guiding principles for classroom assessment

8/4/2019 Guiding Principles for Classroom Assessment

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Guiding Principles for Classroom

Assessment A. General

Student assessment should be humane

B Responsibility (Who?)

Student assessment is the responsibility of

classroom teachers


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C. Standards (How Good?)

The standards used for interpreting student

assessment results should be consistent with

the purposes of the evaluation

D. Purposes (Why?)

Student assessment should be used for a

number of purposes


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E. Evaluating What We Value

(What?) Assessment practices should reflect all the

valid outcomes of a unit, course, school or

board

Assessment techniques should measure the

learning that they are intended to assess, i.e.

they should be valid


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F. Variety (How?)

Student assessment procedures should be varied

and consistent with the purpose(s) of the

assessment(s) More than one assessment method should be used

to ensure comprehensive and consistent indicators

of student performance, i.e. to enhance reliability

Take into account the backgrounds and prior

experiences of students


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G. Frequency (When?)

Evaluation should occur throughout the

teaching/learning process

H. Modifications

Alternate assessment procedures should be

used with students who have special needs


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I. Communication (Grading and

Reporting) Procedures for scoring student performance

should be appropriate for the assessment method

used and be consistently applied and monitored Procedures for summarizing and interpreting

assessment results, i.e. grades and reports, should

provide accurate and informative representations

of student performance


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Reporting) Procedures for scoring student performance

should be appropriate for the assessment method

used and be consistently applied and monitored Procedures for summarizing and interpreting

assessment results, i.e. grades and reports, should

provide accurate and informative representations

of student performance


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Reporting) continued Reports should be clear, accurate and

informative for the recipients of such

documents


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Classroom Assessment in

Teacher Decision Making Teacher as a mentor to individual students-

uses assessment to guide interaction with

the student

Teacher as a guide for the class- uses

assessment to oversee

the operation of the classroom


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Classroom Assessment in

Teacher Decision Making Teacher as marks accountant- uses

assessment to record day-to-day marks

Teacher as reporter- uses assessment to

report to parents, teachers (report cards)

Teacher as program director- uses

assessment to guide teaching decisions


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The ICE Model of Assessment

Ideas Building blocks of learning, i.e. stepsin a process

Connections- links or relationships studentsmake among the Ideas and between newand prior learning i.e. combining steps

Extensions- internalization of learning bystudents so it becomes part of theirperspective i.e. using learning in novel ways


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Adapting Classroom Assessment

for Exceptional Learners Adapting learning outcomes

Preparing students for classroom tests

Adapting tests during test construction

Adapted administration of classroom tests

Adapting marking of classroom tests Using adapted performance assessments

Portfolios as classroom assessments


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DESIGNING A QUALITATIVE RUBRIC

ELEMENTS IDEAS CONNECTIONS EXTENSIONS

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Testing Accommodations

Before the test-

Study guides

Practice tests

Teaching test-taking skills

Modified test construction Individual tutoring


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During the test-

Alternate test format

Alternate means of response

Alternative sites

Direct assistance Extra time


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After the test-

Change letter or number grades

Change grading criteria

Use alternatives to number and letter grade


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Teaching Students with Low

Incidence Exceptionalities

Description

Incidence

Characteristics

Classroom implications

Implications for social and careerparticipation

M P St t


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Mo e Program or Stu ents

with Severe Developmental

Disabilities Includes: Functional academic skills

Physical development and personal care

Communication skills and social interaction

skills

Community living skills

Career development, work experience and

transition planning


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Baseline Data

Recording of the behaviours exhibited by a

student prior to the intervention


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Event Recording

Recording of how often a behaviour occurs

i.e. frequency


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Duration Recording

Recording of the length of time a student

engages in a specific behaviour


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Latency Recording

Recording the time between the

presentation of the cue to perform a task

and the students actual initiation of the task


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Scoring by Levels

Recording of the levels of assistance or

intervention necessary to facilitate the

students performance of a task


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Accommodations

Adapting skill sequences-rearranging the

typical order of steps within a task

Adapting rules-changing certain rules toallow more participation

Utilizing personal assistance-aids, peer

tutors, buddy systems to accomplish tasks


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Accommodations

Fostering social/attitudinal changes-

changing assumptions and beliefs of the

student, family, professionals andcommunity members


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Accommodations

Creating or using materials and devices to

meet specific needs of specific students-

microswitches, mechanical devices,calculators, computers, communication

devices, special handles, lifts


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Selecting Appropriate Integration

Opportunities Select activities that enhance the students

abilities and self-image rather than highlight

their disabilities Emphasize similarities i.e. intervening with

the entire group when working with

students with and without handicaps-Whatdo you all need to do next?


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Selecting Appropriate Integration

Opportunities Facilitate interaction and communication-all

students must receive training in the use of

adaptive devices/technology Provide students with severe handicaps

systematic and direct instruction regarding

appropriate instruction through naturallyoccurring interactions, role playing,

rehearsing and coaching


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Facilitating Interactions

Facilitate reciprocal rather than helping

interactions

Allow all student varied opportunities tohelp

Stress cooperation rather than helping

Provide opportunities to show off

competencies and strengths


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Encourage maximum participation of all

students

Set up interaction opportunities that arevalued activities for all students

Fade teacher intervention/intrusion as

quickly as possible


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Avoid having non-handicapped peers

implement nonfunctional or undignified

teaching programs i.e. toileting Encourage choice and decision making

Structure seating arrangements, playground

activities, hallway mobility and positioningto facilitate interactions


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When students are working or playingtogether in a group, reinforce and intervene

with the entire group Use opportunities like teasing to teach

values and appropriate responses to teasing,and to provide factual information

Develop a social interaction project for allstudents


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Answer students questions about

disabilities factually without unnecessary

detail or additional information. Usepositive terminology, focus on abilities and

emphasize similarities

Encourage after-school relationships andactivities


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Conduct evaluations and determine quality

of interactions I.e. amount of time,

quality/type of interactions, perceptions andattitudes of students, teachers.

Facilitate interactions, relationships and

friendships rather than programs.


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Social Skills and Friendship

Displays positive interaction style: a smile

Gets the message across: augmentative

communication

Is reinforcing to others: express feelings in

positive ways

Initiates thoughtful actions: birthday card

Is a good listener: listening skills


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Social Skills and Friendship

Shares belongings and feelings: playing inthe same sand box

Has similar likes and dislikes: computerclub

Takes the perspectives of others:simulations

Is trustworthy and loyal: sitting by a friendwho is sad


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Instructional Strategies

Shaping- systematic reinforcement of a

desirable behaviour

Modeling- demonstrating a behaviour forthe student to imitate

Coaching- direct instruction, opportunities

to practice the skill(s) with peers and a postreview session to review the skill


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Fading

Fade assistance as soon as naturally

occurring supports are available

Too much assistance may hinder thedevelopment of friendships


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Goal

The challenge to professionals is to create

the optimal environment that encourages

individuals with and without handicaps tobe friends with one another.

guiding principles for classroom assessment

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