Assessment and Evaluation TCH 347 Social Studies Methods

Assessment and Evaluation TCH 347 Social Studies Methods Department of Teacher Education Shippensburg University Han Liu, Ph. D.

Types of Evaluation Classified by purpose Diagnostic Evaluation: Identifying individual and group needs § Formative Evaluation: Appraising ongoing progress § Summative Evaluation: Appraising the attainment of objectives §

Types of Evaluation Classified by relation to criteria Criteria-referenced measurement: Determining the extent to which defined objectives have been met § Non-referenced measurement: comparing the achievement of students with that of a larger sample in terms of percentile, § grade equivalent, or other scores.

Types of Evaluation Classified by the reflection of different learning traits of students Traditional Assessment: e. g. , true/false, multiple choice, essay, and matching, etc. § Alternative/Performancebased/Authentic Assessment: e. g. , checklist, rubric, observation, reports, and portfolio, etc. §

Guidelines for Evaluation § Plan and conduct Evaluation Systematically Determine purpose § Select tools (techniques) § Data processing and make decisions § § Consider All Objectives Content knowledge § Skills § Attitudes § § Evaluate Continuously Diagnosis (needs assessment) § Adjustments (formative evaluation) § Achievements (summative evaluation) §

Assessment Tools § § § § Observation Checklist Discussion of Self-Evaluation Evaluating Different Types of Student Work Participation in Group Work Questionnaires and Inventories Semantic Differential Scale Individual Learning Log Anecdotal Reports

Test Tools (Criterion-referenced tests) § § § Peer Evaluation Testing the Six Level of Thinking Skills Testing Attitudes, Appreciations, and Values A Test that Incorporates Instructional Materials Using Problems for Assessment Assessing Problem Solving Skills

A Gallery of Test Items § § § Multiple-Choice Test Items Matching Test Items Binary-Choice Test Items Short-Answer Test Items Essay Test Questions Writing Assignments as Tests

Assessment & Evaluation-1 Assessment Evaluation Work Status Not done yet (in progress) Done Focus Result Method Cause-Effect analysis, etc. Parties Involved The teacher Students Teacher Administrator Parents Students

Assessment & Evaluation-2 http: //provost. binghamton. edu/assessment_evaluation. doc Dimension of Difference Assessment Content: Timing, Primary Purpose Formative: Ongoing, To Improve Learning Orientation: Focus of Measurement Process-Oriented: How Learning Is Going Stance of Administrator and Recipient: Who Defines Goals Reflective: Internally Defined Criteria/Goals Findings: Uses Thereof Diagnostic: Identify Areas for Improvement Judgmental: Arrive at an Overall Grade/Score Ongoing Modifiability of Criteria, Measures Thereof: Outcomes Flexible: Adjust As Problems Are Clarified Fixed: To Reward Success, Punish Failure Standards of Measurement: What Makes for a Good Measure Absolute: Strive for Ideal Outcomes Comparative: Divide Better from Worse Relation Between Objects of A/E: How They Relate to Each Other Cooperative: Learn from Each Other Evaluation Summative: Final, To Gauge Quality Product-Oriented: What’s Been Learned Prescriptive: Externally Imposed Standards Competitive: Beat Each Other Out

Exam Question Types & Bloom’s Taxonomy http: //wiscinfo. doit. wisc. edu/teaching-academy/Assistance/course/blooms. htm True/False Matching Multiple Choice Short Answer Essay Knowledge Comprehension Application Analysis Synthesis Evaluation

Assessment Targets and Tools Assessment Targets Assessment Tools Selected Response Essay Performance Communication + + + + Skills - - + + Products - - + - Knowledge Reasoning

Think about… The Relationship between Standards and Assessment/Evaluation § Alignment of Standards, Curriculum, Objectives, Inquiry Questions, and Assessment/Evaluation §