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ASSESSMENT & EVALUATION REVISION NOTES WHAT IS ASSESSMENT? Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning. Assessment in education is the process of gathering, interpreting, recording, and

using information about pupils responses to an educational task. (Harlen, Gipps,

Broadfoot, Nuttal,1992) Assessment practices - an integral part of teaching and learning. Assessment contributes to planning at a number of levels. Monitoring of student learning is continuous and encompasses a variety of aspects of understanding and practice. Assessment criteria are explicit and feedback is designed to support students further learning and encourage them to monitor and take responsibility for their own learning.

In this learning environment the teacher:

designs assessment practices that reflect the full range of learning program objectives ensures that students receive frequent constructive feedback that supports further learning makes assessment criteria explicit uses assessment practices that encourage reflection and self assessment uses evidence from assessment to inform planning and teaching.

Common purposes of assessment Motivation Identify prior learning Gain feedback (for teaching plans) Give feedback(to students and their parents) Control the students Practice for later assessments Create competition The most important purpose is to improve student learning

Assessment OF learning:
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Occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards. It is usually formal, frequently occurring at the end of units of work where it sums up student achievement at a particular point in time. It has a summative use, showing how students are progressing, and a formative use, providing evidence to inform long term planning.

Assessment FOR learning: Occurs when teachers use inferences about student progress to inform their teaching. It is frequent, formal or informal, embedded in teaching and provides clear and timely feedback that helps students in their learning progression. It provides evidence that informs, or shapes, short term planning for learning (and because it helps shape, or form, learning it is formative assessment). Assessment AS learning: Occurs when students reflect on and monitor their progress to inform their future learning goals. It is regularly occurring, formal or informal (e.g. peer feedback buddies, formal self assessment) and helps students take responsibility for their own past and future learning. It builds metacognition as it involves students in understanding what is expected of them, in setting and monitoring their own learning goals, and in developing strategies for working towards achieving them. (Because it helps shape learning it is formative assessment.) FORMATIVE & SUMMATIVE ASSESSMENT Formative and summative assessment are interconnected. They seldom stand alone in construction or effect. The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response. It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement. Values and Attitudes about Assessment Teachers value and believe in students. Sharing learning goals with the students.

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Involving students in self-assessment. Providing feedback that helps students recognize their next steps and how to take them. Being confident that every student can improve. Providing students with examples of what we expect from them.

Formative Assessment Assessment for learning; Taken at varying intervals throughout a course to provide information and feedback that will help improve the quality of student learning the quality of the course itself

learner-centered, teacher-directed, mutually beneficial, formative, contextspecific, ongoing, and firmly rooted in good practice" (Angelo and Cross, 1993). Provides information on what an individual student needs To practice To have re-taught To learn next

Key Elements of Formative Assessment The identification by teachers & learners of learning goals, intentions or outcomes and criteria for achieving these. Rich conversations between teachers & students that continually build and go deeper. The provision of effective, timely feedback to enable students to advance their learning. The active involvement of students in their own learning. Teachers responding to identified learning needs and strengths by modifying their teaching approach(es). Summative Assessment Assessment of learning; Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. The most traditional way of evaluating student work. "Good summative assessments--tests and other graded evaluations--must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).
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FORMATIVE often means no more than that the assessment is carried out frequently and is planned at the same time as teaching. (Black and Wiliam, 1999) provides feedback which leads to students recognizing the (learning) gap and closing it it is forward looking (Harlen, 1998) includes both feedback and self-monitoring. (Sadler, 1989) is used essentially to feed back into the teaching and learning process. (Tunstall and Gipps, 1996)

SUMMATIVE assessment (that) has increasingly been used to sum up learning(Black and Wiliam, 1999) looks at past achievements adds procedures or tests to existing work ... involves only marking and feedback grades to student is separated from teaching is carried out at intervals when achievement has to be summarized and reported. (Harlen, 1998)

Factors Inhibiting Assessment A tendency for teachers to assess quantity and presentation of work rather than quality of learning. Greater attention given to marking and grading, much of it tending to lower self esteem of students, rather than providing advice for improvement. A strong emphasis on comparing students with each other, which demoralizes the less successful learners.

Effective Assessment of Learning tasks are: open-entry (students with various prior learning levels can begin them and they cater for different learning preferences and interests); open-ended (no single right answer, multiple pathways and products are possible); build students capabilities; provide space for student ownership and decision-making

Multi-domain Assessment Tasks are authentic (engage students in relevant, integrative and worthwhile problems that result in students producing, not reproducing, knowledge); productive (have intellectual challenge, are connected to students worlds and other parts of the curriculum, respect differences among students); require deep understanding / are often performance or portfolio assessment.

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Performance Assessment values the work done over a longer time scale can assess complex skills and allow students to show their achievement in a variety of ways can be used to evaluate both the process and the product of an assessment task (Albert Oosterhof, 2003) students can do something in front of an audience (e.g. solve, dance, act, talk, weigh ) make a product (e.g. device, model, webpage ) or both (e.g. create a piece of music in groups and play it for an audience).

Portfolio Assessment involves students in making decisions, selecting, and justifying the inclusion of samples of their work that show achievement over a period of time (i.e. they are selections not collections) usually requires students to meet guidelines or parameters set by, or negotiated with, the teacher: e.g. include: - at least 2 pieces that show improvement over time

Designing assessment of learning tasks The assessment task is designed using the student learning outcomes from the curriculum planning. Student learning outcomes (from step 1) are used to ask: What would count as evidence of student learning? (i.e. what would they have to do, say, write, make or show me?) Then an idea for an assessment task is generated (sometimes quickly, at other times after brainstorming ideas). How can we bring this together into a coherent whole? The task is spelled out in a flowchart: What exactly will students have to do - and by when? A creative version to engage students is prepared.

TEACHING FOR UNDERSTANDING The Teaching for Understanding Framework focuses instruction on building disciplinary understanding, rather than imparting superficial knowledge. Four elements are fundamental to this approach: Generative topics, Understanding goals,

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Performances of understanding, and Ongoing assessment.

This performance view of learning encourages students to demonstrate their understanding in the classroom and extend it beyond the school setting.

Generative topics Topics are selected because they are central to a particular subject or discipline around which a unit of instruction will be constructed. EXAMPLES: leadership in history, numbers as tools in mathematics, creativity in the arts, balance in science, etc Generative topics engage and motivate learners by inviting them to connect what they already know to powerful disciplinary or interdisciplinary understanding.

Understanding goals The goals describe specifically what is important for students to know or do in a particular unit of instruction in relationship to the generative topic. Goals may be drawn from standards, curriculum documents, and teacher experience. Goals begin with the statement Students will understand and might include such phrases as how an author creates, develops, and sustains suspense in a plot or the extent to which water affects the environment. Sharing goals with students (and possibly supporting them to help formulate goals) enables them to know what they are expected to learn.

Performances of understanding Students demonstrate their understanding of the goals through sequenced learning experience performances. Teachers craft performances to be more challenging than ordinary activities and to actively engage their students and require higher order thinking skills. Performances of understanding provide evidence of learning and also extend understanding by requiring students to actively engage in learning: to observe, to make mistakes and correct them, to practice with ideas, and to receive feedback and revise.

Teaching with Performances of Understanding As students are engaged in performances of understanding, remind them of the understanding goals the performance should help them achieve.

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As students are engaged in performances of understanding, try thinking yourself as a floating coach, keeping general eye on the progress of students and listening for common questions, confusions, and issues that should be addressed in large group discussions. Ask students to explain their answer, to give reasons, to offer supporting evidence, to make predictions in the process of discussion about written reflection on the performances of understanding. Provide students with criteria by which the performances will be assessed and give them opportunities (especially in more complex performances) to assess their own and others work and then to revise it before handing in a final product.

Ongoing assessment Students and teachers use assessments to look for evidence of understanding of one or more of the goals. Assessment refocuses instruction on the goals and provides feedback that can be used to improve student work. Teachers assess students during important performances throughout the unit, rather than the more typical too little, too late single assessment conducted only at a units conclusion. Assessments may be informal or formal. They can be self-assessments or may be conducted by teachers, outside experts, or peers. The evidence an assessor is looking for is specified in criteria that identify quality workcriteria that students may help develop. When known by students at the outset of an important performance of understanding, the criteria guide students work and focus their attention on what they need to accomplish to demonstrate high-level understanding.

WHAT SHOULD I ASSESS ON THE TEST? What do you want your students to learn? You have identified the important knowledge and skills in your goals, standards, and objectives. Always return to those statements before you consider what to teach or assess. The content named in your subject-area standards and the skills identified in your process standards define the domain which is to be taught, learned and tested.

Should I be Assessing Standards or Objectives? That depends on how broad or narrow your assessment is. If you are just testing to see if students have mastered the material in one section or a couple days of class material, then you probably want to know if they mastered certain objectives. (Normally, assessment focus should be on standards.)

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Representative Sample of Items (Questions) Teachers who construct the tests are normally responsible for determining what is a representative sample. To make sure a sample of test questions is sufficient and representative, teachers sometimes create a matrix of standards (or objectives) and the level or type of skill required. This matrix is often called a Table of Specifications.

What is a Sufficient Number of Items per Standard? Because selected-response type test items (e.g., multiple-choice) provide considerable room for guessing, quite a few questions are needed to address each standard. How many items are needed depends upon the breadth of the standard, the type of item, and upon how critical that standard is to determining whether or not students have mastered that section, chapter, or semester's content. At least ten to fifteen multiple-choice items are likely needed to provide an adequate representative sample of the domain of a standard. Even then, multiple and varied assessments will give you a more accurate picture of how well students have met the standard (Wiggins & McTighe, 1998). So, a selected-response test will probably be just one source of evidence.

Does the Level of Understanding/Application Asked for in the Test Questions Match the Level Stated in the Standards? To answer this question, look at the verb phrase in the relevant standards. If, for example, you have asked students to define, state, identify or recognize, then you are asking them to develop knowledge (Bloom et al., 1956) about the subject matter and not much else. If, instead, you have asked students in your standards to be able to explain, apply, analyze, interpret, or compare and contrast (comprehend, apply and analyze in Bloom's Taxonomy), then you are expecting more than the acquisition of knowledge. Therefore, you need to write test questions that require these higher-order uses of the concepts. In other words, it is not enough to say that you taught concepts X, Y and Z and your test covers concepts X, Y and Z. You need to look back at your standards to see what you expect your students to know and be able to do with those concepts, and develop a test that addresses those competencies

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DESIGNING TESTS True/False

Good for:
Knowledge level content Evaluating students understanding of popular misconceptions Concepts with two logical responses Can test large amount of content Students can answer 3-4 questions per minute They are easy It is difficult to discriminate between students that know the material and students who dont Students have a 50-50 chance of getting the right answer by guessing Need a large number of items for high reliability Avoid double negatives Avoid long/complex sentences Use specific determinants with caution: never, only, all, none, always, could, might, can, may, sometimes, generally, some, few Use only one central idea in each item Dont emphasize the trivial (unimportant) Use exact quantitative language Dont lift items straight from the book

Advantages

Disadvantages

Tips for Writing Good True/False items

Matching

Good for: Types:

Knowledge level Some comprehension level, if appropriately constructed Terms with definitions Phrases with other phrases Causes with effects Parts with larger units Problems with solutions Maximum coverage at knowledge level in a minimum amount of space/preparation time Valuable in content areas that have a lot of facts Time consuming for students

Advantages

Disadvantages

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Tips for Writing Good Matching items

Not good for higher levels of learning

Give good directions on basis for matching Use items in response column more than once (reduces the effects of guessing) Use homogenous material in each exercise Make all responses plausible (reasonable) Put all items on a single page Put response in some logical order (chronological, alphabetical, etc.) Responses should be short

Multiple Choice

Good for: Types:

Application, synthesis, analysis and evaluation levels Question/Right answer Incomplete statement Best answer Very effective Versatile (adaptable) at all levels Minimum of writing for students Can cover broad range of content Difficult to construct good test items Difficult to come up with plausible distractors/alternative responses Stem should present single, clearly formulated problem Stem should be in simple , understood language; delete extraneous words Avoid a all of the abovecan answer based on partial knowledge (If one is incorrect or two are correct, but unsure of the third..) Avoid none of the above Make all the distractors plausible/homogenous Dont overlap response alternatives (decreases discrimination between students who know the material and those who dont) Dont use double negatives Present alternatives in logical or numerical order Place correct answer at random Make each item independent of others on test

Advantages

Disadvantages

Tips for Writing Multiple Choice items

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Short Answer

Way to judge a good stem: students who know the content should be able to answer before reading the alternatives List alternative on separate lines, indent, separate by blank line, use letters vs. numbers for alternative answers Need more than 3 alternatives, 4 is best

Good for: Advantages

Application, synthesis, analysis and evaluation levels Easy to construct Good for who, what, where, when content Minimizes guessing Encourages more intensive study-student must know the answer vs. recognizing the answer May overemphasize memorization of facts Take care questions may have more than one correct answer Scoring is laborious When using with definitions: supply term, not the definition-for a better judge of student knowledge For numbers, indicate the degree of precision/units expected Use direct questions, not an incomplete statement Try to phrase question so there is only one answer possible

Disadvantages

Tips for Writing Good Short Answer Items

Essays

Good for: Types:

Application, synthesis, and evaluation levels Extended response: synthesis and evaluation levels; a lot of freedom in answers Restricted response: more consistent scoring, outlines parameters of responses Students less likely to guess Easy to construct Stimulates more study Allows students to demonstrate ability to organize knowledge, express opinions, show originality Subjective, potentially unreliable scoring Time consuming to score

Advantages

Disadvantages

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Tips for Writing Good Essay Items

Provide reasonable time limits for thinking and writing Avoid letting them to answer a choice of questions (You wont get a good idea of the broadness of student achievement when they answer a set of questions Give definitive task to student-compare, analyze, evaluate, etc

BLOOMS REVISED TAXONOMY - SYNOPSIS

Creating
Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging

Analysing
Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding

Applying
Using information in another familiar situation Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining

Remembering
Recalling information Recognising, listing, describing, retrieving, naming, finding BLOOMS TAXONOMY IN DETAIL Remembering The learner is able to recall, restate and remember learned information. Recognising Retrieving Listing Naming Describing Locating Identifying Finding
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CLASSROOM ROLES FOR REMEMBERING TEACHER STUDENT Directs Responds Tells Absorbs Shows Remembers Examines Recognises Questions Memorises Evaluates Defines Describes Retells Passive recipient

PRODUCTS Quiz Definition Fact Worksheet Test Label List Workbook Reproduction Vocabulary

Remembering: Potential Activities and Products Make a story map showing the main events of the story. Make a time line of your typical day. Make a concept map of the topic. Write a list of keywords you know about. What characters were in the story? Make a chart showing Make an acrostic poem about Recite a poem you have learnt. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining Can you explain ideas or concepts? Restate Give examples of Recognise Identify Paraphrase Review Discuss Reorganise Observe Retell Associate Outline Research Translate Account for Annotate Describe Interpret

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CLASSROOM ROLES FOR UNDERSTANDING TEACHER STUDENT Demonstrates Explains Listens Describes Questions Outlines Compares Restates Contrasts Translates Examines Demonstrates Interprets Active participant

PRODUCTS Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

Understanding: Potential Activities and Products Write in your own words Cut out, or draw pictures to illustrate a particular event in the story. Report to the class Illustrate what you think the main idea may have been. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Paraphrase this chapter in the book. Retell in your own words. Outline the main points. Applying The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing Can you use the information in another familiar situation? Translate Interpret Dramatise Manipulate Make Construct Exhibit Practice Use Illustrate Apply Adapt Calculate Operate Draw
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CLASSROOM ROLES FOR APPLYING TEACHER STUDENT Shows Solves problems Facilitates Demonstrates use of Observes knowledge Evaluates Calculates Organises Compiles Questions Completes Illustrates Constructs Active recipient

PRODUCTS Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

Applying: Potential Activities and Products Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Make a scrapbook about the area of study. Prepare invitations for a characters birthday party Make a topographic map Take and display a collection of photographs on a particular topic. Make up a puzzle or a game about the topic. Write an explanation about this topic for others. Dress a doll in national costume. Make a clay model Paint a mural using the same materials. Continue the story Analysing The learner breaks learned information into its parts to best understand that information. Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating Can you break information into parts to explore understandings and relationships?

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Distinguish Question Appraise Experiment Inspect Examine Order Sequence Test Dissect

Probe Separate Inquire Arrange Investigate Sift Debate Analyse Relate Categorise

Research Calculate Criticize Compare Contrast Survey Detect Group Diagram Discriminate PRODUCTS

CLASSROOM ROLES FOR ANALYSING TEACHER STUDENT Probes Discusses Guides Uncovers Observes Argues Evaluates Debates Acts as a resource Thinks deeply Questions Tests Organises Examines Dissects Questions Calculates Investigates Inquires Active participant

Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

Analysing: Potential Activities and Products Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Make a flow chart to show the critical stages. Classify the actions of the characters in the book Create a sociogram from the narrative Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a roleplay about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. Draw a graph
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Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Can you justify a decision or course of action? Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Tell why Compare Evaluate Defend Select Measure Argue Decide Criticise Rank PRODUCTS Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

CLASSROOM ROLES FOR EVALUATING TEACHER STUDENT Clarifies Judges Accepts Disputes Guides Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Evaluating: Potential Activities and Products Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge
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Write a persuasive speech arguing for/against Make a booklet about five rules you see as important. Convince others. Form a panel to discuss viewpoints on. Write a letter to. ..advising on changes needed. Write a half-yearly report. Prepare a case to present your view about... Complete a PMI on Evaluate the characters actions in the story

Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning Producing Inventing Devising Making Can you generate new products, ideas, or ways of viewing things? Compose Formulate Prepare Assemble Improve Develop Organise Act Originate Invent Predict Imagine Compile Produce Generate Forecast Blend Concoct Devise Set up Compile Propose Devise Construct CLASSROOM ROLES FOR CREATING TEACHER STUDENT Facilitates Designs Extends Formulates Reflects Plans Analyses Takes risks Evaluates Modifies Creates Proposes Active participant PRODUCTS Film Story Project Plan New game

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Creating: Potential Activities and Products Use the SCAMPER strategy to invent a new type of sports shoe Invent a machine to do a specific task. Design a robot to do your homework. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foods Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product. PRACTICALITY OF BLOOMS TAXONOMY Suitable for use with the entire class Emphasis on certain levels for different children Extend childrens thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation) Possible approaches with a class could be: All children work through the remembering and understanding stages and then select at least one activity from each other level All children work through first two levels and then select activities from any other level Some children work at lower level while others work at higher levels All children select activities from any level Some activities are tagged essential while others are optional A thinking process singled out for particular attention eg. Comparing, (done with all children, small group or individual) Some children work through the lower levels and then design their own activities at the higher levels All children write their own activities from the taxonomy Blooming Questions Questioning should be used purposefully to achieve well-defines goals. Bloom's Taxonomy is a classification of thinking organised by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinking. The taxonomy involves all categories of questions. Typically a teacher would vary the level of questions within a single lesson.

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Lower and Higher Order Questions Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. Usually questions at the lower levels are appropriate for: Evaluating students preparation and comprehension Diagnosing students strengths and weaknesses Reviewing and/or summarising content Higher level questions are those requiring complex application, analysis, evaluation or creation skills. Questions at higher levels of the taxonomy are usually most appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own

(Rest of the Notes will be added in the near future)

Notes compiled by: Mohamed Sujaau BATEFL2011

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