ED EL 335 Class Notes Day 8Assessing Student Outcome Performance.

ED EL 335 Class Notes

Day 8—Assessing Student Outcome Performance

Assessment and Evaluation

Unlocking their Learning

Key Questions for Planning Assessment

How will you know IF your students are learning what the outcomes expect?

How will you find out WHAT your students have learned from your lessons?

How will you determine student UNDERSTANDING and APPRECIATION at the end of the unit?

What will “perfection” look like?

Essential Question

Students will demonstrate an understanding and appreciation…

– General Outcome stem, Program of Studies

Essential Question

Students will demonstrate an understanding and appreciation…

How will students demonstrate their understanding and appreciation…– On a daily basis?– At the end of the unit?

Evaluation Summative Purpose is to check status Is designed for those not

directly involved in daily learning and teaching

Used to address provincial or local standards

An event that happens after learning is supposed to have occurred

Gathers information into easily digestible numbers, scores and marks

Used for grading purposes

Evaluation Assessment Summative Purpose is to check status Is designed for those not






Evaluation Assessment Summative Purpose is to check status Is designed for those not






Formative Purpose is to learn more Is designed to assist educators

and students Used to address achievement

targets underpinning standards A process during learning,

while there is still time to help Usually uses detailed, specific

and descriptive feedback as well as (or instead of) numbers, scores and marks

Used to help students and teachers watch things get better over time

Evaluation and Assessment

Designing with the End in Mind

Adapted from Grant Wiggins and Jay McTighe, Understanding by Design, ASCD, 1998

Step 1

IDENTIFY LEARNER OUTCOMES

What are students expected to understand, to know, to do?

Step 1



Step 2

DETERMINE ACCEPTABLE EVIDENCE

(CRITERIA)

What would you accept as evidence that students have learned?

Step 1



Step 2


(CRITERIA)


Step 3

PLAN ASSESSMENT and EVALUATION STRATEGIES

How will students demonstrate what they understand, know and can do?

Step 1



Step 2


(CRITERIA)


Step 3



Step 4

PLAN LEARNING EXPERIENCES and INSTRUCTION

What learning activities will enable students to achieve the learner outcomes and the assessment

and evaluation strategies?

Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION

What will you do to decide what the next step in teaching should be?

Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


Assessment and Evaluation Strategies

Right Answer Assessment

Gibson, pages 268 - 270


Right Answer Assessment Open-ended Assessment

Gibson, pages 268-270


Right Answer Assessment Open-ended Assessment

– Diagnostic assessment(Sample, p. 264-265

– Formative assessment(Gibson, p. 265)

– Summative assessment(Gibson, p. 266)

Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


A quick review of ED PSYCH 303(Assessment of Student Achievement; 3rd custom edition for the U of A)

The first step…is to list the…intended learning outcomes (p.38)

The next step is to list the specific types of student performance that are to be accepted as evidence that the outcomes have been achieved (p.38)

For example, what specific types of performance will show that a student knows…or comprehends…[so that] student performance can be demonstrated to an outside observer (p. 39)

Action verbs…indicate precisely what the student is able to do to demonstrate achievement (p.39)

Formative Assessment for specific lessons and outcomes What exactly are we looking for?

How will we assess what we find?

Choosing Assessment Tools

Gibson, pages 271 - 2761. Demonstrations of Learning

2. The Learning Portfolio

3. Self-assessment

4. Anecdotal records

5. Student conferencing




3. Self-assessment





2. The Learning Portfolio What types of assessment are used? What are their pros and cons? What implications do they pose for your unit?




3. Self-assessment




Gibson, pages 274 - 2764. Self-assessment


6. Student conferencing What types of assessment are used? What are their pros and cons? What implications do they pose for your unit?

Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


Summative Assessment

At the end of the unit, can the student DEMONSTRATE an UNDERSTANDING and APPRECIATION of what the Essential Question expects?


Gibson, pages 276 - 2797. Program Evaluation as an important

assessment tool

Personal reflections

Student program evaluation strategies:

Student Reporter

Student Interest Inventory

Think/Pair/Share

Daily Strategies

Ideas?

Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


Unit Performance Task

Ideas?

Step 1



Step 2


(CRITERIA)


Step 3



Step 4




Step 5

REFLECTION


Some good thoughts…

It is not the plan that is important; it is the planning.

Graeme Edwards

The structure will automatically provide the pattern for the action which follows.

Donald Curtis

Alberta Assessment Consortium

www.aac.ab.ca

ED EL 335 Class Notes Day 8Assessing Student Outcome Performance.

Documents

learning slide

learner outcomes

essential question students

plan assessment

daily learning

evaluation strategies

plan learning experiences

time slide