Multiple Assessments Suelin Chen Outline Purposes of using MA Purposes of using MA Basic Teaching Model Basic Teaching Model Development of MA Development.

Multiple AssessmentsMultiple Assessments

Suelin ChenSuelin Chen

OutlineOutline

Purposes of MAPurposes of MA• Promote Learning- Promote Learning- • Exhibit MIExhibit MI--Howard GardnerHoward Gardner

Linguistic ：Uses words effectively

Logical/mathematical ：uses numbers effectively

Visual/spatial：is artistically or spatially perceptive

Bodily/kinesthetic：excels at tasks that require physical movement

Musical：perceives and/or expresses musical forms and patterns

Interpersonal ：

responds well to others

Intrapersonal：

is reflective and inner-directed

Naturalist ：makes distinctions in the natural world

Basic Teaching ModelBasic Teaching Model ((Robert Glaser 1962Robert Glaser 1962))

The feedback loops- The feedback loops- show how the information show how the information provided by performance assessment feeds back to provided by performance assessment feeds back to each component.each component.

Instructional ObjectivesInstructional Objectives

• Are those the student should attain Are those the student should attain upon completion of a segment of upon completion of a segment of instructioninstruction

• Can vary in scope and characterCan vary in scope and character

• To cultivate students’interests and To cultivate students’interests and methods in English Learningmethods in English Learning

• To foster students’ basic English skillsTo foster students’ basic English skills 。。

• To promote listening and speaking skillsTo promote listening and speaking skills

Entering BehaviorEntering Behavior• Describes student’s learning ability ( his intellectual ability Describes student’s learning ability ( his intellectual ability

and development, his motivational state and certain social and development, his motivational state and certain social and cultural determinants.and cultural determinants.

• The present status of the student’s knowledge and skill.The present status of the student’s knowledge and skill.

• Strategies of classroom management.Strategies of classroom management.

• The percentage of English used in class.The percentage of English used in class.

• Students can focus on the job.Students can focus on the job.

• 隨時協助學生了解自己的學習狀況隨時協助學生了解自己的學習狀況 (( 如會了什麼，那裡還不會如會了什麼，那裡還不會 )) 。。

Instructional ProceduresInstructional Procedures• Describe the teaching process. (teaching Describe the teaching process. (teaching

skills, language, concepts, principles, and skills, language, concepts, principles, and problem solving)problem solving)

• Task-based Language Teaching.Task-based Language Teaching.

• Learning community and learning autonomy.Learning community and learning autonomy.

• Ask for help, have a desire for learning and Ask for help, have a desire for learning and

have a good learning atmosphere.have a good learning atmosphere.

• Teaching and learning fulfillment.Teaching and learning fulfillment.

Performance AssessmentPerformance Assessment

• Is the process of measuring the student’s Is the process of measuring the student’s auxiliary and terminal performances during auxiliary and terminal performances during and at the end of instruction.and at the end of instruction.

• Can occur whenever the teacher or student Can occur whenever the teacher or student needs information about the adequacy of the needs information about the adequacy of the student’s present learning for subsequent student’s present learning for subsequent instruction.instruction.

• TestsTests

• ObservationsObservations

(To determine how well the student has achieved (To determine how well the student has achieved the instructional objectives)the instructional objectives)

Development of MADevelopment of MA

Cognitive Domain

Performance AssessmentPaper and Pencil Tests

Psychomoto Domain Affective Domain

Cognitive Domain

Affective DomainPsychomoto Domain

Portfolio Assessment

◎◎Teaching Goals (B. Bloom)Teaching Goals (B. Bloom)

Portfolio assessment provides a body of student work–essentially, a portfolio–that can be used to appraise student performance over time.

Development of MA Development of MA

Analyze

Evaluate Create

Apply

Understand

Remember

◎◎Cognitive Domain (B. Bloom)Cognitive Domain (B. Bloom)

Discussion TimeDiscussion Time

Development of MA Development of MA • Paper & Pencil Tests- multiple choice 、 alternate response(t-f/y-n/r-w)、 matching type of tests 、 cloze 、 Q&A 、 essays • Performance Assessment-Recording analysis-Activity analysis-Products analysis-Performance analysis• Portfolio Assessment

Development of MA Development of MA • Paper & Pencil Tests -Steps-Define the objectives of Paper & Pencil Test-Make two-way specification table-Select appropriate test formats and test items-Compose test paper-Checking-Testing-Use of test results

Development of MA Development of MA • Paper & Pencil Tests-Validity Refers to how well a test measures what it is

supposed to measure.

-Reliability Are the results of the test consistent? If I take

the test today, a week from now and a month from now, will my results be the same?

Development of MA Development of MA • Paper & Pencil Tests-Two-way Specification Table ： A blueprint of the test describes

instructional objectives and instructional content

-Instructional Objectives (cross axis) Bloom’s cognitive domain ： Remember/Understand/Apply/Analyze/Evaluate/Create (High-order levels)

-Instructional content(vertical axis) ： The topics to be covered by a test and the number of items or points which will be associated with each topic.

Development of MA Development of MA • Paper & Pencil Tests-Example of Two-way Specification TableCognitiveLevels

Remember Understand Apply Analyze Evaluate Create Total

Units

Total

Discussion Time Discussion Time • Paper & Pencil Tests Item Design









• Performance Assessment- is one which requires students to demonstrate that

they have mastered specific skills and competencies by performing or producing something

- designing and carrying out experiments; writing essays; accomplish tasks; using a piece of equipment or a technique; building models; writing essays; giving speeches; playing musical instruments;, etc.

Development of MADevelopment of MA• Performance Assessment-Must have performance criteria1.The criteria define for students and others the

type of behavior or attributes of a product which are expected.

2. A well-defined scoring system allows the teacher, the students, and others to evaluate a performance or product as objectively as possible.


• Performance Assessment- criteria and rubric

For the teacher-Be objective-Be able to response student’s query about the marks-Save time for providing feedback-Help the teacher to check and adjust instruction objectives and Instruction.

For students-know what are assessed.-know about their strength and weakness.-Develop a competent of self-evaluation and be responsible for their own learning.


• Example-- criteria and rubric


criteria and rubric criteria and rubric

Criteria: Criteria: Standard of student’s Standard of student’s learning performance according to learning performance according to instructional objectives.instructional objectives.

Rubric: Rubric: a scoring guide to assess a scoring guide to assess student’s learning outcomes.student’s learning outcomes.

Development of MA Development of MA • Performance Assessment

-Recording analysis

-Activity analysis

-Products analysis

-Performance analysis

Development of MA Development of MA • Performance Assessment-Recording analysis1. It’s a kind of natural observation-from the recording,

teacher is able to understand the statue and thought of students.

2. There are different ways to record the content of learning

3. It should provide feedback for students’ learning

4. It often uses checklist or performance criteria as assessment tools.

Development of MA Development of MA • Performance Assessment-Recording analysis

Development of MA Development of MA • Performance Assessment-Recording analysis

Development of MA Development of MA • Performance Assessment-Activity analysis1. Understand the cognitive, psychomoto and affective

aspects of students.2.Observe the learning behaviors of students in the activities3. Writing essays which require students to rethink, to

integrate, or to apply information; working with other students to accomplish tasks

4. Must have performance criteria

Development of MA Development of MA • Performance Assessment-Activity analysis Performance Criteria: Be able to ask about the age of the classmates and write them down correctly in English.

Development of MA Development of MA • Performance Assessment-Products analysis1.By visual art creations to convey feelings.

2. Designing artifacts, performance, homework making collections, writing term papers,

critiques, poems, or short stories

3.Behavior checklist 、 Attitude checklist and Performance criteria

Development of MA Development of MA • Performance Assessment-Products analysisPerformance criteria: Be able to write English name

Development of MA Development of MA • Performance Assessment-Products analysis

Development of MA Development of MA • Performance Assessment-Performance analysis1.It is like authentic assessment and is from the

concept of learning by doing . 2. Demonstrating proficiency in using a piece of

equipment or a technique, building models3. Essays ; giving speeches; writing term papers 4. Performance criteria

Development of MA Development of MA • Performance Assessment-Performance analysis

Development of MA Development of MA • Performance Assessment-Performance analysis





Discussion Discussion

Development of MA Development of MA • Portfolio Assessment- is more than a folder stuffed with student

papers, video tapes, progress reports, or related materials.

- must be a purposeful collection of student work

that tells the story of a student’s efforts, progress, or achievement in a given area over a period of time.

Development of MA Development of MA • Portfolio Assessment-Important purposes1. motivate students 2. provide explicit examples to parents, teachers,

and others of what students know and are able to do

3. allows students to chart their growth over time and to self-assess their progress

4. encourages students to engage in self-reflection.

Development of MA Development of MA • Portfolio Assessment-Principles that guide the use of a portfolios as an assessment tool1. is continuous and ongoing. 2. is multidimensional.3. is selective.4. Is reflective.5. has clearly defined criteria. (checklist, rating scale or

rubric)

Development of MA Development of MA • Portfolio Assessment- Type1. The Showcase Portfolio- showcase the student’s work

2. The Growth Portfolio- to demonstrate growth

3. The Selected Works Portfolio- like Showcase Portfolio but is more teacher-directed

4. The Passportfolio- to accumulate “best work” for admission to other educational institutions or program or for employment purposes

Development of MA Development of MA • Portfolio Assessment- Steps1. Decide assessment objectives.2. Decide assessment content.3. Decide assessment ways.4. Make performance criteria for the work within

the portfolio.6. Inform the student how to prepare for it.7. Assess the portfolio with criteria.

Development of MA Development of MA • Portfolio Assessment-content1.contain best work only, a progressive record of student growth, or both?2.finished pieces: for example, ideas, sketches, and revisions?3.student self-reflection 4.documents of observation or assessment by

the teacher5.comments from parents

• Portfolio Development


Development of MA Development of MA • Make performance criteria for the work within

the portfolio

• Make performance criteria for the work within the portfolio


• Portfolio Rubric


• Sheets for Portfolio Assessment






OutcomesOutcomes

OutcomesOutcomes

Task-based Task-based Language Language TeachingTeaching

Learning AutonomyLearning Autonomy

A Good Learning A Good Learning AtmosphereAtmosphere 。。

Learning Learning CommunityCommunity

Empowerment of Empowerment of teachers and teachers and learnerslearners

listening and listening and speaking speaking ConfidentConfident

~Reference List~~Reference List~1.1. 中央課程與教學輔導諮詢教師團隊政策宣導中央課程與教學輔導諮詢教師團隊政策宣導——多元評量與示例多元評量與示例

2.2. Basic Teaching Model- Robert Glaser’s Model of School Learning by Basic Teaching Model- Robert Glaser’s Model of School Learning by Dr. Dr.

V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D http://www.vkmaheshwari.com/WP/?p=1016, August 12,2013., August 12,2013.

3.Using Multiple Intelligences in Testing and Assessment in 3.Using Multiple Intelligences in Testing and Assessment in TeacherVisionTeacherVision

https://www.teachervision.com/intelligence/resource/4933.htmlhttps://www.teachervision.com/intelligence/resource/4933.html

4. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. 4. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Eds.). (1956). (Eds.). (1956).

Taxonomy of Educational Objectives – The Classification of Taxonomy of Educational Objectives – The Classification of Educational Goals – Educational Goals –

Handbook 1: Cognitive Domain. London, WI: Longmans, Green & Co. Handbook 1: Cognitive Domain. London, WI: Longmans, Green & Co. Ltd.Ltd.

5.Portfolios: More Than Just a File Folder –Connecting the Pieces 5.Portfolios: More Than Just a File Folder –Connecting the Pieces Produced by Produced by

Saskatchewan Professional Development Unit Rockingham County Saskatchewan Professional Development Unit Rockingham County SchoolSchool

https://rcs.instructure.com/courses/45083/files/17478147https://rcs.instructure.com/courses/45083/files/17478147

http://www.vkmaheshwari.com/WP/?p=1016

~Thanks~~Thanks~

Soaring to Greater HeightsSoaring to Greater Heights

Multiple Assessments Suelin Chen Outline Purposes of using MA Purposes of using MA Basic Teaching Model Basic Teaching Model Development of MA Development.

Documents

students present learning

learning community

learning autonomy

learning fulfillment

learning andask

teaching process

students basic english

good learning atmosphere