WHAT%20IS%20ASSESSMENT?

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WHAT IS ASSESSMENT?

• Anything a teacher does to gather information
  about a students level of knowledge regarding a
  specific topic

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ASSESSING USING THE RUBRIC
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TYPES OF ASSESSMENT

• Three types of Assessment
• Obtrusive
• Unobtrusive
• Student - Generated

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OBTRUSIVE ASSESSMENT

• Assessment directed/assigned by the teacher
• Instruction stops to administer assessment
• Assessment can take many forms including tests,
  classroom activities, assignment, projects,
  presentations, interviews
• Scores on the assessment are taken and recorded

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UNOBTRUSIVE

• Teacher observes a student performing skill or
  process, teacher could also use data recorded by
  students
• Better suited to skills and processes that can be
  observed
• Instruction does not stop in the classroom
• Also occurs outside of the classroom, any place
  the teacher can observe a student
• Scores can be recorded

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STUDENT GENERATED

• Student designs assessment to demonstrate status
  on topic
• Teacher records score and uses student
  demonstration as a piece of information
• Student friendly version of the rubric would be
  an important tool

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FORMATIVE VS. SUMMATIVE

• Formative and summative assessments actually
  dont exist!
• ANY assessment can be formative or summative
  DEPENDING ON HOW THE DATA IS USED!
• Formative scores taken during the course of
  learning to determine where a student is at that
  point in time
• Summative a score taken and used to describe
  where a student is at the end of a course of
  learning

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THREE USES OF ASSESSMENT

• Formative Scores
• Summative Scores
• Instructional Feedback

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FORMATIVE SCORES

• Taking and recording scores on assessments to
  determine where a student is a particular point
  in time
• Assessment can take any form
• Multiple formative scores can be used to develop
  a learning trend and ultimately develop a
  summative score
• Used to track student progress towards a learning
  goal

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SUMMATIVE SCORE

• A score taken and recorded to determine where a
  student ends up on a learning goal
• Typically used to determine and report a grade
• Assessment can take any form
• Should be used in conjunction with formative
  scores to determine summative score

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INSTRUCTIONAL FEEDBACK

• Data from assessments used to determine and
  adjust course of instruction
• Represents a students or classs understanding
  or progress towards a learning goal at any point
  in time
• Typically not recorded or scored

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DESIGNING ASSESSMENTS - OBTRUSIVE

• Assessments can be designed to assess all levels
  of the rubrics at the same time.
• Advantage Students know what the ultimate goal
  is
• Disadvantage Students begin a course of
  learning with very low scores, but improve from
  there
• Assessments could be designed to assess level 2.0
  material first, and once mastered, move on the
  level 3.0
• Advantage Opportunity for individualized
  instruction, foundational material mastered
  before moving onto learning goal
• Disadvantage If used for a whole class, may
  hold students back that are ready to move on.
  Students may not have a clear picture of the
  ultimate goal

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DESIGNING ASSESSMENTS - UNOBTRUSIVE

• Create situations that allow the teacher to
  observe student performing skills or processes
• Catch students performing the skill during the
  course of instruction
• Record data just like any other assignment

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DESIGNING ASSESSMENTS STUDENT GENERATED

• Allow and encourage students to come up with
  their own way to demonstrate progress
• Record data and use to help determine progress
• Write a student friendly version of the rubric
• Place responsibility on students to provide data
  or prove their progress to teacher

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ASSESSMENT VS. GRADING?
VS
GRADING
ASSESSMENT
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ASSESSMENT SYNTHESIZE WITH GRADING
Synthesize
Assessment
Grading
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GRADING RUBRIC
Behavior Effort Improvement Comprehension Teacher Mood
3.0 3.5 3.0 3.0 3.5
2.0 2.0 3.0 3.0 1.5