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TRANSCRIPT
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‘Play’ the slide show...in order for the links (yellow text) to be
usable
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EDWN 601Assessment and Grading
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Assessment vs Standardized testing
Teacher-created tests & Performance Assessment
Grading and evaluation - communication with parents and students
Reflective practice - communication with peers, community
PRETEST...
Overview
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Homework
Think of a topic you might teach and make a list of fewer than 10 concepts or skills you might include in that topic. Bring your list tomorrow morning.
e.g. topic: ecology,
concepts/skills: habitat, carrying capacity, interdependence, producer, consumer, food web
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Standardized Testing
what it is and what it’s not...
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Testing
• Take a moment and discuss each question:
What do we care about?
How do we use tests?
What questions do you have?
• Each answer reported to papers on wall
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Standardized Assessment
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Terms on Std Tests
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Testing procedures
Standardized test procedures - all students participating in the test follow the same procedures, hear the same directions, are allowed the same time/assistance. VERY IMPORTANT
quiet, controlled setting, teacher may read test questions or explain word meaning on most tests, but not on reading test
SPED modifications - often include smaller group, test read aloud, extended time, other as indicated on IEP
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Typical Standardized Tests
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IQ tests
General intelligence
scores range from 20-180
80-120 is average
most people don’t know their score
paper and pencil vs individually administered
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Wisconsin school report cards
Report card for every school in WI
Several criteria: Achievement, growth, closing gaps, college and career readiness (CCR)
Info guide at: http://reportcards.dpi.wi.gov/files/oea/wirptcrdguide/story.html
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Analysis of WSAS results
Proficient & Advanced %’s
AYP - mandated by NCLB
Original goal 100% proficiency by 2014
Modified 2011 for all states, many states (incl. WI) have been given waivers for the 100%
Sort by demographics to see differences (or similarities)
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WINNS data
Select school by various sorting criteria
Modifications to WSAS for SpEd students or WAA
WKCE data can be found at:
•http://data.dpi.state.wi.us/data/SelSchool.aspx
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Communicating results
WSAS results go home to parents
Test in the Fall, results in late Spring
parent-teacher conference? accompanied with letter?
results discussed with students - rarely
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Smarter Balanced Assessments
Developed by a consortium of states
Currently piloting ELA & Math, science will be next
Will be computer adaptive and provide immediate results http://www.smarterbalanced.org
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Standardized assessment Paper
Discuss your feelings about standardized tests - pro or con, support your opinions with citations
Choose a WI school district and analyze its most recent test results for grade 8 or 10
Overall results, but pay special attention to your subject area
Do demographic differences affect scores?
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Data driven decision making
IMPORTANT new strategy in teaching
Using information from standardized testing and other quantitative/qualitative sources to guide school decisions like grouping, curriculum planning, staffing, remediation, acceleration
• Activity
• - in your assigned groups, examine the provided data and prepare a presentation of
your findings.
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Where am I at?
Please write brief notes on each bullet:
What ideas were interesting/new?
What additional information would I like?
How can I use these ideas?
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Test and performance assessment
construction
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Planning a curriculum, reprise
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Semester Plan Assignment
• Any questions?
Outline of topics
WMAS and Disciplinary Literacy Standards
All teachers should address both sets of standards
Each unit should address a subset of the standards
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Planning assessment
Not only evaluative
ASSESS progress, skills, perspectives, in addition to content comprehension
Use in planning instruction through pretest, or to focus re-teaching
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Formative & Summative
Formative assessment: opportunity for feedback, intended to support growth
Summative assessment: determination of overall success/quality/learning
• Any assessment can function either way, depending on how you use it.
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Test questions
Multiple choice - easy to use, hard to write
True/false - can be tricky either way
Matching - easy to write, really best for vocab
Short answer/essay - easy to write, hard to grade (maybe use a rubric)
Skill based [math problem, applied problem, practical exam, etc.] - be very clear!
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Matching
Can be a good way to start a test
Difficulty is increased by having more answers than questions
Make sure word choice is consistent with your teaching [one of the potential problems with ‘book tests’]
Provide a line on which to place answer - otherwise somebody will draw impossible to interpret lines to answers
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True/False
Write very clearly.
Avoid absolutes (always, never).
... interesting twist - underline/italicize a term/phrase and have it replaced when false
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Multiple Choice
Keep the bulk of the words in the stem of the question.
Write reasonable distractors - don’t include Dumbo
Use a correct answer and 2-3 distractors, decrease the number of distractors for SpEd students
Make sure the correct answer is not always the same “letter”
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Skill
Critical for skill-based courses like math, foreign language, science, FACE, Tech
Set up a situation that is similar, but not identical to, a skill learned in class.
Prepare a set of criteria ahead of time, so that grading will be more consistent [rubrics can help here]
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Short Answer
Write your question as clearly as possible. [duh]
Using a question/example from class makes this comprehension
Using a new, similar question/example makes this an application or analysis
Prepare in advance some criteria for grading [rubrics are helpful here]
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ALL tests
Major form of communication with students
Make sure all written work is correctly spelled and reads at the appropriate level
Check pagination
Be sure all directions are clear [have somebody unfamiliar with the content read through]
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Clapping Institute
11 volunteers
Debriefing:
Volunteers: How did you feel during the activity?
Observers: What did you notice?
How does this all relate to assessment?
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Performance Assessment
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Designing a performance task
Choose a realistic activity that conveys successful understanding/skill demonstration & Write a performance assessment
Be specific about the components of the task
describe the taskwrite a rubric/checklistuse standard English
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Checklist
Best for tasks that have only ‘done’ or ‘not done’ as possible evaluations.
e.g. name on paper, safety procedures followed
More difficult to use for leveled grading unless many items are listed - otherwise the grade will be pass/fail
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Creating a good checklist
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Rubrics
Good for evaluation of performances/tasks that are not all or nothing
Clear descriptions of expectations enhance learning, provide a feedback tool
Provide clear communication about learning outcomes
Increases the consistency of scoring
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Making a rubric
List the essential components of the task
Describe in words how a top level performance would look for each component [place next to component]
Describe the lowest performance you would accept as passing for each component [place furthest away]
Devise 1-2 levels in between these
optional: Assign points to each level, to arrive at a numeric score [e.g. 5,4,3 instead of 3,2,1]
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Design a rubric
Task: cleaning your room
Create at least 3 essential components of this task
Make a rubric with at least 3 levels that describe each component
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Unit assessment
• Once you have chosen the WMAS and CCSS your unit addresses:
Write a test or quiz to assess some or all of the info
Write a performance task with rubric that could be used in the unit.
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Where am I at?
Please write brief notes on each bullet:
What ideas were interesting/new?
What additional information would I like?
How can I use these ideas?
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GradingArticle - Grading student work
- read your section and jigsaw
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Traditional grading
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A ‘normal’ curve
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Things to consider...
percents? mastery?
components of student work - achievement, effort, behavior, attendance
weighting of components - allocation of points
ease of use and ease of explanation
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Grading activity
Graph the total points on attached graph paper
Assign grades based on some defensible criteria
Identify other information you would have wanted to include in the grade and consider how you would keep track of it.
When time is up, share your system/grades with your group
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Where am I at?
Please write brief notes on each bullet:
What ideas were interesting/new?
What additional information would I like?
• How can I use these ideas?
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Reflective Practice