools
DESCRIPTION
Large scale and classroom assessment Practices Large scale and classroom assessment Practices Technical Issues: Reliability, Validity and Bias Technical Issues: Reliability, Validity and Bias Achievement Targets Achievement Targets Development and use of assessment methods Development and use of assessment methods Performance tasks Performance tasks Projects Projects Portfolios PortfoliosTRANSCRIPT
Delwyn L. Harnisch, University of Nebraska – Lincoln
Leslie Lukin, Lincoln Public Schools
Nebraska Assessment Cohort Nebraska Assessment Cohort (‘01)(‘01)
24 Participants24 Participants 18 Graduate hours (6+3+3+6)18 Graduate hours (6+3+3+6) Began Summer 2001 Scott Middle Began Summer 2001 Scott Middle
SchoolSchool Summer sessions all day for 5 weeks Summer sessions all day for 5 weeks Fall and Spring PracticumsFall and Spring Practicums Summer 2002 program at UNLSummer 2002 program at UNL Teachers from around the stateTeachers from around the state
Large scale and classroom assessment Large scale and classroom assessment PracticesPractices
Technical Issues: Reliability, Validity and Technical Issues: Reliability, Validity and BiasBias
Achievement TargetsAchievement Targets Development and use of assessment Development and use of assessment
methods methods Performance tasksPerformance tasksProjects Projects PortfoliosPortfolios
Standards needed for high quality Standards needed for high quality assessmentassessment
Grading and Report CardsGrading and Report Cards ConferencingConferencing Nebraska assessment systemNebraska assessment system Standards movement from national Standards movement from national
perspectiveperspective
Mini projectsMini projects Problems, reflections and lab exercisesProblems, reflections and lab exercises Concept Mapping using Concept Mapping using InspirationInspiration Web resourcesWeb resources Interactive evaluationsInteractive evaluations Individual and group presentationsIndividual and group presentations Invited guest speakersInvited guest speakers
Evaluations UsedEvaluations Used Self-Assessment Development LevelsSelf-Assessment Development Levels Assessment Competencies Knowledge Assessment Competencies Knowledge
Rating ScaleRating Scale Classroom Assessment Confidence Classroom Assessment Confidence
QuestionnaireQuestionnaire Classroom evaluationsClassroom evaluations
Self Assessment Self Assessment Competencies Competencies
Establishing clear and appropriate Establishing clear and appropriate learning targetslearning targets
Users and Uses of AssessmentUsers and Uses of Assessment Matching standards to targetsMatching standards to targets Sampling and sources of biasSampling and sources of bias
Clear and Appropriate Learning Clear and Appropriate Learning TargetsTargets
SkilledSkilled Know and can articulate enduring Know and can articulate enduring skills important for students to skills important for students to mastermaster
PracticePracticedd
Know what it takesKnow what it takes
AwareAware Know what is important but not Know what is important but not sure where to beginsure where to begin
BeginneBeginnerr
Not sure what learning targets areNot sure what learning targets are
Clear and Appropriate Learning Clear and Appropriate Learning TargetsTargets
13.56.7 4.3 0
73.9
40
8.7
53.3
0102030405060708090
100
Percent
Aware Beginner Practiced SkilledStartEnd
Users and Uses of Users and Uses of AssessmentAssessment
SkilledSkilled Understand the various purposes of Understand the various purposes of classroom assessment and can classroom assessment and can balance thembalance them
PracticePracticedd
Know various users of classroom Know various users of classroom assessment and now experimentingassessment and now experimenting
AwareAware Aware of need to have clear and Aware of need to have clear and appropriate users and uses, but need appropriate users and uses, but need assistance in articulating thoughtsassistance in articulating thoughts
BeginneBeginnerr
Not considered various users and Not considered various users and uses of assessmentuses of assessment
Users and Uses of AssessmentUsers and Uses of Assessment
21.7
0
69.6
40
8.70 0
60
0102030405060708090
100
Percent
Aware Beginner Practiced SkilledStartEnd
Matching Methods to TargetsMatching Methods to TargetsSkilledSkilled Understand broad range of Understand broad range of
assessment options, when to use assessment options, when to use each, use all types on regular basiseach, use all types on regular basis
PracticePracticedd
Trying many types of assessments, Trying many types of assessments, but need fine tuningbut need fine tuning
AwareAware Aware of need to match assessment Aware of need to match assessment and methods, but not sure what to do and methods, but not sure what to do or where to startor where to start
BeginneBeginnerr
Not sure what is meant by matching Not sure what is meant by matching targets and methodstargets and methods
Matching Methods to TargetsMatching Methods to Targets
26.1
0 4.3 0
56.5 60
13
40
0
20
40
60
80
100
Percent
Aware Beginner Practiced SkilledStartEnd
Sampling and Eliminating Sampling and Eliminating Potential Sources of Bias and Potential Sources of Bias and
DistortionDistortionSkilledSkilled Understand importance of Understand importance of
eliminating bias and distortion eliminating bias and distortion in assessments and skilled in in assessments and skilled in bothboth
PracticedPracticed Can do many things in both, Can do many things in both, need practiceneed practice
AwareAware Understand this is a problem, Understand this is a problem, but don’t know how to proceedbut don’t know how to proceed
BeginnerBeginner Know bias and distortion exist, Know bias and distortion exist, but don’t know how it applies to but don’t know how it applies to me.me.
Sampling and Eliminating Sampling and Eliminating Potential Sources of Bias and Potential Sources of Bias and
DistortionDistortion
17.4
6.7 8.70
65.260
8.7
33.3
0102030405060708090
100
Percent
Aware Beginner Practiced Skilled
StartEnd
Knowledge ProficiencyKnowledge Proficiency
3
3.5
4
4.5
5
5.5
6
6.5
7
Larg
e Sc
ale
Asse
ssm
ent
Prac
tices
Tech
nica
l Iss
ues:
Rel
iabi
lity,
Valid
ity &
Bias
Desi
gn a
nd D
evel
opm
ent o
fCl
assr
oom
Bas
ed A
sses
sent
s
Asse
ssm
ent T
arge
ts
Asse
ssm
ent M
etho
ds
Stan
dard
s Ne
eded
for H
igh
Qual
ity A
sses
smen
t
Grad
ing
and
Repo
rt C
ards
Conf
eren
cing
Nebr
aska
Ass
essm
ent S
yste
m
Natio
nal S
tand
ards
Mov
emen
tfr
om N
atio
nal P
ersp
ectiv
e
Know
ledg
e Pr
ofici
ency
Converse aboutContent inGeneral Ways
Relate Content toBroader Non-Technical Issues
GiveExplainationsabout CriticalConceptsApply Knowledgeto ChallengingPracticalProblemsGive ExpertAdvice
Professional Assessment Professional Assessment Goals – Teacher Goals – Teacher
ReflectionReflection Know the meaning of good assessmentKnow the meaning of good assessment Create assessment information to help Create assessment information to help
other teachersother teachers Involve learners more in the assessment Involve learners more in the assessment
processprocess Write appropriate learning targets, Write appropriate learning targets,
classroom assessment criteria, and classroom assessment criteria, and assessment proceduresassessment procedures
Be a leader in curriculum and Be a leader in curriculum and assessmentassessment
Assessment Skills and Assessment Skills and Confidences LearnedConfidences Learned
Separating skills from learning Separating skills from learning behaviorsbehaviors
Creating classroom performance Creating classroom performance situations based on learning objectives situations based on learning objectives
Focusing assessment methodsFocusing assessment methods Interpreting results to students and Interpreting results to students and
parentsparents Matching curriculum targets to Matching curriculum targets to
assessmentsassessments
Assessment Issues to ResolveAssessment Issues to Resolve Engaging learners in assessment processEngaging learners in assessment process Using assessment data to modify Using assessment data to modify
instructioninstruction Creating authentic assessment situationsCreating authentic assessment situations Make assessment a district-wide goalMake assessment a district-wide goal Developing more valid and reliable testsDeveloping more valid and reliable tests Creating better scoring rubricsCreating better scoring rubrics Creating better portfolio evaluation Creating better portfolio evaluation
techniquestechniques
Assessment Questions to Assessment Questions to AnswerAnswer
Do classroom students think Do classroom students think assessment improves their learning?assessment improves their learning?
How can I work with teachers around How can I work with teachers around the district to understand assessment?the district to understand assessment?
How can I assess higher level learning How can I assess higher level learning to deliver instruction better?to deliver instruction better?
How can I better integrate assessment How can I better integrate assessment into the teaching/learning process?into the teaching/learning process?
How much do preservice teachers How much do preservice teachers need to know about assessment need to know about assessment before entering the profession?before entering the profession?
CommentsComments ““I’ve learned that I’m not alone, that I’ve learned that I’m not alone, that
others have questions, that assessment others have questions, that assessment is a process. . .”is a process. . .”
“ “I feel like this class has given me more I feel like this class has given me more direction in our assessment process.”direction in our assessment process.”
“ “Probably the most valuable experience Probably the most valuable experience I had was meeting quality educators. It I had was meeting quality educators. It was so refreshing to be around people was so refreshing to be around people who chose to learn about assessment who chose to learn about assessment and were excited to do so.”and were excited to do so.”
CommentsComments “ “We had the opportunity to work on We had the opportunity to work on
relevant projects, such as new ways of relevant projects, such as new ways of reporting, looking at standardized reporting, looking at standardized tests, and writing our own assessment tests, and writing our own assessment methods, but more importantly, we methods, but more importantly, we were able to share our thoughts and were able to share our thoughts and ideas with some of the best and ideas with some of the best and hardest working teachers from around hardest working teachers from around the state!”the state!”
Delwyn L. Harnisch, University of Nebraska – Lincoln
Leslie Lukin, Lincoln Public Schools