Teaching Today An Introduction to Education 7 th

How do you know if someone has learned? n n n Assessment—the purposeful collection

Evaluation—making a judgment about the worth or value of something. n n n Armstrong,

The Uses and Misuses of Standardized Tests n n What is the value of

Types of Assessment n n n Placement Assessment—Where does the learner need to begin?

Defining Educational Outcomes What you want your learners to learn. n n Armstrong, Henson,

Classifying Educational Outcomes What level of complexity is appropriate? Consider: n Bloom’s Taxonomy of

Bloom’s Taxonomy of Cognitive Development n n n Knowledge Comprehension Application Analysis Synthesis Evaluation

Krathwohl’s Taxonomy of Affective Domains Receiving n Responding n Valuing n Organizing n Characterizing

Psychomotor and Moral Development. . . though not as clearly defined as hierarchy, are

Questions for Developing Assessment Criteria: n n Are the important outcomes assessed? Are the

Assessment Criteria (cont. ) n n n Armstrong, Henson, & Savage Teaching Today, 7

Measurement Options n n Selected-response measures Free-response measures Performance assessment Portfolios Armstrong, Henson, &

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Teaching Today: An Introduction to Education 7 th edition Part 3: Teaching and Assessing Chapter 10: Assessing Learning Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -1 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

How do you know if someone has learned? n n n Assessment—the purposeful collection of data from a variety of sources to make a judgment. Assessment Plan—identification of sources of data that relate to a set of learning outcomes. Measurement—quantifying the presence or absence of a quality, trait, or attribute. Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -3 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Evaluation—making a judgment about the worth or value of something. n n n Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -4 Norm-Referenced— comparison of individual scores with scores of others. Criterion-Referenced— comparison of scores with established criteria. Grades—communicate the results of evaluation. Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

The Uses and Misuses of Standardized Tests n n What is the value of a standardized test such as the SAT? Do you think that important and high-stakes decisions should be based on the performance on a single test? What evidence do you think would be appropriate for indicating that a person is ready for college? LINK: What do you see as the social implications of basing admission decisions on a test that seems to be related to socioeconomic status? Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -5 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Types of Assessment n n n Placement Assessment—Where does the learner need to begin? Formative Assessment—Is the learner making progress? Summative Assessment—Did the learner accomplish the goals? Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -6 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Defining Educational Outcomes What you want your learners to learn. n n Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -7 What is important? How will it be measured? Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Classifying Educational Outcomes What level of complexity is appropriate? Consider: n Bloom’s Taxonomy of Cognitive Development n Krathwohl’s Taxonomy of Affective Domains n Psychomotor and Moral Development Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -8 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Bloom’s Taxonomy of Cognitive Development n n n Knowledge Comprehension Application Analysis Synthesis Evaluation Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -9 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Krathwohl’s Taxonomy of Affective Domains Receiving n Responding n Valuing n Organizing n Characterizing n Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -10 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Psychomotor and Moral Development. . . though not as clearly defined as hierarchy, are very important in terms of teacher expectations. Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -11 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Questions for Developing Assessment Criteria: n n Are the important outcomes assessed? Are the assessment procedures appropriate for the nature of the outcomes? Are there sufficient samples of behavior to allow for fair judgment? Do the measurement tools meet adequate technical standards? Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -12 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Assessment Criteria (cont. ) n n n Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -13 Is the assessment appropriate for the developmental level of the learners? Are the assessment procedures free of bias? How are the results of the assessment interpreted and used? Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

Measurement Options n n Selected-response measures Free-response measures Performance assessment Portfolios Armstrong, Henson, & Savage Teaching Today, 7 th Edition 10 -14 Copyright © 2005 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.

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