Welcome-NUCC ESL Endorsement Course

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Welcome-NUCC ESL Endorsement Course

• Assessment and Evaluation
• Second Night

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Take RollReview Assessment Terms--Teach
Marzanos note taking strategy--students take
notes
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Assessment Terms

• STANDARDIZED tests and STANDARDS are major
  influences on curriculum today
• Standardized tests are administered the same way
  each time they are given.

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Assessment

• Anything teachers or administrators do that
  attempts to find out what a student knows or can
  do. Traditional examples of assessment include
  tests and quizzes.

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Authentic Assessment

• A kind of assessment that uses typical classroom
  activities or real-life settings to test student
  knowledge or skills

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Formative Evaluation

• is judgment about quality or worth made during
  the design or development of instructional
  materials, instructional procedures, curricula,
  or educational programs. This type of evaluation
  directs judgments toward modifying, forming, or
  otherwise improving the product, idea, or lesson,
  before it is widely used in schools. A teachers
  engages in formative evaluation when revising
  lessons or learning materials by using
  information obtained from previous use. It is
  formative evaluation when we are assessing
  students learning while the student is still in
  the process of learning the material.

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Summative Evaluation

• is judgment about the quality or worth of
  already-completed instructional materials,
  instructional procedures, curricula, or
  educational programs. This evaluation tends to
  summarize the strengths and weaknesses of the
  program. When we judge the quality or worth of a
  students achievement of a learning target after
  the instructional process in completed. Letter
  grades on a report card is an example.

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Qualitative/Quantitative

• Qualitative The assessment that goes on without
  stopping instruction. The feel-good assessment.
  Somewhat subjective.
• Quantitative A measurable amount, precise and
  accurate usually with the use of statistics. The
  student has completed an assignment with all the
  components necessary and in an amount that can be
  measured. Tests and measurements that can
  provide scores and data.

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Norm Referenced Tests

• describe the performance of the students in terms
  of their position in a reference group that has
  already taken the test. Example A students
  performance may be described as being better
  than 80 percent of the class. This report
  expresses the students standing in a reference
  group, but it does not state what the student
  knows or is able to perform. The reference group
  is called the norm group. Percentile ranks,
  grade-equivalent scores, and standards scores are
  examples of norm-referenced scores. (Summary
  any form of testing that evaluates student
  performance in relation to other students. For
  example, percentile ratings and test curves are
  norm-referenced.)

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Criterion Referenced Tests

• Describes the students performance in terms of
  the kinds of tasks a person with a given score
  can do. This test actually tests the students
  knowledge of a subject area based upon the test
  questions and their ability to answer them.
  (Summary any form of testing that attempts to
  measure student ability or performance in
  relation to specific pre-existing standards or
  criteria. For example, tests that assess student
  mastery of a skill such as multiplying 2-digit
  numbers are criterion-referenced---CRTs)

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Alternative Assessment

• Any assessment method that shows progress,
  provides feedback for teachers, and is not a
  standardized test. Methods of alternative
  assessment may include teacher observation,
  performance assessment, and student
  self-assessment

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• There are many ways to assess students to meet
  individual needs
• On the next slide are the assessment tools you
  are accountable for in your assessment
  binder--one example of each is sufficient
• Hand out all the various ways to do
  assessments--We are giving these to you tonight
  to help you begin developing your assessment
  binder
• Each assessment tool will be discussed and used
  in class at a later date

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Assessment Tools

• Dialogue materials
• Dictation
• Interviews
• Observations-naturalistic/planned
• Semantic maps
• Role playing and story retellings
• Teacher ratings and checklists

• Objectives checklist and rubrics
• Student self-rating and Portfolios
• Information-Norm Referenced/Criterion Referenced
• Multiple Choice Tests
• Short Answer Tests
• Essay Tests

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Review Cognos

• View the power in Cognos
• Cognos will soon be available to individual
  teachers with individual student data
• Discuss how can this information be helpful to
  teachers
• How could this information be used?

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Discuss Chapter Two of Results

• Key points

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Recap of Chapter TwoResults

• Effective educators change children
• Teachers help students acquire skills and
  knowledge that they didnt have before receiving
  instruction
• The first task for teachers who hope to use
  classroom assessment to generate evidence of
  their instructional effectiveness, is to select
  the learning outcomes they plan to collect
  evidence about.

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• Because most people consider cognitive growth to
  be the most significant change that education can
  impact, the author of The Truth about Testing,
  W. James Popham, believes that most of the
  evidence teachers collect should deal with
  student gains in cognitive skills--the more the
  demanding the better.

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• Classroom teachers should identify and measure a
  small number of cognitive outcomes
• Suppose a 4th grade teacher collected evidence
  showing that before instruction students could
  spell correctly only 20 percent of a set of 500
  tough-to-spell words, but after instruction they
  could spell 95 percent of those words.
  (IMPRESSIVE)

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• Teachers often overlook afffective outcomes as a
  source for evidence. If a teachers class
  indicates little interest in leisure before
  instruction, but registers lots of enthusiasm for
  leisure reading after instruction, thats data.
• Litmus test for a good school is not its
  innovations but rather the solid, purposeful,
  enduring RESULTS it tries to obtain for its
  students.

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• One of the greatest dangers to a successful
  improvement effort is losing focus, which results
  from trying to take on more than we have the time
  and resources to realistically achieve.
• If you make the goals clear, inviting, and
  do-able, attainable, then the goals themselves
  will drive you, they really drive you. (Farmer
  from Bullard and Taylor)

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• Teachers and principals that buy into it the
  do-ability of it and the clearness of it, they
  eventually get to the point where they say, Hey,
  whats happening here? Im in a whole new ball
  game. And you see now that people are finding
  it very rewarding. (Farmer from Bullard and
  Taylor)

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• Goals are the missing piece of information needed
  for school reform or to make changes in
  curriculum, educational practices, or classroom
  teaching and student learning.
• Sometimes too many goals can be created. Better
  to work on a few and not make it overwhelming for
  teachers or the students for success.

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• Measurable goals are needed to succeed and an
  environment must be created to help the goals
  work
• Educators recognize how crucial goals are to
  reaching improvement.

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Alternative Assessments

• Internet--Online resources for Assessment
• Also use www.webcrawler.com and type in
  (teacher resources for assessment)
• http//www.eagle.ca/matink/teacher.html
• http//school.discovery.com/schrockguide/assess.ht
  ml
• http//www.ncsu.edu/midlink/ho.html
• http//teacherpathfinder.org/School/Assess/assessm
  t.html
• http//teacher.scholastic.com/index.htm
• http//www.glencoe.com/sec/writerschoice/teacher_r
  esources/index_waer.html
• http//teacher.scholastic.com/professional/assessm
  ent/indexbk.htm
• http//www.emtech.net/index.shtml
• http//t4.jordan.k12.ut.us/teacher_resources/index
  .html

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Using Inspiration to Develop Organization

• Determine a topic to explore--Perhaps
  assessment--components etc. (Work either in teams
  or as an individual)
• Semantic Word Map
• Create your outline
• As a group, create a rubric to grade the outline.
  
• How does this form of assessment apply to
  students? What is its value?

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Action Research Class next week -- February
25/26--NO ASSESSMENT CLASS
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Assignments due for March 3/4 Assessment Class

• Read chapter 3 of Results and be ready to
  discuss
• Bring the profiles of your students that you will
  use in your assessment project (assessment field
  experience) and be ready to discuss them with
  your newly assigned learning teams.
• Bring CRT test results for the same students
  mentioned above