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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 §