dr. christal c. pritchett auburn university dr. christopher g. pritchett troy university
TRANSCRIPT
Assessment & Evaluation
Career & Technical EducationNew Teacher Institute
February 9, 2011
Dr. Christal C. PritchettAuburn University
Dr. Christopher G. PritchettTroy University
Introduction
Dr. Christal C. Pritchett
Business EducationCurriculum & TeachingAuburn [email protected]
Dr. Christopher G. Pritchett
Instructional Leadership &
AdministrationTroy [email protected]
Introductory Activity
Introductory Activity
Nike
Toyota
CBS
Introductory Activity
Microsoft Windows
Recycle
Cadillac
What is a logo? What is the purpose of a logo?
Can you tell what kind of company is associated with the logo? If so, how can you tell?
What message do you think the logo sends? What image do you think the company is
trying to present?
Logo Questions
Coca Cola Slogans
What is a slogan? Why do companies make slogans? What did you notice about how the Coca-Cola
slogans changed over time? Why do you think the company made these
changes?
Slogan Questions
Assessment:An Administrator’s
Perspective
Required ~ EDUCATE AlabamaReflection ~What is learned is an
indication of what has been taught!
Results ~ Data
“Required”
Alabama Quality Teaching Standard #2
Teaching and Learning: To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student-centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.
Rationale
Instruction and assessment are the vehicles by which teachers design and deliver rigorous and relevant learning experiences for all learners. Research provides compelling evidence relating student achievement to teachers’ use of appropriate instructional strategies selected from a rich repertoire based in research and best practice. Researchers have also found a strong classroom learning culture that is strategically organized and managed to be essential to effective use of these strategies.
Assessment of Learning
2.8 Uses formative assessments to provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction.
2.9 Uses summative assessments to measure learner attainment of specified learning targets.
2.10 Maintains evidence and records of learning performance to communicate progress.
2.11 Analyzes and uses disaggregated standardized assessment results to inform planning for individual
learners and classes.*Levels: Emerging, Applying, Integrating, and Innovating
Collaborate With Your Evaluator!
Knowledgeable A resource Help Provide insights Connect you with
other teachers
“Reflection”
Curriculum
InstructionPedagogy
Assessment
The Relationship
Curriculum Instruction Pedagogy
What is taught How it is taught What happens when the bell rings
Sources? A planned course of experiences
Implementation of the curriculum
Designed and justified by the teacher
Teachers interact with students
Aims to fulfill the purpose of the school curriculum
Curriculum in action
16
Focus of Change: Influences on Student
Learning
School 1. Guaranteed & Viable Curriculum 2. Challenging Goals & Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Environment 5. Collegiality & Professionalism
Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design
Student 9. Home Environment10. Learned Intelligence/Background Knowledge11. MotivationSource: Balanced Leadership: School Leadership that Works by
McREL
Three Elements of Effective Pedagogy
Instructional Strategies
Curriculum Design Management
Techniques
Classroom Instruction that Works Marzano, Pickering, and Pollock
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Meta-analysis study Identified instructional strategies that research
indicates have an effect on student achievement
Identifying Similarities and Differences
Comparing Classifying Creating Metaphors Creating Analogies
Summarizing and Note Taking
A variety of note taking formats that enable students to differentiate important information in a concise format.
Reinforcing Effort and Providing Recognition
More effort produces better results! Pause, prompt, and praise Concrete symbols
Homework and Practice
Maintenance of Skills It is not a substitute for classroom learning. It cannot be ignored (left unchecked or
ungraded). Homework should assist in mastering a skill.
Nonlinguistic Representations
Pictures
Models
Kinesthetic Activities
Cooperative Learning
Defining Elements1. Positive interdependence (sink or swim
together)2. Face-to-face interaction3. Individual and group accountability4. Interpersonal and
small group skills5. Group processing
Setting Objectives and Providing Feedback
What are your instructional objectives and goals?
Relay specific and personal objectives. Review objectives at the end of class during
summary. Provide feedback for incorrect answers.
Generating and Testing Hypotheses
Just not for science classrooms! Students apply knowledge and develop higher
order thinking skills. Deductive and inductive. Ask students to justify their hypothesis.
Questions, Cues, and Advance Organizers
Activate prior knowledge Advanced graphic organizers Wait time Provide cues
Why Do We Assess Students?
1. To inform instructional decisions.2. To motivate students to learn.
We must engage students to become active participants in their own learning.
Rick Stiggins, Assessment Training Institute, in consultation with the team representing the United States at the ETS/Assessment Training Institute’s International Conference: Promoting Sound Assessment in Every Classroom, Portland OR, September 2005.
Use Multiple Methods of Assessment
Informal Hand Signals Dialogues Observations
Traditional Paper & Pencil Tests
Authentic Assessment Performance-based Projects Portfolios
Data-Driven Decisions and School Leadership: Best Practices for
School ImprovementKowalski, Lasley, & Mahoney
Keys to Good Assessment
1. ____________________ of standards, instruction and assessment.
2. ____________________ for learning.
3. Know how and when to use both ____________ and ________________ assessments.
Creating Quality Assessments of Student Learning
Kowalski, Lasley, & Mahoney
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
“Results”
Individual Classroom Groups School School District AYP
Good
decisions/stronger progress
Data collection
is on-going
Data collected is timely
Feedback
Used to make
decisions
Cycle of Inquiry Kowalski, Lasley, & Mahoney
Data should be used to improve
_____________________ practice!
Student Performance
“Students should receive regular and specific feedback about what they know and don’t know. Offering regular specific feedback and grading that are based on learning and not behavior will have an immediate positive impact on your school. It will redefine students’ role in the learning process, completely alter communication patterns with students, and ultimately will improve performance top to bottom” (Fleenor, Lamb, Anton, Stinson, & Donen, 2011).Fleenor, A., Lamb, S., Anton, J., Stinson, T., & Donen, T. (2011). The grades
game. Principal Leadership, 11(6), 48-52.
Assessment
Career & Technical Education
Effective assessment begins with clear goals
and objectives. Course of Study School
Reading; Math; Writing Program/Department
Advisory Committees Student Organizations
Assessment
Bloom’s Taxonomy
Original Version
Evaluation
Synthesis
AnalysisApplication
ComprehensionKnowledge
Updated Version
CreatingEvaluatin
g
AnalyzingApplying
UnderstandingRemembering
What is Authentic Assessment?
Authentic Assessment may be defined as the evaluating of student learning through the use of student portfolios, performance, or observations in place or in conjunction with more traditional measures of performance such as tests and other assignments. An assessment is deemed authentic when it is based upon student activities that replicate real-world performances as closely as possible.
Authentic Assessment
There are six characteristics of an authentic
assessment:
1. The assessment is realistic; it reflects the way the information or skills would be used in the “real world”.
2. The assessment requires judgment and innovation; it is based on solving unstructured problems that could easily have more than one right answer and, as such, requires the learner to make informed choices.
Authentic Assessment
There are six characteristics of an authentic assessment:
3. The assessment asks the student to “do” the subject, that is, to go through the procedures that are typical to the discipline under study.
4. The assessment is done in situations as similar to the contexts in which the related skills are performed as possible.
Authentic Assessment
There are six characteristics of an authentic
assessment:
5. The assessment requires the student to demonstrate a wide range of skills that are related to the complex problem, including some that involve judgment.
6. The assessment allows for feedback, practice, and second chances to solve the problem being addressed.
Authentic Assessment
Types of Authentic Assessment
Word Puzzles Writing Projects Collaborative/Group Projects Individual Projects Presentations Modules/Simulations
Authentic Assessment
Types of Authentic Assessment
Portfolios Role Plays Learning Logs/Journals Reflections Games Online Activities
Authentic Assessment
Types of Authentic Assessments
Speakers/Interviews Discussions Field Trips/Tours Shadowing Career Development
Authentic Assessment
Quizzes Pen/Pencil & Paper Tests
Forced-Choice (Scantron) Multiple Choice Matching True/False
Short Answer (Fill in the Blank) Essay
Performance Tests
Traditional Assessments
Word Puzzles
http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp
http://www.armoredpenguin.com/ http://www.crosswordpuzzlegames.com/create.h
tml http://edhelper.com/crossword_free.htm
Types of Assessments
Writing Projects
http://teacher.scholastic.com/lessonrepro/lessonplans/fictindex.htm
Reports Papers
Research Reinforce Higher-order Thinking Skills
Letters Resumes Three-Minute Write
Types of Assessments
Collaborative/Group Projects & Assignments
Teamwork Think-Pair-Share Review Games Social Networking
Types of Assessments
Individual Projects
Examples
Presentations Importance Required skills Can be included with other
assessments/assignments
Types of Assessments
Modules/Simulations
Software Online
Ford PAS Examples
Types of Assessments
Portfolios
Notebooks/Binders Electronic Project/Assignment or Entire Course Examples
Types of Assessments
Role Play
Skits Interview Examples
Types of Assessments
Learning Logs/Journals
In-depth or Simple Free-write or Structured Examples
Reflections Focuses on the Process Student Perceptions
Types of Assessments
Online Activities
Companion Website Internet Scavenger
Hunt Games Web-based Activities Examples
Types of Assessments
Speakers/Interviews
Examples
Discussions Small Group Large Group
Types of Assessments
Field Trips/Tours
Virtual Examples
Types of Assessments
Shadowing
Examples
Career Development OOH Research
Types of Assessments
http://www.acteonline.org/content.aspx?id=28
6 http://school.discoveryeducation.com/schrockg
uide/vocation.html http://www.teach-nology.com/teachers/lesson_
plans/vocational_ed/ http://alex.state.al.us/index.php
Courses of Study Web Links Lesson Plans
Lesson Plan Websites
Evaluation
Career & Technical Education
Feedback, Feedback, Feedback
Immediate Thorough
Communicate, Communicate, Communicate Students Parents
Document Update STI Regularly Keep Thorough Notes Lesson Plans
Evaluation
Types of Evaluation
Self Peer Rubrics Textbook/Software
Evaluation
What is a Rubric?
A rubric is a scoring guide administered to define criteria when judging students’ performances.
Rubrics can be used for evaluating/grading numerous activities.
Rubrics make grading more objective and consistent.
Rubrics let students know how the assessment will be evaluated.
Rubric Development
Determine your learning outcomes.
Keep it short and simple.
Focus each item on a separate skill.
How do students develop/express learning?
Rubric Development
Evaluate only measurable criteria. Scores should be easy to read and understand.
Rubric should fit on one piece of paper.
Reevaluate the rubric (Did it work?).
Rubric Websites
http://www.rubrics4teachers.com/ http://www.teach-nology.com/web_tools/rubric
s
http://rubistar.4teachers.org/ http://school.discoveryeducation.com/schrockg
uide/assess.html http://www.lauriefowler.com/rubrics.html
Divide into disciplines.
Develop an assessment and evaluation for a course learning objective.
Discuss.
Individual/Group Activity
Conclusion
Questions/Comments