Assessment

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Assessment Inquiry
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• Talking ? Teaching
• Any more than
• Listening ? Learning

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Testing ? Assessment
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Testing ? Assessment

• What are the goals?
• What are the differences?
• Testing of vocabulary is easy
• Assessing conceptual understanding is more
  difficult.

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WHAT DOES IT MEAN TO REALLY UNDERSTAND A CONCEPT?
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WHAT DOES IT MEAN TO REALLY UNDERSTAND A CONCEPT?

• The student needs to be able to State
  it Explain it explicitly Apply it
  appropriately Reason with it Generalize with
  it Integrate it with related concepts

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What would you want your students to know or be
able to do as a result of completing the Galilean
Moons Activity?
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What would you want your students to know or be
able to do as a result of completing the Galilean
Moons Activity?
Talk with a partner to identify goals for the GM
activity.
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Share your goals for the GM activity
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Traditional Testing

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

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Authentic Assessment

• Demonstration of understanding
• Presentation of findings
• Questions for further study
• Methods and interpretation of analysis
• Common authentic assessments
• Poems, posters or drawings, etc.
• Are there others?

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How do you reliably assess these assessments

• Establish assessment criteria
• Determine expert explanations
• Compare to student work
• Authentic assessment tools
• Rubistar
• http//rubistar.4teachers.org/index.php
• Field Tested Learning Assessment Guide
• http//www.flaguide/org
• Flaguide summary slide

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Assessment Practice

• Develop an authentic assessment that you could
  use for student teachers Galileo Moons Activity
• Share your ideas

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Sharing of ideas
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Sharing student teachers samples

• Hard copies from Debra Stork

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www.flaguide.org

• Multiple-Choice Tests Mathematical
  Thinking
• TPS ConcepTests Attitude Survey
• Concept Mapping Portfolios
• Conceptual Diagnostic Tests
• Interviews Student Assessment of
• Scoring Rubrics Learning Gains
  (SALG)

An Assessment Primer for Introductory Astronomy.
Astronomy Education Review, 1(1), 1-24, 2002. G.
Brissenden, T.F. Slater, and R. Matheiu.
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