EDF 4430     >     HIGHLIGHTS OF CHAPTER 1  

by Prof. Maria M. Sifre-McMann 

September 7, 2004

CH. 1 -  ASSESSMENT PLAN AND ASSESSMENTS

Assessment:

• The gathering, interpretation and use of information to aid teacher decision-making.

• It encompasses different techniques, strategies and uses.

Assessment for effective teaching:

• To adjust instruction

• To gain information about what has been learned

• Influences/enhances learning

Assessment is integrated with instruction

Pre-instructional assessment:

• Essential step for effective instruction

• Determine what students should know, understand and be able to do at the end of a unit of instruction.

• Specify evidence needed to document student learning

• Select instructional strategies and activities to meet targets.

During instruction assessment information is used to

• Monitor learning,

• Check progress and

• Diagnose potential problems.

Classroom assessment conveys a message about what is valued.

What drives what?  Assessment*** Instruction

Classroom assessment

• is the collection evaluation and use of information to make better educational decisions.

Assessment vs. testing and measurement:

• Define and describe relationship

Four essential components to implementing classroom assessment

• (List and describe).

Major components of Assessment

Purpose:

• What will assessment accomplish? How will student learning be enhanced by the assessment?

Measurement:

• Systematic process of assigning numbers to performance; the process by which traits, characteristics or behaviors are differentiated.

Evaluation:

• Making judgments about quality; interpretation of what has been gathered through measurement; value judgments made about performance.

How to evaluate performance:

Performance standards- used to determine whether a performance is good or bad; high, specific and valued measurable results

Criteria- specific behaviors that are evidenced to successfully attain standards.

Most important influences on evaluation

•  Scoring criteria, rubrics, scoring guidelines.

Use- how evaluations are used

• to decisions teachers must make to provide effective instruction, to purpose of assessment, to needs of students and parents.

• Depend on when they are made.

3 major uses:

• Diagnosis: different areas needing further attention; where progress is being made.

• Grading: measurement-driven information. It is used to establish control, to motivate and/or to provide feedback.

• Instruction: continuously assess how students are doing to adjust instruction: process, planning, communicating expectations.

Assessment processes

• Can be used as instruction (performance and authentic assessments

Effective assessment

• promotes on-going learning process; application of what is being learned; provides meaningful specific feedback.

Changes in curriculum theory:

• Standards-base assessment

• All students can learn

• High learning standards for all students

Recent Trends:

• Objective testing at the end of instruction being replaced with assessment during instruction to help teachers make moment-by-moment decisions.

Alternative Assessments:

• Authentic assessment

• Performance assessment

• Portfolios

• Exhibitions/demonstrations

• Journals

These are forms of assessment that require active construction of meaning.

Knowledge and skills should not be assessed in isolation.

• New emphasis is on assessing thinking skills and collaborative skill needed to work cooperatively with others.

Emphasis on authenticity- focus on

• Knowledge,

• Thinking, and

• Skills exhibited in real-life settings.

Authentic instruction and assessment 

• Students are assessed on what was taught and practiced in ways consistent with assessment methods.

• Focus is on solving problems and accomplishing tasks, like professionals in the field.

• Standards and criteria for success are public.

• Assessment occurs over time to provide meaningful feedback.

• Learning and assessment contexts are similar to real life.

• Involves students in designing tasks, evaluating self and others.

Assessment for learning vs. assessment for learning

Formative vs. Summative assessment

2 major sources of influence that affect assessment and grading practices decision-making:

• teachers’ beliefs and values about teaching and

• external pressures to consider.