Assessment Strategies
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How to design assessments to use with computer-supported learning activities.
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Assessment Strategies
- 1. Assessment Strategies Michael M. Grant 2010 Image from paul goyette at Flickr.com
- 2. Reminder about computer functions… See page 333 in your textbook.
- 5. What is assessment? What’s the point? Image from courosa at Flickr.com
- 6. Classifying Assessments Traditional Constructed Response Essay Short answer Listing Selected Response MC T/F Matching Fill in the blank Non-traditional/ alternative/ authentic/ performance-based Portfolio Rubric Checklist Task List
- 9. Essay
- 10. Short answer
- 11. Listing
- 13. MC
- 14. T/F
- 15. Matching
- 17. Portfolio
- 18. Rubric
- 19. Checklist
- 20. Task ListAssessment is not necessarily an either-or option.
- 21. Key Issues Match assessment to objectives Match assessment to objectives Match assessment to objectives The language (the exact words) in the assessment item should be very, very, very, very similar to your objective. It’s okay for it to be that way.
- 22. In a simple example, it should be like this… Be sure the language is aligned fromobjective to assessment.
- 23. Match your assessment strategy to the difficulty level of your objective.
- 24. We’re going to focus on … Task Lists Rubrics Because we’re emphasizing using technology to support student learning and building student products.
- 25. Tasks Lists Rating scale, Content items and process skills, Any work habits, Any social/group skills, Any technology skills, Possibly any metacognitive skills, Is developmentally appropriate for the grade level you specified.
- 26. Page 311 in your textbook
- 29. Where do the tasks come from? Image from Lshaveat Flickr.com
- 30. Your Turn: Write the task list for the following objective. Given five pumpkins, calculate the mean weight in pounds within .5 pounds.
- 31. Rubrics Assessment criteria Rating scale Levels of performance Is developmentally appropriate.
- 36. Your Turn: Write the rubric for the following objective. Given five pumpkins, calculate the mean weight in pounds within .5 pounds.
- 38. Weighting? Do I look fat? Image from kk+ at Flickr.com
- 39. References & Acknoledgements Airasian, P.W. (2000). Assessment in the classroom (2nd ed.). Boston: McGraw-Hill.
- 40. Michael M. Grant 2010
Notes de l'éditeur
- Assessment: The collection, synthesis and interpretation of information to aid the teacher in decision making.Test: A formal, systematic usually paper-and-pencil procedure for gathering information.Measurement: The process of quantifying or assigning a number to performance.Evaluation: The process of making judgments about the quality or goodness of performance or a course of action.(Airasian, 2000, p. 11)
- remember that assessment is not necessarily an either-or option. Instead, these assessment strategies can be used together in order to gain a better picture of your students' grasp of the content. By using more than one point of data, you are able to see a clearer picture of what the student knows and does not know.
- Also, you should be smart in choosing assessment strategies. Match your assessment strategy to your objectives' levels of difficulty. Objective assessments work well with low-level knowledge on Bloom's taxonomy (Knowledge, Comprehension, Application and possibly Analysis). Performance-based assessment are more time consuming but work well for higher-order thinking skills on Bloom's taxonomy (Application, Analysis, Synthesis and Evaluation), particularly when there is more than one possible correct response or student product.
- More criteria.Weighting with percents or factors.