Assessment CI 216 Dr Brown Objectives The CI

Assessment C&I 216 Dr. Brown

Objectives The C&I 216 students will understand the types of assessment, so that they can provide accurate examples of the formative and summative assessments from memory. The C&I 216 students will understand how to create meaningful assignments and will demonstrate their understanding by creating an assignment on a given topic that contains the all of the needed components.

Assessment: the process of collecting, synthesizing, and interpreting information to aid in decision making Measurement: assigning a value to students’ performance Evaluation: making judgments about the measurement by comparing it to a criterion or standard. What is an 85%, unacceptable, perfect, or average score mean.

Assessment Purposes To make summative statements To certify students To signal clearly To make instruction decisions To give feedback to students To give feedback to teachers To report progress To elevate the curriculum To sort, rank, or compare students To place students To predict (Research for Better Teaching, 2008)

Types of Assessment Formative: during instruction Can be graded (measured), but its main purpose is to provide feedback to the teacher and student. Examples: student work, observations, question responses, small projects, quizzes, in-class points. Summative: after instruction Used to make final judgments about learning Examples: Tests, projects, term papers

Forms of Assessment Traditional or Cognitive Assessment – Pencil/Paper tests (next class) Observational, Performance, and Authentic Assessment Producing a Product Performing a Task

Authentic Assessment Authentic assessment measures student performance through “real life” tasks. Examples include: Demonstrations, simulations, debates, presentations, projects, portfolios, and performances.

Main Types Portfolio compilation of best work or a record of completed work Can be used to document accomplishment or change. Students must be involved in the selection process. Purpose must be made clear What is it documenting? (growth, process, attainment of standards, etc…)

Main Types Performance-based assessment Tangible demonstration of knowledge or skill. Should be “lifelike situations” Examples: conduct a chemical experiment, sing a song, perform a scene, write a persuasive letter, present a paper, draw a map, etc… Project Work Long-term, creative endeavors Often include complex skills (time management, self-discipline, creativity, critical thinking, etc…)

Assessing Authentic Assessments Checklist Written instrument that lists the specific elements deemed necessary for desired performance Rating Scale Similar to a checklist but includes quality Rubric Matrix or table that is a combination of descriptive and numeric rating scales and checklists

Techniques are most useful when: The specific elements that constitute effective performance are identified, delineated, and made known to the learners. Each specific element must be observable and described in clear terms. The setting or context in which the performance or product will be judged must be specified. Performance is evaluation using predetermined scoring or rating procedures.

Daily Authentic Assessments – Assignments? Daily Assignments are the crux of assessment They inform teacher what a student is able to accomplish and are tied to objectives Purposes: Extend the time that students are engaged with content Help students develop personal learning skills Help students develop research skills Help students develop study skills Provide a mechanism for constructive feedback Reinforce, review, or practice what has been learned

Creating Assignments Be thoughtful in the types of assignment that you assign (daily, long-range, in-class, at home, individual, paired, group, etc…) Must correlate with objectives Consider using tiered or option-based assignments Consider the resources needed to complete the assignments Be clear in your expectations and provide written description/explanation of the assignment. Analyze the completed assignments, provide feedback and make needed changes.

Creating Assignments Components Introduction/Overview Task Materials Procedure / Instructions Criteria Assessment Due date Not all components are needed for all assignments

In Class Activity Task: In a small group of 3 -4 students create a learning objective and assignment on one of the following topics: The NFL Season Remembering 9/11 Reality Television