Evaluating Student Achievement

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Evaluating Student Achievement

• How do you measure if your students are learning?

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Agenda

• Explore methods of formative evaluation.
• Explore methods of summative evaluation.

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Formative and Summative Assessment

• Formative Assessment is intertwined with your
  teaching, it happens all the time.
• Summative Assessment happens at the end of a
  unit, chapter, class and measures the students
  level of learning at that specific moment in time.

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Blooms Taxonomy
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Your Evaluation Has to Match Your Objectives
What do your students need to learn?
Evaluation Make judgments
Synthesis Creates meaning
Analysis Break it down
Application Use a concept
Comprehension Understand meaning
Knowledge Recall or recite
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Formative Assessment

• Formative Assessment lets the student know how
  well they are grasping the material
• Formative Assessment lets YOU identify the gaps
  between what is being taught and what is being
  learned.

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Examples of Formative Assessment

• Just ask
• One minute paper
• Toughest point
• One sentence summary
• Application cards
• Mind Map
• Stop/Start/Continue

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Just Ask

• This by far the most common formative assessment
  we use because it is fast and easy.
• does this make sense?
• did you all get that?
• is this clear?
• It works, but we can dig a little deeper.

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The One Minute Paper

• Sixty seconds to answer a question
• Most important thing today?
• Most important question unanswered?
• Why is this important?

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The Toughest Point

• What was the toughest point about the lesson?
• What are you having trouble with?

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One Sentence Summary

• How well can learners summarize the important
  points?
• One long sentence

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Application Cards

• Write one real-world application of the major
  concept
• Index cards, threaded discussion

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Mind Map for Evaluation

• Have the students try to draw a conceptual
  outline.

Evaluating Students
Formative
Summative
Just ask One minute paper Muddiest point One
sentence summary Application cards Mind Map
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Start/Stop/Continue

• Let students conduct a formative evaluation on
  your teaching.
• On index cards and ask them to list three things
• What should I start doing?
• What should I stop doing?
• What should I continue doing?
• Do this early and often

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Wrapping Up Formative Assessment

• Try an Application Card
• Take a index card or sheet of paper and write
  down how you can use three of these formative
  assessments in your upcoming class.

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Summative Assessment

• How do we conduct most of our summative
  assessment?

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Examples of Summative Assessment

• Here a few of my favorite summative evaluation
  techniques.
• Test we will save for another day
• Portfolios
• Product-Based
• Performance-Based
• Journals Learning Logs
• Quiz and Test

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Advantages for the student

• Allows for a broad range of demonstration of
  knowledge
• Allows for legitimate self assessment.
• Individual strengths and abilities are
  recognized.
• Goals (objectives) are clearly stated in the
  beginning of a unit of study.

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Advantages for the Teacher

• Learning goals (objectives) are shared with
  students before material is introduced. Students
  know exactly what you want them to learn.
• Tests all 6 levels of Blooms Taxonomy.
• Gives a clearer and broader picture of each
  students abilities, strengths and knowledge.

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Challenges

• Will you accurately evaluate students?
• Will your assessment tool provide you with
  information that is useful for improving
  instruction?
• How do you know the student did all of their own
  work?
• How do you develop new assessment tools?

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Alternative Assessment

• Lets Begin with Portfolio Assessment.

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Portfolios

• Focuses on students ability to produce a quality
  product
• Integrates and produces knowledge
• Provides meaningful tasks
• Provides framework for learning
• Provides evidence of conceptual understanding

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Portfolio Time Frame

• The time frame depends on your purpose.
• Semester?
• Unit?
• Labs only?
• Research?
• Reflections?

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Reflective Thinking

• Portfolios should include a reflection component.
  
• Being a reflective thinker is a learned process.
  Students must actively engage in the thought
  process to become proficient at it.
• This encourages self evaluation, the highest
  cognitive process.

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Reflective Thinking Continued

• Reflective Starters
• I can demonstrate that I understand
  _______________ by evaluating it on
  _______________
• I am most proud that I know ____________.
• The section I most need to improve is
  __________________.

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Product Based Assessments

• Investigate a controversial issue using a debate
  format
• Multimedia presentation
• Oral report with visuals
• Poster Board
• Collections
• Slide show or Photo essay
• Video production
• What are some more

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Product Based Assessments

• As with all evaluation you need to let the
  students know what you expect of them.
• Share your objectives.

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Performance Based Assessment

• This is where
• and when your student can show you their
• stuff.

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Performance Based Assessment

• Demonstrate lab techniques
• Demonstrate observation skills in the field
• Oral explanations of processes
• Debates
• Defend a scientific investigation procedure,
  demonstrating techniques and equipment

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Journals Learning Logs

• Lab notes
• Research notes
• Reflective thinking
• Field observations
• Reference material
• Syllabus

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How do I grade all this?

• The best way I have found to grade these
  assessment tools is with the use of a rubric.
• The rubric will give clear instructions on what
  you expect of the students and how the work will
  be graded.
• Valid because it includes objectives and reliable
  because it uses a scoring rubric.

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Steps in Rubric Development

• Determine learning objectives.
• Each rubric item should focus on a different
  skill.
• Evaluate only measurable criteria.
• Ideally, the entire rubric should fit on one
  sheet of paper.
• Reevaluate the rubric. (Did it work?)

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Terms for measuring range
Needs Improvement.Satisfactory.GoodExemplary
Beginning..Developing..Accomp
lished..Examplary Needs work. Good.
Excellent Novice. Apprentice. Proficient.
Distinguished Basic. Proficient.
Advanced Numeric Scale ranging from 1 to 5, for
example
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Steps in Rubric Development

• After you write your first paragraph of the
  highest level, circle the words in that paragraph
  that can vary. These words will be the ones that
  you will change as you write the less than top
  level performances.

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Steps in Rubric Development

• Concept words that convey various degrees of
  performance
• DepthBreadthQualityScope ExtentcomplexityDeg
  ree
• Presence to absence
• Complete to incomplete
• Many to some to none
• Major to minor

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Steps in Rubric Development

• Remember
• Adapt your rubric to the task at hand.
• Apply the scoring system that best suits you.
• Start small and keep adding and changing when
  necessary.
• Give the students the rubric before, or when you
  give the assignment.

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Quiz and Test

• True/False
• Multiple Choice
• Fill in the blank
• Short answer
• Essay

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Wrapping Up Summative Assessment

• Lets try a quick formative assessment technique.
• We will try to expand our Mind Map we made
  earlier to include Formative Assessment.

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Mind Map
Evaluating Students
Formative
Summative
Portfolios Project-Based Product-Based Journals
Learning Logs Test Quiz
Just ask One minute paper Muddiest point One
sentence summary Application cards Mind
Map Stop/Start/Continue
Measure these using a rubric
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And After All That Work

• Evaluate your evaluation techniques?
• Do you use a variety of evaluation techniques?
• Do they measure student learning?
• Revise, and try it again.

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Wrapping Up Evaluation

• Two major points on evaluation
• Use Formative and Summative Assessment to
  evaluate student learning.
• Keep objectives, teaching, and evaluation in line
  with each other.

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Wrapping Up Today

• The three major points for today
• Develop clear objectives.
• Align teaching with objectives.
• Build evaluation around objectives.

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