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EDCU 2013 ASSESSMENT Laila N. Boisselle 8 July 2017 1 CLASSROOM ASSESSMENT Laila N. Boisselle 2 8 July 2017 What is assessment? Any activity used to obtain evidence of students’ learning? Laila N. Boisselle 3 8 July 2017 Contemporary Shifts in Assessment Assessment of Learning: A summative form of assessment to determine how much is learnt and mainly used for certification Assessment for Learning: An assessment that is continuous throughout a course and mainly uses alternative methods of assessments Assessment as Learning: development of metacognition in students so that they become the critical connector between learning and assessment. Laila N. Boisselle 4 8 July 2017 Assessment can be: Diagnostic: used to identify students’ needs Formative: used to get information on the learning taking place during the teaching session Summative: used to obtain evidence of students’ learning after completing a unit. Laila N. Boisselle 5 8 July 2017 Types of Assessment/ Characteristic Formative Summative Purpose To provide ongoing feedback and adjustments to instruction To document student learning at the end of an instructional segment When conducted During instruction and after instruction After instruction Student involvement Encouraged Discouraged Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented Teacher Role To provide immediate, specific feedback and instructional correctives To measure student achievement and give grades Learning Emphasized Deep understanding, application, and reasoning Knowledge and comprehension Level of Specificity Highly specific and individual General and group oriented Flexible, adaptable Rigid, highly structured Informal Formal Strong, positive, long-lasting Weak and fleeting (McMillan, 2008) Structure Techniques Impact on Learning Laila N. Boisselle 6 8 July 2017 Traditional Assessment Authentic Assessment (Caruth-Blake, 2010) Generally relies on forced-choice, written measures Promotes integration of various written and performance measures Relies on proxy measures of student learning to represent target skills Relies on direct measures of target skills Encourages memorization of correct answers Encourages divergent thinking in generating possible answers Goal is to measure acquisition of knowledge Goal is to enhance development of meaningful skills Curriculum directs assessment Assessment directs curriculum Emphasis on developing a body of knowledge Emphasis on ensuring proficiency at real-world tasks Promotes “what” knowledge Promotes “how” knowledge Provides a one-time snapshot of student understanding Provides an examination of learning over time Emphasizes competition Emphasizes cooperation Targets simplistic skills or tasks in a concrete, singular fashion Prepares students for ambiguities and exceptions that are found in realistic problem settings Priority on summative outcomes or product Priority on the learning sequence or process Laila N. Boisselle 7 8 July 2017 Laila N. Boisselle 8 8 July 2017 Main Uses of Assessment Norm Referenced Assessment An assessment in which students’ Criterion Referenced Assessment A system of assessment which: Identifies the skills required Assesses understanding of concepts and principles – mastery of criterion scores are compared with other students’ scores to determine whether performance is above average, average or below average according to set criteria. Limitations: Limitations Needs a range of assessment technique to adequately assess criterion Cannot measure effectiveness of curricula Does not indicate what the student is or is not able to do after being exposed to the curriculum (King, 2010) Laila N. Boisselle 9 8 July 2017 Popularity of Norm Referenced Tests High stakes assessment and its impact In instances of limited job and educational opportunities high stake assessments become the means to identify meritocracy Impact on curriculum Determining the legitimacy and level of importance given to areas of the curriculum Teaching to the test Defining the learned curriculum (King, 2010) General Principles of Assessment Assessment is an integrated process for determining the nature and extent of student learning and development. This process will be most effective when the following principles are considered. Clearly specify what is to be assessed. Select an assessment procedure that is relevant to the characteristics or performance to be measured. Use a variety of assessment procedures. Be aware of the limitations of assessment procedures. Remember, assessment is a means to an end, not an end in itself. Laila N. Boisselle 11 8 July 2017 General Principles of Assessment Validity – assessment instrument measures what it says it will and does so consistently i.e. the instrument is reliable Reliability – assessment instrument is consistent in measuring the constructs it intended to measure Laila N. Boisselle 12 8 July 2017 Issues of Fairness Assessment and evaluation processes should consider language – should students be penalized for not being able to write and speak standard English? Cultural content – avoid statements and questions that may imply cultural bias Students’ special needs – plan for the assessment of special needs students (King, 2010)