Assessment Power Point (Latest)

Tonight… BE JACK BAUER!Tonight… BE JACK BAUER!Can you take the torture?Can you take the torture?

AssessmentAssessment

Mark Benthall

Copyright 2007

(Like anyone would actually want to claim this as their own work!)

What is assessment?What is assessment?

Assessment is the act of collecting information about students in order to better understand them.

Why assess?Why assess?

Serves as a diagnostic tool for instructionProvides feedbackSets standardsEvaluates progressCommunicates resultsMotivates performance

How are Testing and How are Testing and Assessment Different?Assessment Different?

Grant Wiggins, Nationally Recognized Assessment Guru

Two Main Types of Two Main Types of AssessmentAssessment

Summative- generally carried out at the end of a course or project. Typically used to assign a course grade.

Formative- generally carried out throughout a course or project. Used to aide learning.

Through assessment we Through assessment we constantly ask these questions:constantly ask these questions:

Are we teaching what we think we’re teaching?

Are the students learning what they are supposed to be learning?

Is there a better way to teach this subject?Has anyone actually listened to anything

I’ve said for the past two weeks?

Assessment affects educators Assessment affects educators decisions about:decisions about:

GradesPlacementInstructional needsLesson designCurriculumEarly retirement


A good assessment has both validity and reliability.


A valid instrument measures what it is intended to measure.

Reliability relates to the Reliability relates to the consistency of an assessment.consistency of an assessment.

A reliable assessment is one which consistently achieves the same results

with similar groups of students.

Reliability and ValidityReliability and Validity

In practice, an assessment is rarely totally valid or totally reliable.

Reliability and Validity Reliability and Validity

Good assessment often has a trade-off between reliability and validity.

Types of Assessment:Types of Assessment:

StandardizedTraditionalAuthentic or Alternative

Standardized AssessmentStandardized Assessment

A test that is developed using standard procedures and is then administered

and scored in a consistent manner for all test takers.

Standardized AssessmentStandardized Assessment

Identifies the instructional needs of individual students

Judges students’ proficiency in essential basic skills and measures their educational growth over time

Evaluates the effectiveness of educational programs

Monitors schools for educational accountability- No Child Left Behind Act

Standardized Assessment Standardized Assessment in Texasin Texas

(administered by TEA)(administered by TEA)

TAKS (Texas Assessment of Knowledge and Skills) Grades 3-11

SDAA (State Developed Alternative Assessment) Grades 3-8

RPTE (Reading Proficiency Tests in English) Grades 3-12

TAKS Controversy:TAKS Controversy:Recent ATPE Study Recent ATPE Study

TAKS does not provide accurate assessment of a student’s academic level

TAKS has resulted in narrowing of the curriculum

Teachers forced to teach to the testTAKS creates undue anxiety and stress on

students, especially at elementary level

Standardized Testing: Standardized Testing: Is There a Better Way?Is There a Better Way?

Traditional AssessmentTraditional Assessment

Any type of assessment in which students choose a response from a

given list.

Traditional AssessmentTraditional Assessment

True/FalseMultiple ChoiceMatchingFill-in-the-blank (word banks)

True and FalseTrue and False

Mark each statement as either true or false:

T or F The presenter does not really need to explain this concept to me.

T or F This slide is clearly a transparent attempt to burn minutes in a 6 hour presentation.

T or F The presenter looks a little bit like Brad Pitt’s Plumber

Multiple Choice: Multiple Choice: Choose the answer that doesChoose the answer that does

NOTNOT belong. belong. Why on earth is the presenter showing

us this? A) Maybe one of us is an alien and has never

heard of multiple choice questions B) People really care about multiple choice C) He thinks the guy in the fourth seat on the third

row (in the red sweater) is an idiot D) Presenter needed a break as he was writing all

the other heavy duty stuff

MatchingMatching

Match the words on the left with their definitions on the right:

1. Presenter- A) Sucker

2. Audience- B) Idiot

3. Person Who C) Victims

Hired Presenter-

Fill-in-the-blanksFill-in-the-blanks

Fill in the blanks with words from this word bank: teacher students similar wasted

1) Presenter ______ five minutes explaining stuff I already knew.

2) When I become a _______ I hope I can learn to do _______ things with my own ________.

Beyond Your TEBeyond Your TE

Identify the TEKSUse BACKWARD DESIGNWhat do you want your students to do?How will you know they have met the

objectives?Design the assessmentPlan the activities

Multiple IntelligencesMultiple Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of

education at Harvard University.

What exactly is What exactly is The Theory of Multiple Intelligences?The Theory of Multiple Intelligences?

Theory of Multiple Theory of Multiple IntelligencesIntelligences

Howard Gardner, Arch Nemesis of Grant Wiggins

““I.Q. tests are far too I.Q. tests are far too limited…” limited…”

Linguistic Logical-Math Spatial Body-Kinesthetic

Musical Interpersonal Intrapersonal Naturalist

Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children

and adults.

Linguistic IntelligenceLinguistic Intelligence“Word Smart”“Word Smart”

Ability to use words and languageHighly developed auditory skills and

generally elegant speakers

Skills: Listening, speaking, writing, story-telling, explaining, teaching

Logical-Mathematical Logical-Mathematical IntelligenceIntelligence

“Number/Reasoning Smart”“Number/Reasoning Smart”Ability to use reason, logic, and numbersAsk lots of questions and like to do

experiments

Skills: Problem solving, categorizing, working with abstract concepts

Spatial IntelligenceSpatial Intelligence“Picture Smart”“Picture Smart”

Ability to perceive the visualEnjoy looking at maps, charts, pictures,

video, and movies

Skills: Puzzles, reading, sketching, fixing, constructing, design

Body-Kinesthetic IntelligenceBody-Kinesthetic Intelligence“Body Smart”“Body Smart”

Ability to control body movements and handle objects skillfully

Good sense of balance and coordination

Skills: Dancing, sports, crafts, acting, working with hands

Musical IntelligenceMusical Intelligence“Music Smart”“Music Smart”

Ability to produce and appreciate musicRespond to music by appreciating or

criticizing what they hear

Skills: Singing, playing musical instruments, composing, melodies

Interpersonal IntelligenceInterpersonal Intelligence“People Smart”“People Smart”

Ability to relate and understand othersTry to see things from a different

perspective

Skills: Listening, empathy, counseling, co-operating in groups, motivation

Intrapersonal IntelligenceIntrapersonal Intelligence“Self Smart”“Self Smart”

Ability to self-reflect and be aware of one’s inner state of being

Understanding of inner feelings, dreams, and their strengths and weaknesses

Skills: Reflection, analyzing themselves, desires and dreams, reason

Naturalist IntelligenceNaturalist Intelligence“Nature Smart”“Nature Smart”

Ability to relate to one’s environmentUtilizes their surroundings

Skills: Hunting, gathering, building, farming, resourceful

Additional Intelligence Additional Intelligence Possibilities…Possibilities…

Spiritual

Existential

Moral

Multiple IntelligencesMultiple IntelligencesWhich ones best describes you?Which ones best describes you?

The Need for a New Approach The Need for a New Approach to Assessment in Schoolsto Assessment in Schools

Howard Gardner, Brother-in-law of Grant Wiggins

Authentic /Alternative Authentic /Alternative AssessmentAssessment

Alternative assessments includes any assessment in which students create responses to a questions.

Authentic assessments elicit demonstrations of knowledge and skills in ways that resemble “real life”.

What is authentic assessment What is authentic assessment and why is it important?and why is it important?

Grant Wiggins, International Assessment Mystic

Alternative/Authentic Alternative/Authentic AssessmentsAssessments

Observations Running Records


Interviews- involve observing and questioning students to get a better idea of their attitudes, thinking processes, level of

understanding, ability to make connections, or ability to communicate or apply

concepts.

Interview ExampleInterview Example

Discuss your strategy for solving this problem:

43 +49

Now solve the problem and then explain how

you did it.


Essays Journals

Essays:Essays:Mind MapsMind Maps

Essay- Mind Map:Essay- Mind Map:HousekeepingHousekeeping

Assessment criteria and weightingDue dateTimelineAny other requirementsDue dateDue dateDue date

Essay-Mind Map:Essay-Mind Map:Prior KnowledgePrior Knowledge

Write down on your mind map all that you already know about the essay question

Knowledge may come from personal experience, lectures, readings, or other sources

Essay-Mind Map:Essay-Mind Map:Possible TopicsPossible Topics

Most essays will involve the possibility of tacking a number of topics within the question.

Write them all downLook for connections, relevance, and

priorities

Essay-Mind Map:Essay-Mind Map:Areas to ResearchAreas to Research

Suggested by the list of possible topics

Choose carefully which areas will be the most productive and relevant to research

Essay-Mind Map:Essay-Mind Map:Alternative ApproachesAlternative Approaches

Mind mapping is a tool which encourages creative thinking and innovative solutions to problems.

Always look for alternative ways of approaching essay questions and be prepared to go outside normal boundaries.

Using Journals for Using Journals for AssessmentAssessment

Journals are very useful for monitoring student progress and making instructional decisions

They should provide clear evidence of student learning

JournalsJournals

Reflect on personal values, goals, and ideasSummarize ideas, experiences, and opinions

before and after instructionSort out experiences, solve problems, and

consider varying perspectivesExamine relationships with others in the

worldCan show academic and personal growth

Journals:Journals:Let you know your students’…Let you know your students’…

HopesFears or anxietiesExcitements/joysPersonal or academic problemsPlans to do away with evil gym coach

Journal ProblemsJournal Problems

Potential to hurt feelings with criticismSolution: Don’t criticize!Journal writing takes time away from other

course materialSolution: Limit journal writing to 5-10

minute periods

Alternative/AuthenticAlternative/AuthenticAssessmentsAssessments

Creative Performances and Exhibitions-

allow many opportunities for students to use kinesthetic, artistic, musical, spatial, media, and other modalities to demonstrate their understanding of concepts and application of skills.

Types of Creative Types of Creative Performances and ExhibitionsPerformances and Exhibitions

DramaDanceSongsOral PresentationsArt

Alternative/Authentic Alternative/Authentic Assessments: PortfoliosAssessments: Portfolios

A portfolio is a purposeful collection of student work that is continuous and ongoing

The purpose should be determined prior to collection

They demonstrate growth, proficiency, or experience

Characteristics of PortfoliosCharacteristics of Portfolios

Should reflect the curriculumContain samples of work that stretch over

an entire marking periodContain work that represents a variety of

different assessment toolsContain evaluations of the student’s work

by the student, peers, teachers, and sometimes parents

Traditional vs PortfolioTraditional vs PortfolioAssessmentAssessment

Traditional: Measures student's

ability at one time Done by teacher alone;

student often unaware of criteria

Conducted outside instruction

Assigns student a grade

Portfolio: Measures student's

ability over time Done by teacher and

student; student aware of criteria

Embedded in instruction

Involves student in own assessment

Alternative/Authentic Alternative/Authentic Assessment: Assessment:

RubricsRubrics

A rubric is a set of scoring guidelines for evaluating student work.

Why use rubrics?Why use rubrics?

Rubrics differ from traditional methods of assessment since they examine students in the actual process of learning, clearly showing them how their work is being evaluated.

Rubrics:Rubrics:Assessing Project-Based Assessing Project-Based

WorkWork

Kindergarten RubricKindergarten Rubric

Colored inside lines Yes No

Colored outside lines Yes No

Kindergarten RubricKindergarten Rubric

Colored inside lines Yes No

Colored outside lines Yes No

Ate the crayon Yes No

Story Telling RubricStory Telling Rubric

Sample Rubric

Writing RubricWriting Rubric

Alternative/Authentic Assessment: Alternative/Authentic Assessment: Self and Peer EvaluationsSelf and Peer Evaluations

Students are asked to reflect on, make a judgment about, and then report on their

own or a peer’s performance.

Alternative/Authentic Assessment: Alternative/Authentic Assessment: Peer EvaluationsPeer Evaluations

Model constructive feedback for students

Make one positive statement and one area of improvement

PDAS and AssessmentPDAS and Assessment

Domain 1- Assessment is aligned with the stated, implied, or written learning objectives.

Quality- Assessment criteria are clear and have been communicated to the student.

Quantity- Focus on the number of students that are assessed and the number of students that are successful.

PDAS and AssessmentPDAS and Assessment

Domain 3-1 Academic progress of students is monitored and assessed.

Teacher monitors student work during guided practice

Teacher provides for formative assessment prior to independent practice

Teacher assesses student progress toward learning goals

Domain 3-1 Academic Domain 3-1 Academic progress of students is progress of students is

monitored and assessed.monitored and assessed.Quality- Teacher’s system for obtaining,

interpreting, and acting on information on student progress is focused on student progress in learning.

Quantity- Focus on the number of students that are monitored and assessed.


monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSTeacher’s system for obtaining, interpreting

and acting on information on student progress is consistently focused on short-term and long-term student progress in learning.


monitored and assessedmonitored and assessedQuality: PROFICIENTTeacher’s system for obtaining,

interpreting, and acting on information on student progress is focused on student progress in learning.


monitored and assessedmonitored and assessedQuality: BELOW EXPECTATIONSTeacher’s system for obtaining, interpreting

and acting on information on student progress is frequently mechanical and is only occasionally focused on student progress in learning.


monitored and assessedmonitored and assessedQuality: UNSATISFACTORYTeacher’s system of obtaining, interpreting,

and acting on information on student progress is almost always/always mechanical and is rare/never focused on student progress in learning.


monitored and assessedmonitored and assessed– Quality: EXCEEDS EXPECTATIONS– Teacher consistently uses a variety of effective,

creative, unique, and/or innovative strategies for monitoring, assessing, and/or providing feedback on student progress.


monitored and assessedmonitored and assessedQuality: PROFICIENTTeacher uses effective strategies for

monitoring, and assessing, and/or providing feedback on student progress.


monitored and assessedmonitored and assessedQuality: BELOW EXPECTATIONSTeacher occasionally uses effective

strategies for monitoring, and assessing, and/or providing feedback on student progress.


monitored and assessedmonitored and assessedQuality: UNSATISFACTORYTeacher rarely/never uses effective

strategies for monitoring, and assessing, and/or providing feedback on student progress.


monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSThe teacher consistently acts on assessment

data before moving from one stage of instruction to the next and to plan new instruction.


monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSThe teacher consistently provides positive,

specific, and timely feedback, which result in student progress toward learning goals (e.g., students repeating their successes and correcting their mistakes).


monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONSThe teacher consistently uses monitoring

and assessment strategies that reflect and understanding of the unique needs and characteristics of students.


monitored and assessedmonitored and assessedQuality: EXCEEDS EXPECTATIONS

The teacher consistently conducts formal/informal formative assessments and consistently acts on that information to adjust learning to promote student learning.


monitored and assessedmonitored and assessedQuantity: Almost all the time (90-100%)

Academic progress of students is monitored and assessed using both formative and summative assessment.


monitored and assessedmonitored and assessedQuantity: Almost all the time (90-100%)

There is consistent alignment among objectives, instruction, and assessment.

Sorry Mark, it’s past my Sorry Mark, it’s past my bedtime. GWbedtime. GW

Grant Wiggins, Exalted Dictator of Educational AssessmentGrant Wiggins, Exalted Dictator of Educational Assessment

““Give ‘em the link, Give ‘em the link, Mark.”Mark.”

http://www.esc13.net/statewide/pdas/PDASTeacherManual.pdf

Hint:

Just Google Texas PDAS Scoring Guide

Key Words and Phrases Key Words and Phrases on the PDASon the PDAS

variety monitoring acts on data understands needs

creative strategies

positive feedback

evidence of success

accommodates learning styles

acts on assessment

adjusts learning

assessment is aligned

specific feedback

focused on progress

Grant Wiggins

learning goals

fits level and needs

Ways to Know

Your PDAS is Going Badly

Mark Benthall, 2007

#10- Principal’s snoring makes it hard for the kids to do their independent practice.

#9- After explaining the lesson on the board, you turn around to find 4 kids at back table playing high stakes poker.

#8- Principal stops appraisal to join poker game.

#7- Principal laughs hysterically every time you say the word “rubric.”

#6- You make a spelling mistake on the board… the word was CAT.

#5- Your idea of two good math manipulatives are razor blades and broken glass.

#4- During appraisal principal rifles through your desk and discovers half empty bottle of Jim Beam.

#3- Principal realizes it’s the same bottle of Jim Beam that was recently stolen from his desk.

#2- Midway through appraisal principal realizes that picture of new boyfriend on your desk is her ex-husband.

And the NUMBER ONE way to know your PDAS is going badly…

#1- Principal has massive heart attack in the middle of the appraisal and with one final heroic effort completes the evaluation and recommends your dismissal.

Personal Assessment:Personal Assessment:The objective is to get a job so The objective is to get a job so you can make a difference in you can make a difference in

a child’s life.a child’s life.

Follow these directions…Follow these directions…

Tips on Getting Hired!!!Tips on Getting Hired!!!

Get all the training you can. Attend workshops and put that on your resume.

Get certified in more than one area…Special Ed, ESL, etc.

Principals love any workshop or training that has to do with TAKS.

Mention all the RECENT training you’ve had in the job interview.


Focus on what you bring to the table.Try and turn any perceived fault into a

positive.– No experience = clean slate ready to learn YOUR

way. No bad habits. Eager to learn.– Older teacher = you get all the life experience and

wisdom of a veteran teacher for the cost of a brand new one!

– Drinking problem = you’ll fit in with the other teachers.

Tips on Getting Hired!!!Tips on Getting Hired!!!Should I substitute?

– Can be a sure fire way to get hired.– Can be a HUGE waste of your time if you choose

the wrong school! Make sure there will be positions available. Make sure the district is alternative certified friendly. WORK YOUR BUTT OFF. Stay and grade every last

paper, clean the room before you go, etc. You will get teachers BEGGING to have you sub for

them and when the time comes they will recommend you.


So why NOT sub?– Subbing eats your time.

The GOAL is to help kids. To help kids you need a job! If you can get a job without subbing, do it!!! You’ll be

helping kids that much faster.

– My advice is sub only if you can’t get a job any other way, but if you do sub… be the VERY BEST SUB!!!


Take your resume to the school you are interested and (if possible) meet the principal and give it to her personally.

Stress to the secretary, receptionist, etc. you are NOT wanting an interview, you simply want 30 SECONDS to shake hands and introduce yourself

Wait if you have to!!!


Arrive EARLY for the interviewDress professionally (you can wear jeans

AFTER you get the job)Smile and laugh (not a nervous laugh) so

they committee sees you as yourselfDon’t be a show-off or a smarty-pants

(nobody liked it back in third grade and nobody likes it now)


Most teachers on the hiring committee are more worried about whether you will fit in on their team than whether you can teach.

Be careful about the question, “What do you prefer to teach, math and science, or language arts and social studies?”


It’s all about the kids. Make all your comments kid-oriented.

Don’t broadcast your shortcomings.Be honest, but don’t say more than you

have to about some things. Some statements can instantly kill your

chances of getting job!!!

Top 10 Things to NOT SayTop 10 Things to NOT SayIn an InterviewIn an Interview

Some of the following statementswere actually said

in job interviews…

Can you guess which ones?

Top 10 Things to NOT SayTop 10 Things to NOT SayIn an Interview In an Interview

10) “I knew it was risky to wear a sleeveless t-shirt to this interview, but I wanted to show off my prison tat!”

9) “Yes, I am a published author. Have you heard of my Shut Up and Color series?”

8) “If you call me about the job, I won’t be home this weekend. I’m helping my fiancé move to Florida. He just got a new job.”


7) “I’m just curious, but does your district actually do background checks?”

6) “If you hire me, (cough cough) how soon (cough cough) before the insurance kicks in?”

5) “Is your faculty pretty nice? I’m asking because at my last school nobody liked me.”


4) “So what’s this job pay, anyway?”

3) “Do the teachers actually have to wait till 3:30 to go home, or can we go home as soon as the kids leave?”

2) “I’m not much of a disciplinarian.”


The number ONE thing to not say…

“My husband and I have been married for 10 years but we don’t have any kids

because… I don’t like ‘em.”

Not the End, The BEGINNINGNot the End, The BEGINNING

“May you all touch the lives of children in very special ways.

May you find the joy in teaching that I have found all these years. May you find a tiny bit of wisdom

in my words. May you start off better prepared than I ever was.

May you grow and bloom and make this world a better place

just for having lived. May you all find a job.”

Kram Llahtneb,“How’d I Do?”

Assessment Power Point (Latest)

Education

assessment different

accurate assessment

type of assessment

validity good assessment

alternative assessment

recognized assessment

students academic level

fthe presenter