Upload File

session 3 alternative assessment. traditional assessments tend to assess content knowledge....

  • Home
  • Documents
  • Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,
16
Session 3 Session 3 Alternative Assessment Alternative Assessment

Upload: ambrose-patterson

Post on 18-Jan-2016

215 views

Category:

Documents


0 download

Report

TRANSCRIPT

Page 1: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Session 3Session 3

Alternative AssessmentAlternative Assessment

Page 2: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Traditional Assessments tend to assess content knowledge.

Traditional Assessments include:

Objective Tests (True/False, Multiple-Choice, Matching items)

&

Constructed-Response Items (Short-Answer, Essays)

Page 3: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Alternative Assessments

Require students to demonstrate their knowledge or skill through problem solving, critical thinking, decision making.

These assessments are compatible with contemporary views of learning and motivation.

Page 4: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Portfolio Assessment

Authentic PerformanceAssessment Assessment

Page 5: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Authentic Assessment

Evaluates students’ knowledge or skills in a context that approximates the real world or real life. The emphasis in on the process as well as the product.

Examples include ….

Model of a Mayan village with a written description.

Family tree with ancestor anecdotes.

Creating an Italian food menu and a meal.

Page 6: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Formative Assessments

Provide guidance for the students’ learning efforts.

Modifications for students with exceptionalities are facilitated with this information.

Both teacher and students are involved in formative assessments.

Page 7: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Considerations & Cautions:

Authenticity is learner specific which precludes comparison between students. It is difficult to make reliable judgments about performances across students.

It takes time and practice for students to demonstrate skills proficiently.

Biases exist with language prerequisites for students with exceptionalities and ESL.

Page 8: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Portfolios

Systematic and organized collection of a student’s work that demonstrates skills/accomplishments.

Portfolio evidence includes …

Artifacts (writing samples, journal entries, homework)

Reproductions (projects, posters, interviews)

Attestations (feedback/comments to document progress)

Productions (goal statements, reflections, self-evaluation)

Page 9: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Considerations & Cautions:

Each piece should be included that exemplifies progress and purpose.

Portfolio assessment should link learning outcomes with pedagogical strategies with performance standards.

Portfolios can be on paper, audio- or videotape, disk, CD or website.

Page 10: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Growth-Portfolio:Measures growth over time to reveal progress

in meeting learning targets (developmental)

Vs.

Best-Work Portfolio:Showcases outstanding work and often

includes the students’ latest products (selective)

Page 11: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Portfolio Tips:

Involve students in the decisions about what goes into the portfolio and how it will be evaluated.

Students should reflect and describe why they selected each portfolio piece which will enhance their critical thinking and articulation skills.

Student-teacher conferences throughout the year are essential to review students’ progress.

Page 12: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Portfolio Evaluation:

Evaluation tools include checklists, rating scales and rubrics.

Individual items in the portfolio must be assessed and the portfolio as a whole.

Student designed rubrics allow students to decide what quality work looks like, and they will know in advance what is expected.

Page 13: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Considerations and Cautions:

Time consuming to coordinate and evaluate.

Complexity and originality make it difficult to evaluate.

Reliability is lower than for traditional tests.

Difficult to gauge the amount of teaching time and support to give students during assembly.

Page 14: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

The Challenge…… In a small group, brainstorm specific examples of authentic assessments or portfolio assessments for evaluating subjects/strands of the provincial report card.

Use the following examples to organize and share ideas within your group.

Page 15: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Example of Authentic Assessment:

Subject: Social Studies (Grade 2)

Strand: same

Summative Assessment: Poster presentation of family tree

Summative Evaluation: Checklist; peer evaluation; teacher observations

Formative Assessment: Family stories (anecdotal recounts)

Formative Evaluation: Rubric

Diagnostic Assessment: Class discussion about the origins and features

of various families; survey

Page 16: Session 3 Alternative Assessment. Traditional Assessments tend to assess content knowledge. Traditional Assessments include: Objective Tests (True/False,

Example of a Portfolio:

Subject: Math (Grade 7)

Strand: Geometry and Spatial

Summative Assessment: “The Mathematics Masterpiece Portfolio”

Summative Evaluation: Checklist; peer Evaluation; observations

Formative Assessment: Mathematical “Geometric” autobiography; assignments (with corrections); samples of 3D shapes drawn in art

Formative Evaluation: Rubric; answer key; comments

Diagnostic Assessment: Pre-test matching exercise between shapes and labels.


Demystifying Hedge Funds · Demystifying Hedge Funds By Justin Tantalo, ... for many investors, with return profiles that tend to exhibit low volatility, low correlations to traditional

PriorLearningAssessment!(PLA)! Handbookforthe!! Northeast ... · Individualized Learning ~ Portfolio Assessment ~ Competency-based Direct Assessments Traditional Portfolio Assessment

Traditional bouquet in Oils. - Mont Martemontmarte.net/assets/Uploads/sunflowers.pdf · Sunflowers and Daisy Chrysanthemums because as cut flowers they tend to stay alive longer,

AOs (Exam Board) Assessments: Assessments

Professional Science Master’s Degree: Background and …As a result, these programs often require more credits than a traditional master’s degree and tend to be more rigorous

TRADITIONAL LINE FISH POLICY · 2010-04-07 · Traditional Line fish Policy: June 2005 5 3. The Biological Status of Line Fish Stocks Stock assessments conducted since the mid 1980s

Possibilities for using traditional and local knowledge in assessments Marie Kvarnström, NAPTEK, Swedish Biodiversity Centre, Uppsala; Stockholm Resilience

Different types of economic systems tend to be more efficient than traditional or command economies and give people ... market economies do not do ... • Mixed economies tend to be

4 School Governance, Assessments and …In general, school systems that give responsibility for resource allocation to individual schools also tend to grant schools responsibility

How Regulatory Drivers and Constraints Impact …...National market share ≈75% ≈25% Rates tend to be higher tend to be lower Size tend to be bigger tend to be smaller Energy Efficiency

From Predictive- to Probability- Based Assessments · 2019. 3. 1. · our intelligence sections prepare, however, tend to present a binary choice of two predictive enemy courses of

Natural Hazards - Exascale Computing Project · earthquake hazard and risk assessments. Traditional earthquake hazard and risk assessments for critical facilities have relied on empirically

Traditional assessments are typically standardized assessments or teacher -made tests. Alternative assessments are generally forms that give the learner

Online Assessments with Non-Traditional Grading Rubrics and Web-based Outcome Documentation

Comparitive Education Performance Based Assessments vs Traditional Assessment

Dialnet · dustnalizing countries of Latin America like Mexico, Brazil and Chile. Despite their diminishing economic power, traditional rural so- cieties tend to devise strategies

Sales Associate - cdn.uconnectlabs.com€¦  · Web viewUse a plain Microsoft Word document; ... rubrics and performance assessments, in combination with traditional tests, enabled

Tend Institute SJTU

High Stakes Testing and Other Traditional School Assessments

E-assessments at the two environment; traditional …...4 ةجاحلاÃ يفاضلإا ءبعلا كيردتلا تقÃ يف ردهلاÃ ةينقتلا بناجلا ةدئالاا

THIS REPORT CONTAINS ASSESSMENTS OF COMMODITY …...Apr 03, 2017  · market for wheat. As most oilseeds are Rabi or winter crops, farmers tend to opt for wheat over oilseeds. For

Nonlinearities in Exchange-Rate Dynamics : Chaos?people.brandeis.edu/~vivandr/CCE2005 paper.pdf · Traditional structural models of exchange rate determination tend to perform

To discover the difference between traditional and nontraditional assessments, identify authentic tasks, and list components of rubrics and portfolios

Rotating objects tend to keep rotating while non- rotating objects tend ... · Rotating objects tend to keep rotating while non-rotating objects tend to remain non-rotating. 12 Rotational

Clerkship Assessments: Standardization, Subjectivity, and ... · NBME and Step 2 scores for non-traditional clerkship dates – but not for the traditional schools 2. Other clerkship

Healthy Foods Healthy Communities - UW Center for … Foods Healthy Communities: ... Dairy Produce Bulk General ... million dollars in sales as traditional grocers tend to have a greater

Bridging the Gap: Traditional Assessments vs. Integrated

No Slide Titlesalrc.uchicago.edu/workshops/sponsored/033007/... · Assessments that Matter, SALRC Workshop, March 30-31, 200726 Traditional assessments Quiz & Test Items - simple,

High Stakes Testing and Other Traditional School Assessments Gary L. Cates, Ph.D., N.C.S.P

OBJECTIVE ITEM TYPES Traditional Assessments. Objective Items Many classroom tests as well as standardized tests are objectively based (Mertler, 2003)

View Tend Doc

COLCHESTER BOROUGH PROTECTED LANES ASSESSMENTS …... · historic lanes tend to be very variable in width, often within a short distance. Before metalling the roads became rutted

Tend Oil 31082010

Complementing Traditional Impact Assessments with Indigenous … · 2017-05-22 · Complementing Traditional Impact Assessments with Indigenous and Local Knowledge Danesto ^dane

Improving Virtual Team Collaboration with Internet2...2003/10/15  · Improving Virtual Team Collaboration with Internet2 More Than Just Video Conferencing • Traditional Teams tend