Assessment

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Assessment
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Objective

• The Learner will be able to identify different
  types of assessments, recognize levels of Blooms
  Taxonomy, and apply various levels of questioning
  in creating assessments.

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Defining Student Learning
CURRICULUM
INSTRUCTION

What do we want students to learn?
How do we want students to learn?
STUDENT LEARNING
ASSESSMENT
How will we know if they have learned it?
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UTOPIA OF CURRICULUM Alignment of Components
INSTRUCTION
CONTENT
ASSESSMENT
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CONTINUOUS IMPROVEMENT PROCESS
NEEDS ASSESSMENT
GOALS OBJECTIVES
SUMMATIVE EVALUATION
LESSON DESIGN
RETEACHING
STRATEGIES ACTIVITIES
FORMATIVE EVALUATION
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Components of a Great Curriculum
Instruction the how
Content the what
Student Learning
Assessment to what extent
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Types of Assessment

• FORMAL ASSESSMENT
• INFORMAL ASSESSMENT

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INFORMAL ASSESSMENT

• White Boards
• Gizmos
• Voting Buttons
• Thumbs Up/Down
• Eye Movements
• Questions students ask

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FORMAL ASSESSMENTS

• Written Exams
• Homework
• Quizzes
• Projects
• Presentations
• Portfolios
• Standardized Tests, TAKS, SAT, ITBS

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Interesting Information

• Nearly 20 of in-class time is devoted to
  assessment
• One-third to three-quarters of assessment related
  activities are teacher developed
• Students use classroom assessment results as
  self-appraisals
• Parent use classroom assessment results to
  determine the schools educational program

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Educational Decisions

• Student Promotion
• Student Retention
• Graduation
• Curriculum-related Changes
• Access to enrichment programs
• Extracurricular eligibility

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So What Is Wrong?????

• Teachers are poorly prepared in assessment
  techniques
• Few states require competence in assessment
  development for teachers
• Teachers receive little training in pre-service
• Teachers receive little in-service training
• Little supervision or support resources

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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

Knowledge is defined as remembering, memorizing,
recognizing, describing, recalling identification
and recalling information. It is the lowest
level of questioning skills.
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

Comprehension is defined as interpreting,
translating from one medium to another,
describing in ones own words, organization and
selection of facts and ideas, retelling. It is
the next least difficult learning.
COMPREHENSION
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

Application is problem solving, applying
information to produce some result, use of facts,
rules and principles. Examples are. How is .
. .related to . . . Why is . . . Significant?
APPLICATION
COMPREHENSION
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

Analysis is separating something to show how it
is put together it is finding the underlying
structure of a communication. Analysis is
identifying motives, a breaking of the whole into
component parts. What are the parts or features
of . . . Classify, according to Outline,
diagram. . .How does. . .compare/contrast with .
. . What evidence can you list for. .
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

Synthesis is creating a unique, original product
that may be verbal in form or may be a physical
object. It is a combination of ideas to form a
whole. What would you predict/infer. . What
ideas can you add. . .How would you design a
new. . What might happen if. . What solutions
do you suggest for. . .
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

Evaluation is the most difficult level of
thinking. It involves making value decisions
about issues, resolving controversies or
differences of opinions, and the development of
opinions, judgments or decisions. Do you agree
that. . .What is the most important. .
Prioritize. What criteria would you use to
assess
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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QUESTIONING AND ASSESSMENT TECHNIQUES

• BLOOMS TAXONOMY

EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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LETS PRACTICE

• Find Arizona on the map.
• After reading Little House on the Prairie,
  describe Lauras room.
• A Sudoku puzzle
• Classify the following biological forms.
• Given the red-light camera statistics, what can
  you infer?
• Do you think light rail in Houston is a good
  idea? Why?

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LETS PRACTICE

• How is the climate of Texas different from that
  of England?
• Should the Astros have traded Brad Lidge?
• Create a collage of photographs to illustrate
  good health.
• Draw a picture describing the events of chapter
  2.
• Design a book cover for your book report.
• Sing your ABCs.

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YOUR TURN

• Get into groups of 6
• Number off 1 thru 6
• Read the story of The Three Little Pigs silently.

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YOUR TURN

• Each person in the group will take a different
  level of Blooms and write a question at that
  level for the TLPs.
• Next, shift your number to the person to your
  right. Do the activity again, until everyone has
  written 6 questions, one for each level of
  Blooms.

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YOUR TURN

• Now read Defendant Testifies
• Write 6 Questions or Activities you could do with
  this story.

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AVOIDING BIAS AND DISTORTION

• Keep in mind a students reading, writing, and
  language skills, health or emotional state, peer
  pressure, etc.

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Designing an Assessment

• Identify the TEKS to be tested
• Construct a blueprint or Table of Specifications
• Determine the type or types of test items
• Prepare test items
• Include more test items in first draft than
  needed
• Order questions from easy to difficult

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Design

• Prepare clear and complete instructions and test
  directions including criteria for evaluation
• Submit the test to fellow teachers for review
• Provide students with adequate review,
  test-taking skills, study guides, and grading
  criteria

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Table of Specifications

• Prepare a list of student expectations and
  performance levels
• Outline the content/concepts to be assessed
• If a topic took 10 of classtime, then your test
  should reflect that.