S ED 525

1
Welcome to S ED 525
Fall 2008
To empower learning
Building a collaborating community
10/1/08
2
Agenda for 10/1/08

• Assessment review
• Standardized assessments
• Analyzing the CAHSEE
• Using assessments to inform teaching
• Analyzing assessment projects
• Assessing proofs in geometry

3
Assessment Review

• Match between goals and assessments
• Types of understanding assessed
• Modalities assessed
• Accommodations of special needs

4
Assessment Review

• What is assessing? What is testing? What is
  evaluating?
• What is formative assessment versus summative
  assessment?
• What is formal assessment versus informal
  assessment?
• What is the format of the assessment?

5
Assessment Review

• Instructional rubrics provide clear criteria for
  evaluating competence
• Rubrics can be qualitative or criterion based

6
Assessment Review

• Instructional rubrics provide clear criteria for
  evaluating competence
• Rubrics can be qualitative or criterion based

7
Assessment Review

• What is included (or not included) in a test can
  affect your conclusions
• How much is included can affect how students
  appear to have performed
• How much each item is weighted can affect
  interpretations of how well students learned
• Not all problems are created equal

8
Warning! Warning! Warning!

• Beware of Confounding Your Assessment
• Does solving x 127.197 34211/28 test for
  a students ability to solve equations?
• Does finding slope from 2x 3y 8 test
  for an understanding of slope?
• Does getting a wrong answer mean that a student
  doesnt understand?

9
Standardized Assessments

• Norm referenced tests
• Criterion referenced tests

10
Standardized Assessments

• Norm referenced tests the bell curve

11
Standardized Assessments

• Norm referenced tests the bell curve
• Criterion referenced tests

12
Standardized Assessments

• In March of 2007, Christina Lopez was a senior at
  Birmingham High School...
• ... Richard Orantes was a senior at Grant High
  School
• ... Nataly Rico was a senior at Monroe High School

13
Standardized Assessments

• In March of 2007, Christina, Richard, and Nataly
  were among the 19,158 12th graders who took the
  CAHSEE
• They were also among the 14,104 who did not
  pass...

14
Standardized Assessments

• In March of 2007, Christina, Richard, and Nataly
  were among the 19,158 12th graders who took the
  CAHSEE
• They were also among the 14,104 who did not
  pass... and missed their graduation.

15
Standardized Assessments

• Analyzing the CAHSEE
• Identify what is being tested (i.e., CA standard)
  
• Identify potential errors (i.e., analyze
  distractors)
• Analyze questions using the Teachers Guide

16
Using Assessments to Inform

• Analyzing Student Work
• Conclusions consistent with evidence
• Errors and misunderstandings are used
• Patterns noted for individuals and subgroups
• Degree of progress and dimensions of
  understanding are recognized

17
Using Assessments to Inform

• Using Information from Assessments
• Next steps are identified for individuals and
  subgroups
• Basis for next steps are justified and strategic

18
Analyzing Assessments

• Work in groups to analyze Chapter 4 tests
• Identify what is being tested
• Identify the criteria for performance levels
• Identify possible errors

19
Assessing Proofs in Geometry

• The van Hiele Levels
• Level 0 Visualization (classes of shapes)
• Level 1 Analysis (properties of shapes)
• Level 2 Informal deduction (relationships .. ..
  .. .. .. among systems)
• Level 3 Deduction (systems of properties)
• Level 4 Rigor (analysis of deductive .. .. .. ..
  .. .. .. .. .systems)

20
Assessing Proofs in Geometry

• Three Formats of Proofs
• Paragraph
• Flowchart
• Two column

21
Assessing Proofs in Geometry

• Three Formats of Proofs
• Paragraph
• Flowchart
• Two column

Since D is the midpoint of ?A?B, ??A?D ? ??D?B
because of the definition of a midpoint. Also,
??C?D ? ??C?D by the reflexive property. So,
?ADC ? ?BDC because of the SSS Theorem.
Therefore, ?A ? ?B because of CPCTC.
Given ??A?C ? ??B?C , D is the midpoint of
?A?B Prove ? A ? ? B
22
Assessing Proofs in Geometry

• Three Formats of Proofs
• Paragraph
• Flowchart
• Two column

Given ??A?C ? ??B?C , D is the midpoint of
?A?B Prove ? A ? ? B
??A?D ? ??D?B Def. of Midpoint
??C?D ? ??C?D Reflexive Property
23
Assessing Proofs in Geometry

• Three Formats of Proofs
• Paragraph
• Flowchart
• Two column

Given ??A?C ? ??B?C , D is the midpoint of
?A?B Prove ? A ? ? B
24
Assessing Proofs in Geometry

• Score 4-6 actual tests from a high school class
• What is the van Hiele level of the test?
• What might be some next steps in addressing
  student difficulties?

25
Providing Balanced Instruction

• Clear focus and objectives
• Multiple connections
• Meaningful progression
• Deep understandings

26
Making Content Accessible

• Accurate content
• Relating to backgrounds
• Supports for learning
• Access for all

27
Designing Effective Assessments

• Match between goals and assessments
• Types of understanding assessed
• Modalities assessed
• Accommodations of special needs

28
The Bottom Line

• Focus on getting through to the students, not on
  getting through a book.

• Focus on getting through to the students, not on
  getting through a book.

29
Assignments

• Read pp. xxixxxxv of Discovering Algebra and
  write a reflection
• Design a geometry activity and write a commentary

Due October 8
30
Thank you.

• See you next week.

Due October 8
31
Teaching for Understanding

• The Bell Curve

From Marzano, Pickering, and Pollack (2001), p. 5
32
Teaching for Understanding

• Effect Size

From Marzano, Pickering, and Pollack (2001), p. 6
33
Teaching for Understanding

• Instructional Strategies

From Marzano, Pickering, and Pollack (2001), p. 7
34
(No Transcript)