Some preliminary question evaluation

1.how do we know that the students have learned what we intended or hoped they would?
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Purposes for EVALUATION OF LEARNING

1.FEEDBACK TO STUDENTS
2. FEEDBACK TO TEACHERS
3. FEEDBACK TO PARENTS
4. INFORMATION FOR SELECTION AND CERTIFICATION
5. INFORMATION FOR ACCOUNTABILITY
6. INFORMATION TO INCREASE STUDENTS EFFORT

WHAT TOOLS DO WE HAVE?

1. Selected-response-format ( multiple choice, true-false) test and quizzes
2. written responses to academic prompts ( short answer format)
3. extended written products ( essays, papers, lab reports)
4. Visual products (PowerPoint, Mural)
5. Oral performances ( Oral report, world language dialogue, debate)
6. Students demonstrations ( athletic skills, music performance, role plays)
7. long term authentic assessment projects ( exhibits)
8. Portfolios
9. Reflective journals or learning logs
10. Informal observations of students


Assessment of learning
Start with what you want students to know and to be able to do at the eng of the lesson.
These are the learning or instructional objectives, and the assessment needs to be directly linked to them.

Knowledge and Skills

What we want students to know:

Vocabulary,Terminology, Definations
Key dactual information
Critical details
Sequences
Concepts



What do we want students to be able to do:

Basic skills – math, reading
Communication skills – listening, speaking, writing
Thinking skills- compare, infer, analyze, interpret
Research, investigation skills
Study skills
Interpersonal and group skills

Assessment of learning

Assessment and evaluation of learning is a snapshot of what is learned ( except alphabet and math facts) – there is no way to fully represent or measure all the learning that has occurred. So, of all the things learned, what do we want to demonstrate to selves students, parents was the outcome.

Assessment of learing : Prior to Implementation

Need to start with identification of what students already know. What are their existing understandings, skills, interests?

Can ask, “ why do you think this is important to know?” “ Why go you think we are studying this?” “ What do you already know about this?”

Diagnostic Assessment

Diagnostic assessment precedes instruction, and identifies:

1. students’ prior knowledge
2. misconceptions
3. interests
4. learning-style preferences
examples: pre-test, student surveys, skills check

Formative assessment

Formative assessment is ongoing, informal checks for understanding during the curriculum implementation, and provides:

1. Information to guide teaching
2. feedback for pacing
3. Information about how to improve student performance




Summative Assessment


Summative assessment follows instruction, and identifies:

1. Students’ level of mastery
2. student proficiency

examples: post-tests, performance task, culminating project, portfolio


Effective Assessment

1. Performance goals and standards are clear
2. diagnostic assessments check for prior knowledge, skill level, and misconceptions
3. students demonstrate their understanding though real-world applications
4. Assessment methods are matched to achievement targets.
5. Assessment is ongoing and timely
6. Learners have opportunities for trial and error, reflection and revision
7. self-assessment is expected.