Classroom Assessment Strategies

Classroom Assessment
Strategies
Chapter Fifteen
Educational Psychology: Developing Learners
6th edition
Jeanne Ellis Ormrod
Assessment as Tools
Assessment is the process of observing a

sample of a students behavior and drawing
inferences about the students knowledge and
abilities.
When we are looking at students behavior, we
typically only use a sample of classroom
behavior.
Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Educational Psychology: Developing Upper Saddle River, New Jersey 07458
Learners, sixth edition All rights reserved.
Assessment as Tools
Assessment instruments do not dictate the decisions

to be made.
Teachers, administrators, government officials,
parents, and even students interpret assessment
results and make decisions based on the results.
Assessments are tools.
Allow us to make informed decisions about how best
to help our students learn and achieve
Assessment interpretation can be abused.
Jeanne Ellis Ormrod

Copyright 2008 by Pearson Education, Inc.
Educational Psychology: Developing
Upper Saddle River, New Jersey 07458
Learners, sixth edition
All rights reserved.
Informal assessment Paper-pencil assessment
vs. vs.
Formal assessment Performance assessment
ASSESSMENT
Standardized test
Traditional assessment
vs.
vs.
Teacher-developed
Authentic assessment assessment
Informal assessment
vs.
Formal assessment
Using Assessment for
Different Purposes
Two basic types of assessment
Some assessments are formative and assess

students knowledge before or during instruction.
Homework assignments, in-class assignments,
quizzes
Some assessments are summative and assess

students achievement after instruction.
Exams

Other Purposes of Assessment
To promote learning
In order for assessment to promote students learning
and achievement, it should:
Provide specific & concrete feedback
Act as a learning experience, letting students know
what they have and have not mastered
Act as a motivatorstudents should know what to
study and when
Act as a review mechanism
Influence cognitive processing

Other Purposes of Assessment
To guide instructional decision making

To assist in the diagnosis of learning and
performance problems
To promote self-regulation
To determine what students have learned

Important Qualities of
Good Assessment
Remember RSVP
Reliability
The results of our assessments should be
consistent no matter when we give it.
Standardization
The assessment should have a similar format,
content, and procedure for all students.
Important Qualities of
Good Assessment
Validity
The assessment should measure what it is
intended to measure.
Practicality
The assessment and its procedures should be
fairly simple to use and take only a small
amount of time to administer and score.

Reliability
There may be slight variation from time to

time.
Students change from day to day.
The physical environment may change.
Sometimes teachers are more clear in their
instructions than others.
There is always subjectivity in scoring.
More likely when responses are scored on the
basis of vague, imprecise criteria

Enhancing Reliability
Include several tasks in each instrument and look for
consistency in students performance
Define each task clearly so students know exactly
what they are being asked to do
Identify specific, concrete criteria for evaluation
Try not to let expectations for students performance
influence judgments
Avoid assessing students when they are obviously
tired, ill, etc.
Administer assessments in similar ways and under
similar conditions for all students

Validity
Content Validity
This is the extent to which an assessment includes a
representative sample of tasks within the domain being
assessed.
It assures that what we are testing truly represents what we
have taught (the instructional objectives).
High content validity is essential in summative evaluations.
Teachers can use a table of specifications to enhance

content validity.

Validity
Predictive Validity
Extent to which the results of an assessment
predict future performance
Often take the form of aptitude tests
Construct Validity
Extent to which an assessment accurately
measures general, abstract characteristics
E.g., motivation, self-esteem, or intelligence

Informal Assessment
Informal assessment occurs in our day-to-day interactions
with students.
Advantages:
It provides continuing feedback about the effectiveness of
instructional tasks and activities.
It helps determine the appropriateness and success of our formal
assessments.
It is easily adjusted.
It provides valuable clues about social, emotional, and motivational
factors affecting classroom performance.
Disadvantages:
It is not very reliable or valid.
We sometimes see the halo effect.

Paper-Pencil Assessment
Paper-pencil assessment is often the first choice for

formal assessment because of its practicality.
It may use recognition or recall tasks.

Recognition: Multiple choice, true-false, matching
Recall: Short-answer, essay, word problems
It often only measures lower-level skills.

However, they can be used to measure higher-level
skills, but these questions take more time to write.
Essays are more often used to measure higher-level
skills.
Constructing Paper-Pencil
Assessments
Alternative-Response Items
Rephrase ideas presented in class or the
textbook
Make statements that clearly reflect one
alternative or the other
Avoid excessive use of negatives

Assessments
Matching Items
Keep the items in each column homogeneous
Have more items in one column than the other

Assessments
Multiple-Choice Items
Present distractors that are clearly wrong to students
who know the material but plausible to students who
havent mastered it
Avoid putting negatives in both the stem and the
alternative
Use all of the above or none of the above seldom if
at all
Avoid giving logical clues about the correct answer

Assessments
Short-Answer and Completion Items
Indicate the type of response required
For completion items, include only one or two
blanks per item
Problems and Interpretive Exercises
Use new examples and situations
Include irrelevant information

Assessments
Essay Tasks
Ask for several essays requiring short
responses rather than one essay requiring a
lengthy response
Give students a structure for responding
Ask questions that can clearly be scored as
correct or incorrect

General Guidelines for Constructing
Paper-Pencil Assessments
Define tasks clearly and unambiguously
Decide whether students should have access
to reference materials
Specify scoring criteria in advance
Place easier and shorter items at the
beginning of the instrument
Set parameters for students responses

Administering the Assessment
Provide a quiet and comfortable environment
Encourage students to ask questions when

tasks are not clear
Take steps to discourage cheating

Strategies for Scoring
Students Responses
Specify scoring criteria in concrete terms
Unless specifically assessing grammar skills, score
grammar and spelling separately from the content of
students responses
Skim a sample of students responses ahead of time
Score item by item rather than paper by paper
Try not to let prior expectations of students
performance influence judgments of their actual
performance
Keep students scores confidential

Performance Assessment
Performance assessment can be used for

measuring mastery of:
Playing a musical instrument
Performing a workplace routine
Engaging in a debate
Ideal for the assessment of complex

achievements

Choosing Appropriate Performance
Tasks
Four distinctions to help choose tasks most
appropriate for the purpose
Decide whether to look at the products, the
processes, or both
Is what you are assessing tangible (product) or a
behavior (process)?
Determine if you need an individual or group
performance
Dependent upon WHAT you are assessing

Choosing Appropriate Performance
Tasks
Restricted vs. extended performance
E.g., is the student playing a few notes or an
entire piano piece?
Should you use static or dynamic
assessment?
Dynamic assessment applies the Vygotskian
concept of the zone of proximal development.

Planning and Administering
Performance Assessments
Consider incorporating the assessment into
normal instructional activities
Provide an appropriate amount of structure
Plan classroom management strategies for
the assessment activity
Be continually aware of what the students are
doing and make sure all students are busy and
engaged

Strategies for Scoring
Student Performance
Consider using checklists, rating scales, or both in your
rubric
Decide whether analytic or holistic scoring better serves
your purpose(s)
Analytic: Scoring a students performance by
evaluating various aspects of it separately
Holistic: Summarizing a students performance with a
single score
Limit the criteria to the most important aspects of the
desired response
Describe the criteria as explicitly and concretely as
possible
Make note of other significant aspects of a students
performance that the rubric doesnt address
Including Students in the
Assessment Process
Including students in the process encourages them
to self-assess.
Teachers should:
Provide examples of good and poor products
Make evaluation criteria explicit
Allow students to compare self-ratings with teacher-
ratings
Encourage self-reflection via the use of daily journal
entries

Evaluating Assessment Tools
An item analysis can be done to determine if

certain items are measuring the knowledge or
skill we intended to measure:
Item difficulty measurements
Item discrimination measurements

Taking Student Diversity
into Account
Some things to keep in mind:

Students often suffer from test anxiety.
Gender and ethnic differences may impact
assessment performance independently of their
actual learning and achievement.
Assessment instruments must comply with the
federal mandates regarding students with special
needs.

The Big Picture of Assessment
Our assessments will indirectly affect students

learning and achievement.
Our instruments and practices should match our
instructional goals and objectives.
Remember RSVP.
Our scoring criteria should be as explicit as possible.
Students errors provide valuable information about
where their difficulties lie.
We should continually evaluate our instruments.


Classroom Assessment Strategies

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Classroom Assessment

Assessment is the process of observing a

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Assessment instruments do not dictate the decisions

Jeanne Ellis Ormrod

Some assessments are formative and assess

Some assessments are summative and assess

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

To guide instructional decision making

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

There may be slight variation from time to

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Teachers can use a table of specifications to enhance

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Paper-pencil assessment is often the first choice for

It may use recognition or recall tasks.

It often only measures lower-level skills.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Keep the items in each column homogeneous

Have more items in one column than the other

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Provide a quiet and comfortable environment

Encourage students to ask questions when

Take steps to discourage cheating

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Performance assessment can be used for

Ideal for the assessment of complex

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

An item analysis can be done to determine if

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Some things to keep in mind:

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

Our assessments will indirectly affect students

Jeanne Ellis Ormrod Copyright 2008 by Pearson Education, Inc.

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