Task Analysis and Assessment Assessment Terminology Assessment Formative

Task Analysis and Assessment

Assessment Terminology � � � � � Assessment Formative Assessment Benchmarks Summative Assessment Norm-Referenced/Standardized Tests Criterion Based Tests Curriculum Based Tests High Stakes Testing Alternative Assessment http: //www. marthalakecov. org/~building/strategies/assess/termino logy. htm

Formative Assessment � NC Falcon (North Carolina’s Formative Assessment Learning Community’s Online Network) is online instructional resources to train teachers how to conduct formative assessments. � http: //www. dpi. state. nc. us/accountability/educat ors/vision/formative � http: //www. dpi. state. nc. us/accountability/ http: //www. dpi. state. nc. us/movies/accountability/educators/visio n/formassess. mov

Task Analysis � What are the prerequisite skills needed to do the task asked for in the standard? � What steps and sub-steps are needed to accomplish the task? � There are different types of Task Analyses. Some are procedural, others are hierarchical. � They can be written as flow charts or outlines.

Example � � � Standard: 3. 03 Use electronic resources for research. Prerequisite skills: understand browsers, urls, how the internet works, Step 1. Searching for quality electronic resources. ◦ Familiarity with different search engines ◦ How to determine good search terms ◦ How to access library databases and journals � Step 2. Determining credible sources. � Step 3. . Organize electronic research � ◦ Finding sources and authors plus investigating which are reputable ◦ Making sure there are more than one data sources ◦ Online bookmarking tools ◦ How to organize and download material Step 4. Plagiarism, appropriate and inappropriate use of electronic work. ◦ When you have to cite electronic resources and when you do not ◦ How to cite electronic resources

Pretests and Error Analysis � When creating task analysis for an individual student, it is best to conduct an error analysis first. � When creating a task analysis for a class, you would first conduct a pretest formative evaluation to see which prerequisite skills the class had.

Goals and Objectives � Goals: broad statements of desirable outcomes � Objectives: more specific statements of desirable outcome � [Given…(condition) the student will … (capability verb) by …(action). Then criteria. ]

ABCDs of Writing Objectives � A-Audience: The who. "The student will be able to…“ � B-Behavior: What a learner is expected to be able to do or the product or result of the doing. The behavior or product should be observable. � C-Condition: The important conditions under which the performance is to occur. � D-Degree: The criterion of acceptable performance. How well the learner must perform in order for the performance to be considered acceptable.

Example � Standard is- 3. 03 Use electronic resources for research. � Goal: The students will use electronic resources for research � Objective 1: When given a topic for research, the student will write three appropriate search terms that will locate a minimum of ten sources for his or her topic. � Objective 2: When locating five electronic sources for research, the student will identify the authors of the five sources and explain how they determined if the source was credible or not. � Some examples of behaviors (not full objectives, but the behavior part) based on our standards are at: http: //www. hsedu. ccs. k 12. nc. us/Task_Analysis. htm

Types of Test Questions � True/False � Matching � Multiple Choice � Short Answer � Essay � Oral Exams � Student Portfolios � Performance

Bloom’s Taxonomy

Rubrics � What is a Rubric? "a scoring tool that lists the criteria for a piece of work or 'what counts. '" � So a rubric for a project will list the things the student must have included to receive a certain score or rating. � Rubrics help the student figure out how their project will be evaluated. � Rubistar http: //rubistar. 4 teachers. org/

Informal Reading Inventories � When you want to determine if your textbook is at an appropriate level for your students you need to check the following: ◦ Readability �Independent, Instructional, Frustration ◦ Comprehension �Factual, Inferential, Vocabulary ◦ Understanding of Graphics �Photos, graphs, charts, timelines, maps, graphics