EDUU 512 DB #6

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Week6AssessingStudentLearning.ppt
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  • To determine the degree to which educational objectives have been met
  • Improve student learning

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  • Pre-Assessment
  • Formative Assessment
  • Summative Assessment

Norm-Referenced

  • Compares students with others
  • Many standardized assessments are norm-referenced

Criterion-Referenced

  • Compares a student’s performance to a specified criterion such as a performance standard
  • Used to determine if the student can perform at a certain level

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  • Standards/Criterion based
  • Continuous
  • Varied
  • Embedded in instruction and used to guide instruction
  • Provide information to teachers and students about learning

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Type of Assessment Focus Features
Traditional Knowledge Skills Classroom Tests, Quizzes & Assignments Standardized Tests
Portfolios Process Product Growth Reflection Goal Setting Self-Evaluation
Performance Based Application Transfer Collaboration Project based

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Types of questions:

Essay

-Restricted Response

-Extended Response

Objective Questions

-Multiple Choice

-Matching

-True/False

-Short Answer

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  • Opportunities for students to evaluate their own learning
  • Based on specified criteria
  • Objectively reflecting on and critically evaluating their progress and academic development

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  • Portfolios
  • Papers/Reports
  • Projects
  • Presentations
  • Products

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Portfolios are a collection of a student’s

work over time that demonstrates mastery

of specific performance criteria

Portfolios can be used to evaluate….

  • Process
  • Product
  • Growth

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  • Writing
  • Best-Work
  • Unit
  • Year-long
  • Career
  • Standards-based

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  • Start with standards
  • Devise a task that would involve application of the standards
  • Determine criteria for evaluating quality of the task
  • Create lessons that would assist students in developing the knowledge and skills necessary to complete the task

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Rubric

Identify the dimension of the performance, product or process and the criteria within each dimension

Decide on the number of levels of quality the rubric will have and in what order they will appear

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Levels of Quality

Dimensions

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  • ReTeaching- For those students who did not meet the content-specific learning goal(s), provide a new approach to instruction to support their continued progress
  • Extending Learning- For students met or exceeded the content-specific learning goal(s), connect or apply instruction to new learning by building on what your students were able to demonstrate during the learning segment

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  • Smarter Balanced Assessments in English Language Arts/Math
  • California Alternative Assessment
  • California Standards Tests (CSTs) in Science
  • California Alternative Performance Assessment (CAPA)
  • California Modified Assessment (CMA)
  • Standards-based Tests in Spanish (STS)

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  • Developed by the Smarter Balanced Consortium
  • Aligned with the Common Core Standards

for English Language Arts and Math

  • Include formative tools, interim assessments and summative assessments

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  • Mandatory for grades 3-8 and grade 11
  • Administered the last 12 weeks of the school year
  • Computer Adaptive
  • 40-65 items per content area
  • Retake option
  • Performance Tasks: 1 reading, 1 writing, 2 math
  • Paper/pencil option will be offered for three years for those that lack sufficient technology

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Item Types:

Selected Response (SR)

Constructed Response (CR)

Extended Constructed Response (ER – math only)

Technology Enhanced (TE)

Performance Tasks (PT)

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  • Assess one or more content standard(s)
  • Include, but not be limited to, multiple choice items

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  • Short constructed response items may require a single word, phrase, sentence, number, or set of numbers.
  • Extended response items (math only) require

more elaborated answers and explanations of

reasoning.

  • Constructed response measure one or more

content standard(s).

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  • Students may use technology to draw, graph, select one or more points on a graphic, manipulate a graph, or otherwise respond to multi-media stimuli.

M5 A3

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  • Two per year in each ELA / math
  • Measures the student’s ability to integrate knowledge and skills across multiple content standards.
  • Used to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with other item types.
  • May include “pre-work” or group work as a component.

M5 A5

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  • Is descriptive of the task students are being to do
  • Is not the same as difficulty

  • Is used in Smarter Balanced to indicate the complexity of the assessment task/item

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DOK Levels

  • Level 1- Recall
  • Level 2- Skill/Concept
  • Level 3- Strategic Thinking
  • Level 4- Extended Thinking

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Requires recall of information such as a fact, definition, term or performance of a simple process or procedure

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  • List animals that survive by eating other animals
  • Locate or recall facts explicitly found in text
  • Describe physical features of places
  • Determine the perimeter or area of rectangles given a drawing or labels
  • Identify elements of music using musical terminology
  • Identify basic rules for participating in simple games and activities

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  • Requires students to make some decisions as to how to approach the question or problem
  • These actions imply more than one mental or cognitive process/step

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  • Compare desert and tropical environments
  • Identify and summarize the major events, problem, solution, and conflicts in literary text
  • Explain the cause-effect of historical events
  • Predict a logical outcome based on information in a reading selection
  • Explain how good work habits are important at home, at school, and on the job
  • Classify plane and three-dimensional figures
  • Describe various styles of music

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Requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning

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  • Compare consumer actions and analyze how these actions impact the environment
  • Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures)
  • Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

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Requires high cognitive demand and is very complex, students are expected to make connections, relate ideas within and among content areas and select or devise one approach among many alternatives on how to solve the problem

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  • Gather, analyze, organize, and interpret information from multiple sources (print and nonprint) to draft a reasoned report
  • Analyze author’s craft (e.g., style, bias, literary techniques, point of view)
  • Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”

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The depth of knowledge level is NOT determined by the verb, but by the context in which the verb is used and the complexity of thinking required.

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In the examples below the same verb is used but at three different DOK levels

  • DOK 1: Describe three characteristics of metamorphic rocks. (simple recall)
  • DOK 3: Describe a model that you might use to represent the relationships that exist within the rock cycle.

(requires deep understanding of rock cycle and a determination of

how best to represent it)

  • DOK 4: Describe the difference

between metamorphic and igneous

rocks.(requires cognitive processing to determine the differences

in the two rock types)

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