Guiding Teaching

1
Guiding Teaching Learning with
Assessment(Assessment made simple!)

• Presented by
• Suzanne Burton, Ph.D.
• University of Delaware
• Department of Music

2
Session Outcomes

• What would you like to learn about assessment?
• Rank your goals in order of importance.

3
Background QuerySelect the most appropriate
answer for each question.

• 1. Summative assessments help to determine the
  next best steps for instruction.
• TTRUE FFALSE
• 2. Formative assessments are tools to help
  evaluate the effectiveness of programs, school
  improvement goals, alignment of curriculum, or
  student placement in specific programs.
• TTRUE FFALSE

4

• Which is not a type of summative assessment?
• a. final semester grades
• b. portfolio assessment
• c. student self-assessment
• d. end of unit exam

5

• This type of assessment is pedagogical and
  directly related to instruction
• a. cumulative assessment
• b. formative assessment
• c. summative assessment
• d. circular assessment

6

• When students are given explicit and concrete
  feedback on their achievement,
• a. aptitude improves.
• b. achievement improves.
• c. course satisfaction improves.
• d. nothing seems to improve.

7

• 6. Direct assessment implies that the assessment
  measure is course embedded.
• TTRUE FFALSE

8

• Why engage in
• assessment?
• Where to begin?

9
Begin With the End in Mind

• If you don't know where you are
• going, any road will take you there.
• --Lewis Carroll

10
Outcomes Assessment
11
Outcomes-Based Assessment

• Keep in mind
• Outcomes need to be measured in two different
  ways, one of which must be a direct measurement.
  (Middle States Accreditation)

12
Types of Assessment

• Indirect
• Perception oriented
• Exit surveys
• Exit interviews
• Focus groups
• External Reviewers

• Direct
• Evidence oriented
• Embedded assignments
• Portfolios
• Tests, quizzes
• Course activities

13
Types of Assessment

• Formative
• Provide students with feedback on their
  performance/achievement
• Improve performance
• Increase motivation to learn/study
• Promote self-assessment and self-monitoring

• Summative
• Certify competency
• Compare achievement against learning outcomes
• Compare learners against each other (standardized
  tests)
• Award qualifications
• Improve programs of study

14

• When the cook tastes the soup, thats formative
  when the guests taste the soup, thats summative.
• Stake, R. cited in Earl, L. (2004). Assessment as
  learning Using classroom achievement to maximize
  student learning. Experts in Assessment. Thousand
  Oaks, California Corwin Press.

15
Guiding Questions for Assessment

• What is the learning goal/outcome you hope your
  students to meet?
• What is the purpose? What do you hope to learn
  from this assessment?
• What will be assessed?
• Who will be assessed?
• How will the skill or concept be assessed?
• In what setting will the assessment be conducted?

16
Guiding Questions, cont

• How will the results be analyzed?
• How will the results be used? How will the
  results benefit you and your students?
• To whom will the results be communicated?
• Can the skill or concept be measured in more than
  one waysuggesting transfer of learning?
• Are there provisions for student reflection or
  self-assessment?

17
(No Transcript)
18
Means of Assessment Checklist

• Inquiry
• Class discussion/group critique
• Portfolio
• Demonstration
• Journals/logs
• Self-assessment
• Checklist/rating form
• Projects
• CATs

• Oral test
• Written test
• Oral research report
• Written research report
• Oral critique
• Written critique
• Performances
• Critique by experts
• Interview

19
Classroom Assessment Techniques (CATs) for
Teaching Learning

• Think-Pair-Share
• Mini-Conference
• Minute Paper
• Chain Notes
• Directed paraphrasing
• One sentence summary
• Clickers

• Application Cards
• Tongue depressors
• Show of hands
• Stand up/Sit down
• Take sides
• Matching Dots
• Muddiest point

20
Developing Rubrics (Huba Freed, 2000)

• Question
• What criteria or essential elements must be
  present in the students work to ensure high
  quality?
• How many levels of achievement do I want to
  illustrate?
• For each criterion, what is a clear description
  of performance at each achievement level?

• Action
• Include these as rows in rubric.
• Include these as columns and label them.
• Include descriptions in the appropriate cells of
  the rubric.

21
Rating Scales

• Continuous
• Offers a continuum by which to provide a rating
  according to a specific criterion.
• Additive
• Criteria are checked and tallied for a score
• Likert
• Demonstrate a range for assessment a level of
  agreement/preference

22
Pencil/Paper Assessments

• Effective for assessing comprehension of key
  knowledge, facts, skills, and procedures.
• Multiple choice
• Alternate response
• Matching
• Short answer
• Extended response

23
Interviews Journals(Compiled from Davidson
Scripp in M. Robinson)

• Enable teacher to guide structure of the
  assessment.
• Make it possible to build lesson plans and
  curriculum on the basis of student's actual and
  specific knowledge of the domain.
• Help teachers monitor the extent to which
  students integrate class work into their formal
  and informal musical lives.

• Improve student-teacher communication.
• Provide insight into student attitudes.
• Help teachers assess the range of a student's
  application of lessons.
• Assess students understanding of curricular
  goals.

24
Portfolios

• Provide a long view of students educational
  progress
• Artifacts demonstrate students development and
  achievement
• Vehicle for student reflection and
  self-assessment

25
Student Self-Assessment

• Achievement rises when students self-assess and
  reflect on their learning
• Students are more motivated and intentional when
  asked to participate in the assessment process
• Have students self-assess with tools that you use
  in your courses

26
Checklist for Assessment

• Relates to learning goals of lesson represents
  what was taught
• Clear and concise directions/ easy for all to
  understand and interpret
• Fair and free of bias
• Developmentally appropriate
• Assesses the level and quality of both process
  and product
• Easy to administer

• Provides concrete information about the level and
  quality of student understanding
• Challenges students to respond through higher
  order thinking
• Provides accurate and useful feedback to students
  that will improve their work
• Allows students to demonstrate understanding
• Gives students feedback about their work
• Allows students/ teachers to monitor progress

27
Effective Assessment

• Focuses on process, product, and person
• Represents what was taughtand what we expect
  students to learn
• Actively involves both teachers and
  studentsallows students to demonstrate
  understanding
• Uses multiple and varied measures
• Provides information for improving learning
• Easy to administer

28
References/Sources

• Anderson, L. W. Krathwol, D. R. (Eds.). (2001).
  A taxonomy for learning, teaching, and assessing
  A revision of Blooms taxonomy of educational
  objectives. New York Longman.
• Angelo, T. (Ed.) (1998). Classroom assessment and
  research An update on uses, approaches, and
  research findings. New directions for teaching
  and learning, no. 75. San Francisco
  Jossey-Bass.
• Asmus, E. (2007). Website on Assessment.
  Retrieved from http//www.music.miami.edu/assess
  ment/
• Bauer, K. Bauer, G. (2006). Guidelines and
  methods for assessing student learning. Power
  Point presentation given at the University of
  Delaware. Newark, DE University of Delaware.
• Burton, S. L. (2005). Assessment using creative
  strategies. NJMEA Conference presentation.
• Connecticut Department of Education. The BEST
  online seminar program. Retrieved from
  http//www.sde.ct.gov/sde/cwp/view.asp?a2609q3
  19520
• Cross, P. Angelo, T. (1993). Classroom
  assessment techniques A handbook for college
  teachers(2nd ed.). San Francisco Jossey-Bass
• Delaware Department of Education (2007).
  Statewide recommended curriculum for music.
  Retrieved from http//www.doe.k12.de.us/programs
  /ci/content_areas/files/MusicGLEPLE092007.pdf
• Gordon, E. E. (2002). Rating scales and their
  uses for measuring and evaluating achievement in
  music. Chicago GIA.