Assessment Methods

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Assessment Methods

• Dr. Peterson

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Assessment

• Definition
• Estimate or judgment of the value of a person,
  activity, or situation.
• Functions
• Measuring, diagnosing, or instructing
• Types
• Criterion-Referenced Tests
• Norm-Referenced Tests
• Performance-based assessments

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Assessment Methods
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Performance

• Definition
• Performance is examined on real tasks with
  links to real life applications.
• Can you think of any examples?

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Process

• Definition
• Problem-based learning based on process
  objectives.

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Product

• Definition
• The outcome of a procedure is a product evaluated
  against a standard.

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Portfolio

• Definition
• A purposeful integrated collection of student
  work showing student effort, progress, or
  achievement in one or more areas.

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Assessment Options

• Process (Written) Assessments- could the learners
  write to demonstrate their learning?
• Report
• Poem
• Letter
• Posters
• Advertisements
• Etc.

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Assessment Options

• Product/Project Assessment- could the learners
  prepare a project?
• 3-D model
• Invention
• Collage
• Diorama
• Game
• Etc.

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Assessment Options

• Performance Assessment- could the learners
  perform a task? The key to performance
  assessments is that it is authentic promotes
  transferability of learning to the real world.
• Acting/role playing/drama
• Interview and presentation
• Demonstration
• Experiment
• Presentation
• Etc.

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Making Assessment Meaningful

• To be meaningful, assessment has to have a
  purpose that is significant.
• Students are involved in setting learning goals
• Achieving the goals require the joint efforts of
  several people
• The goals are perceived to be relevant to the
  students current lives.
• Assessments are meaningful when all relevant
  stakeholders clearly understand the procedures,
  criteria, and rubrics being used.
• Meaningful assessment provides a direction and a
  road map for future efforts to learn.
• Assessments should provide direction by
  revealing
• misunderstandings and gaps in learning that need
  to be remediated
• the next level of learning goals that need to be
  achieved.
• Assessments become more meaningful when the
  results are used to point toward the next steps
  in learning and instruction.
• Meaningless assessment may provide achievement
  scores with no implications for what the student
  should do to correct and advance his or her
  learning.

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ASSESSMENT SHOULD DRIVE INSTRUCTION. THE
TEACHER MUST USE THE INFORMATION TO SET
INSTRUCTIONAL GOALS AND LEARNING GOALS SO THAT
PROGRESS CAN BE MADE THROUGHOUT THE YEAR.
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Assessment Instruments
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Rubrics

• A rubric is a set of categories which define and
  describe the important components of the work
  being completed, critiqued, or assessed.
  (http//pblmm.k12.ca.us/PBLGuide/ThoughtPieces/Rub
  ric.htm)
• A scoring rubric is a set of ordered categories
  to which a given piece of work can be compared.
  Scoring rubrics specify the qualities or
  processes that must be exhibited in order for a
  performance to be assigned a particular
  evaluative rating. (http//its.monmouth.edu/Facult
  yResourceCenter/rubrics.htmDefinition)

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Types of Rubrics
http//its.monmouth.edu/FacultyResourceCenter/rubr
ics.htmDefinition
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Rubric Sample

Forestry Powerpoint Multimedia Project
Source http//rubistar.4teachers.org/inspiration/
forest.php
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Presentation Rubric
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Teamwork Rubric
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Checklist Sample
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Disposition
Checklist
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Cooperative Group
Checklist
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Assignment Sheet Sample
Checklist
Modified
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Scoring Tool
Student __________________________________________
_______
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Participation Scoring Tool
A 17 - 18 - 19 - 20 student will be a prompt
and regular attendant contribute to group and
class dynamics by eliciting feedback from others
and helping to keep group on task participate
actively and regularly in group work by offering
ideas and asking questions listen respectfully
when others talk, both in groups and in class
participate actively and regularly in class
discussion replys to email correspondence
whenever appropriate A 13 - 14 - 15 - 16 student
will be a prompt and regular attendant
participate actively and regularly in group work
by offering ideas and asking questions listen
when others talk, both in groups and in class
participate actively and regularly in class
discussion replys to email correspondence most
of the time A 9 - 10 - 11 - 12 student will
be a prompt and regular attendant generally
participate in group work by offering ideas and
asking questions listen when others talk, both
in groups and in class participate regularly
in class discussion replys to email
correspondence gt50 of the time
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Debate
Rubric
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Research Paper
Scoring Tool
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Journal Entry
Rating Sheet