Think Like an Assessor

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Think Like an
Assessor


A Training Module
This is a trainer-facilitated module explaining
an educational process.
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What is the purpose of classroom assessment?

The purpose of classroom assessment is to
provide teacher and student with information
and insights needed to improve teaching
effectiveness and learning quality. Dr.
Thomas A. Angelo
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What are Barriers to Change?

• Teacher barriers
• Time
• Societal expectations

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What are Barriers to Change?

• TEACHERS
• Personal vulnerability
• Personal beliefs
• Assessment literacy

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What are Barriers to Change?

• TIME
• Broadening curriculum
• Assessment too labor intensive
• Grades and report cards

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What are Barriers to Change?

• SOCIETAL EXPECTATIONS
• Parents
• Government
• Tradition

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What is the purpose of classroom assessment?

Classroom assessment is BOTH a set of
techniques and a teaching approach
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• CLASSROOM
• ASSESSMENTS
• as a
• SET OF TECHNIQUES

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Summative vs. Formative

• To provide feedback
• to students.
• To motivate students.
• To diagnose students
• strengths and
• weaknesses.
• To help students
• to develop
• self-awareness.

• To pass or fail a
• student.
• To grade or rank
• a student.
• To allow progress
• to further study.
• To predict success
• in future study
• and work.

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Summative Formative
End-point Ongoing Numerical
Words
Emphasis on Feedback Stakes are High
Useful for Generic Skills
Reliability essential
Student Learning

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Summative vs. Formative
Assessment Diagnostic Non-judgmental Private Often
anonymous Partial Specific Mainly
subtext Suggestive Usually goal-directed
Grades Final Evaluative Administrative Identified
Integrative Holistic Mostly text Rigorous Usually
content-driven

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• CLASSROOM
• ASSESSMENTS
• as a
• TEACHING APPROACH

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Summative vs. Formative

Assessments FOR Learning Classroom Assessments
Assessments OF Learning ISTEP
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Formative Assessments

• If formative assessments
• are incorporated seamlessly during
• instruction, then both
  student and teacher
  will be able to
• diagnose learning difficulties
• identify persistent misconceptions
• address problem-solving deficiencies
• tailor instruction to meet
• students' needs

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Success
is a function of meeting
a standard, not defeating a peer.
requires demonstration, not
guesswork. is achieved through
learning, not drill. is
achieved with multiple opportunities
for constructive feedback, not with
mastery attained before the class
began.

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• Learn to assess
• smarter,
• not harder!

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Next Step

• Congratulations!
• You are ready to move on to the
• Utilizing the Gradebook
• module