Classroom Assessment:
Concepts and Applications
Session 1
The Breadth of Classroom
Assessment
Assignments:
Ed 4320
A. Bloom’s Taxonomy
• You will choose a children’s book
appropriate for use in grades 1-5.
• Choose two objectives from the Alabama
English Language Arts (ELA) Course of
Study 2010.
• Write one question for each objective for
each of Bloom’s six levels.
B: Teaching Unit Plan
•
•
•
•
•
•
•
•
Topic
Subject/grade level
Standards: National and State
Unit Objectives
Total of 7 lessons with 3 written in detail
Assessment: Formative and Summative
Illustration of bulletin board
Copies of all handouts and a description of all materials
and equipment needed to teach the unit
• List of sources in APA format
C: State Testing Notebook
•
Notebook with 7sections:
–
–
–
–
–
–
–
•
DIBELS
Alabama Reading and Math Test +
Alabama Science Assessment
Alabama High School Graduation Exam
Alabama Alternate Assessment
National Assessment of Educational Progress
State Accountability Program
Summary per test that includes:
–
–
–
–
–
–
–
–
Overview of Test
Development of Test
Grades tested
Accommodations for special populations
Scoring information
How the test is used in state initiatives
If/how the test is used in state accountability program
References in APA style
D: Power Point Presentation
Power point: 15 minute presentation
on one of the following:
–
–
–
–
–
–
–
DIBELS
Alabama Reading and Math Test
Alabama Science Assessment
Alabama High School Graduation Exam
Alabama Alternate Assessment
National Assessment of Educational Progress
State Accountability Program
Please bring a copy of your presentation for
duplication for the class.
E: Test Bank Assignment
– Develop 6 objectives for a unit of instruction.
– Of these 6….
•
•
•
•
•
•
One must be assessed using 5 multiple-choice items
One must be assessed using 5 true-false items
One must be assessed using 5 short answer or completion
One must be assessed using a set of matching items
One must be assessed using a set of interpretative items
One must be assessed using a single essay item.
– Write a scoring key and identify the cognitive level of each
question according to Bloom’s Taxonomy.
F: Rubric and Performance Assessment
Collection/Construction
– Part 1: Assemble the following:
• 10 rubric examples
• 10 performance assessment examples
– Part 2:
• Read the “Guide to Writing a Basic Essay”
– Develop a rubric for assessing an essay written
according to those instructions
– Develop a rubric or checklist for assessing the oral
presentation of the essays
TEST
=/
ASSESSMENT
Classroom assessment
encompasses much more than
tests and quizzes!
What is Assessment?
Assessment: a broad and
continuous process of
collecting, synthesizing
and interpreting
information to aid in
decision making.
PURPOSES OF ASSESSMENT
1. Establishing a classroom that supports learning
Helping students learn well and maintaining rules for respect in the classroom
2. Planning and conducting instruction
3. Placing students
Dividing students into groups, organizing students into cooperative learning groups,
pairing or grouping students for class projects or recommending teachers for
students
4. Providing feedback
Observations and feedback intended to alter and improve students’ learning are
called formative assessment.
5. Diagnosing student problems and disabilities
To identify, understand, and address students’ misconceptions and
learning difficulties.
6. Summarizing and grading academic progress
Grading or making final decisions about students’ learning at the end of
instruction—summative assessment.
a. Assigned grades to
her students’ science
tests on the planets
b. Referred Aaron to
the Special Ed
Department to be
screened for poor
gross motor skills
c. Completed the
monthly school
progress report on
each student in the
class
d. Moved Tamika
from the middle to
the high reading
group
e. Selected Rosa, not
Sarah, to deliver a
note to Mr. Brown,
the principal
f. Decided on topics
to cover in next
Monday’s math
lesson
g. Met with the
special education
teacher to review the
accommodations
Mauricio needed
when taking a test
h. Stopped the
planned language
lesson halfway
through the period in
order to review the
previous day’s lesson
i. Formed a reading
group for 3 students
who were
progressing more
slowly than their
classmates
j. Rearranged the
class seating plan to
separate Jamar and
Ramon and to move
Claudia to the front of
the room so she
could see the board
better
k. Called on Kim
twice even though
her hand was not
raised.
l. Studied the
statewide writing
standards to
determine what
topics to emphasize
in instruction
m. Switched social
studies instruction
from discussion to
seatwork when the
class became bored
and unruly
n. Encouraged Jing
to redraft his English
composition to
correct spelling and
grammar errors
o. Decided to
construct her own
test for the social
studies unit rather
than using the
textbook test.
p. Checked with the
school counselor
regarding possible
reasons for Miguel’s
increasingly
inattentive class
behavior
q. Paired Kim, a
class isolate, with
Aretha, a class
leader, for the project
in Social Studies
r. Send Ralph to the
principal because he
swore at a teacher
and threatened a
classmate
s. Held a parentteacher conference
with Ivan’s parents in
which she told them
that he was a
capable student who
could produce better
work than he had
thus far
t. Consulted with last
year’s standardized
test scores to
determine whether
the class needed a
review of the basic
rules of capitalization
1. Establishing a
classroom that
supports learning
Selected Rosa, not Sarah, to deliver a
note to Mr. Brown, the principal
Rearranged the class seating plan to
separate Jamar and Ramon and to
move Claudia to the front of the room
so she could see the board better
Called on Kim twice even though her hand
was not raised.
Switched social studies instruction from
discussion to seatwork when the class
became bored and unruly
Checked with the school counselor
regarding possible reasons for
Miguel’s increasingly inattentive class
behavior
Send Ralph to the principal because he
swore at a teacher and threatened a
classmate-
2. Planning and
conducting instruction
Decided on topics to cover in next
Monday’s math lesson
Stopped the planned language lesson
halfway through the period in order to
review the previous day’s lesson
Studied the statewide writing standards to
determine what topics to emphasize in
instruction
Consulted with last year’s standardized
test scores to determine whether the
class needed a review of the basic
rules of capitalization-
3. Placing students
4. Providing feedback
Moved Tamika from the middle to the
high reading group
Formed a reading group for 3
students who were progressing
more slowly than their classmates
Paired Kim, a class isolate, with
Aretha, a class leader, for the
project in Social Studies-
Completed the monthly school progress
report on each student in the class
Called on Kim twice even though her hand
was not raised.
Encouraged Jing to redraft his English
composition to correct spelling and
grammar errors
Held a parent-teacher conference with
Ivan’s parents in which she told them
that he was a capable student who
could produce better work than he had
thus far-
5. Diagnosing student
problems and
disabilities
Referred Aaron to the Special Ed
Department to be screened for poor
gross motor skills
Met with the special education teacher to
review the accommodations Mauricio
needed when taking a test
Checked with the school counselor
regarding possible reasons for
Miguel’s increasingly inattentive class
behavior-
6. Summarizing and
grading academic
progress
Assigned grades to her students’
science tests on the planets
Decided to construct her own test for
the social studies unit rather than
using the textbook test.-
Cycle of Assessment and
Instruction
Assessment in the Classroom Occurs for
3 Major Domains: Page 4
• Cognitive Domain
Intellectual activities such as memorizing,
interpreting, critical thinking, etc.
• Affective Domain
Feelings, attitudes, interests, and emotions
• Psychomotor Domain
Physical activities and actions in which
students must manipulate objects
Three Phases of Classroom Assessment
Early
Assessment
Purpose
Timing
Evidencegathering
method
Type of
evidence
gathered
Record
keeping
Instructional
Assessment
Summative
Assessment
Page 9
evaluation
measurement
The Process of Assessment:
tests
1/4
2/4
Testing
(information gathering)
• Testing is a formal, systematic
procedure for gathering information.
• Testing methods include paper-andpencil tests, portfolios, projects and
observations.
21
3/4
Measurement
(grading)
• The process of quantifying or
assigning a number to a
performance or trait.
• Example: A numerical score on
a quiz, such as “Jackie got 17
out of 20 items correct on the
test.”
22
4/4
Evaluation
(rewarding)
I hope I do well
enough to move
up to the Red
Bird group!
• The process of judging the
quality or value of a
performance or a course of
action, such as the quality of
a student’s essay.
• An evaluation is the product
of assessment that produces
a decision.
Three Ways to Collect Data
Page 10
• Student Products
• Observation Techniques
• Oral Questioning Techniques
1/2
1st: Student Products
• Involves students • Includes:
– Homework
creating products
– Worksheets
or artifacts.
– Essays
– Book Reports
– Science Projects
– Lab Reports
– Artwork
– Tests & Quizzes
2/2
3 Forms of Student Products
• Selection items: multiple choice,
true-false, matching
• Supply items: short answer,
fill in the blank, essay
• Performances: book reports,
journal entries, portfolios,
science experiments, class projects
1/1
2nd: Observation Techniques
Page 11
• Formal & planned in advance
involves purposefully watching a
particular set of student
behaviors.
“watching and listening”
• Informal & unplanned involves
spontaneous observations of
student behaviors &
expressions.
1/3
3rd: Oral Questioning Techniques
Page 12
• Provides a great • Used during and
after instruction to:
deal of formal
– Monitor progress
and informal
– Review information
information about
– Engage students
students.
2/6 1/6
“Explain
“Whyto
dome
you
inthink
your the
ownauthor
words
what
ended
an improper
her storyfraction
that way?”
is.”
2/3
3rd: Oral Questioning Techniques
• Provides a great • Used during and
after instruction to:
deal of formal
– Monitor progress
and informal
– Review information
information about
– Engage students
students.
4/6
3/6 “Raise
“Jack, did
your
you
hand
callifRon
you acan
mean
tell
me why this answer
name?” is incorrect.”
3/3
3rd: Oral Questioning Techniques
• Provides a great • Used during and
after instruction to:
deal of formal
– Monitor progress
and informal
– Review information
information about
– Engage students
students.
5/6 6/6
“Who
“Why
can don’t
summarize
you have
yesterday’s
your
discussion
homework
about the
today?”
water cycle?”
Article
Notebook, Tab 4, pages 8-13
Feedback That Fits
By Susan M. Brookhart
1/3
Assessment Procedures
Page 12
Standardized
Nonstandardized
Standardized or Nonstandardized?
Read each item and write S if the items refers to standardized testing
or N if it refers to nonstandardized testing.
Use page 13 of your textbook to help you.
1.___a teacher constructs her own test for a science unit
2.___ACT
3.___scoring procedures and interpretations are the same for all
students
4.___constructed for use in a single classroom with a single group of
students
5.___the teacher observes his chemistry students during their lab
experiments
6.___constructed for use in many different classrooms
7.___constructed in such a way that the administration is always under
identical conditions
8.___important when information from the assessment is to be used for
the same purpose across many different classrooms and locations
9.___weekly spelling test
10.__Cooperative group project
Standardized or Nonstandardized?
Read each item and write S if the items refers to standardized testing
or N if it refers to nonstandardized testing.
Use page 13 of your textbook to help you.
N teacher constructs her own test for a science unit
1.___a
S
2.___ACT
3.___scoring
procedures and interpretations are the same for all
S
students
N
4.___constructed
for use in a single classroom with a single group of
students
N
5.___the
teacher observes his chemistry students during their lab
experiments
6.___constructed
for use in many different classrooms
S
S
7.___constructed
in such a way that the administration is always under
identical conditions
S
8.___important
when information from the assessment is to be used for
the same purpose across many different classrooms and locations
N
9.___weekly
spelling test
10.__Cooperative
group project
N
2/3
Standardized Assessments
Page 12
• Intended to be
administered,
scored, and
interpreted in the
same way for all
test takers.
• Aim to ensure fair
comparisons
among students
in different
schools and
states.
3/3
Nonstandardized Assessments
Page 12
• Teacher-made assessments that are
developed for a single classroom with a
single group of students and are not used
for comparison with other groups.
• Include:
– Formal assessments such as pencil-and-paper
tests
– Unplanned observations of students
– Class discussions
– Projects
Educational Standards: Page 14
To set common goals for instruction and criteria for
performance to which all schools and students are held.
Content Standards
(aka curriculum frameworks or standards of learning)
Define the knowledge & skills students are expected to
develop in a given subject area and grade level
Performance Standards
Define how well students are expected to know and
perform the skills included in the content knowledge
Standards-Based Testing
• In most cases, performance
standards are measured by
standards-based tests
administered by the state
• The federal No Child Left Behind
Act of 2002 mandates that all
states are expected to develop &
meet educational standards
Mr. Farris
• Unit on long division with
remainders
• Test: items similar in content,
format, and difficulty
• Selects 10 items that represent his
teaching
• Administers the test and scores the test on
a scale of 0 to 100
2/5
Validity
• Validity is concerned with whether
the information being gathered is
relevant to the decision that needs to
be made.
• Concerns about validity pertain to all
classroom assessment, not just to
those involving formal, paper-andpencil techniques.
3/5
Validity Example
• A teacher determines a
student’s ability by
observing his
classroom work over a
period of time.
• A teacher determines a
student’s ability by the
section of the city he
comes from.
Which teacher
behavior is
valid? Why?
Why is the other
teacher behavior
invalid?
4/5
Reliability
• Refers to the stability or consistency
of assessment information, i.e.,
whether it is typical of a student’s
behavior.
• Is not concerned with the
appropriateness of the assessment
information collected, only with its
consistency, stability, or typicality.
Appropriateness is a validity
concern.
5/5
Reliability Example
• A teacher includes two
(2) long division
questions on his math
test.
• A teacher includes ten
(10) long division
questions on his math
test.
Which teacher
obtains reliable
information
about his
students’
achievement?
Why?
Ethical Responsibilities
Page 20
•
•
•
•
Make fair & impartial decisions.
Construct fair & clear assessments.
Motivate students.
Teach students the types of
assessment formats.
• Provide students opportunities to
practice testing approaches.
• Make reasonable accommodations
for students with disabilities.
Self-Assessment 1/3
You are teaching your first unit on the water
cycle and it starts next week. You want
your students to be highly motivated and
learn a lot from the unit. In planning the
course you begin by pulling together the
most interesting content and interactive
learning activities you can find to fill up a
semester’s worth of instruction. WHAT
IS MISSING?
Self-Assessment 2/3
You have been teaching a unit on the Civil War for
three weeks and things have been going well. It
is time for the first test and you want to give it
the first thing in the morning in class. It is now 5
pm and you have several errands to do on your
way home, but you need to develop the test first.
You quickly flip through the teachers manual that
accompanies the textbook and pick out 30 test
questions provided for the three chapters you
have covered thus far. There, you have the test
ready to go (and it only took 20 minutes!).
WHAT IS MISSING?
Self-Assessment 3/3
The instruction is half over in the unit you
are teaching about art of the American
Southwest. Your students have started
complaining that they do not have a “big
picture” of what they are supposed to be
learning or how well or how poorly they
are doing.
WHAT IS MISSING?
NO assessment technique
is 100% valid
NO assessment technique
is 100% reliable
The score you put at the top of your student’s
paper is NEVER the student’s true score!
End
Homework: Review of Chapter 1
Activity: Interview a teacher about classroom decision making. Ask the teacher:
• how he or she learns about students at the start of the school year
•what characteristics are considered
•On what basis are decisions about students made
Review Questions:
1. What are the 3 main types of classroom assessment? How do they differ in purpose, timing, and the types of
information most likely to be used in carrying them out?
2.
Explain the difference between
standardized and nonstandard zed assessments:
supply and selection test items:
validity and reliability:
3.
How would you explain the concept of validly to a fellow teacher? What examples would you use to make your
point?
4.
Why are validity and reliability important concerns in classroom assessment? Why is validity more important?
5.
What are three ethical responsibilities a teacher has to her or his students? Give an example of how each
responsibility might occur in a classroom.
Classroom Assessment:
Concepts and Applications
Learning About Students:
Early Assessment
What is a Class?
• A class is a society and a social
system.
• It is made up of people who:
– Communicate with each other
– Pursue common and individual goals
– Follow rules of order
52
What can teachers do to have a
smooth beginning of the school
year?
What are three important things
for a teacher to do at the start of
the school year?
1st: Gather Information about Your Students
Pages 28-29
• The first days of school set the stage for how well
students behave, interact, and learn during the
school year.
• No two classes are identical. Particular classrooms
differ greatly from one another!
Because of this,
teacher judgment is a critical
ingredient of successful classrooms.
• During the first few days of school,
teachers use a process called
“early assessment” to learn
more about the academic, social,
and emotional needs of their
students.
Early Assessment
Page 29
• Informal observation that provides
teachers with general information
about students’ characteristics
• Includes observations of student:
»Behavior
»Academic work
»Attitude
»Relationships
Questions to Explore
• Will the students get along and
cooperate?
• Are the students ready for the
curriculum?
• What are their strengths and
weaknesses?
• Do any students have special
needs?
• Are any students particularly
disruptive?
Comparison of 2 Classrooms
Page 31
Classroom A
Classroom B
30 students
Students’ abilities clustered at three
disparate levels
Range of socioeconomic backgrounds
Parent pressures for multicultural
learning
Balanced gender mix
Separate art and music programs in
another class
Spacious, quiet room
Nearly all students together for
several years
Individual student desks
Classroom aide available
16 students
Fairly homogeneous student
abilities
A few students who crave
attention and a few who
seem extremely shy
Uniformly middle class
Parent pressure for high grades
Predominantly boys
No separate art or music
Small room with noise from class
next door
Most students meeting each
other for the first time
Tables and chairs
No classroom aide
Early Assessment Sources
Some common early assessment sources and what information they may yield
What Students Say
•Responses to questions
•Class discussion
•Interaction with others
•Early oral reports
Potential Information
•Attention span
•Oral fluency
•Politeness
•Vocabulary
•Ease of participation
•Anxiety
•Ability to respond to
prompts
•Tendencies to talk out of
turn in class
What Students Do
•Early homework
assignments
•In-class tasks
Potential Information
•Attention span
•Ability to complete work
on time
•Ability to follow
directions
•Level of performance
•Ability to get along with
others
What Students Write
•Early written homework
assignments
•Early or prior journals
•Early or prior tests
•Prior portfolios
Potential Information
•Organizational abilities
•Use of logic
•Neatness
•Penmanship
•Level of performance
61
Early Assessment Sources
Page 32
• Formal Sources
– School Records
– Standardized Test Scores
• Informal Sources
– Personal Observations
– Comments from Other Teachers
1/5
Forming Student Descriptions
Page 34
On the basis of information teachers
collect during the first days of class, they
often synthesize their early assessments
into general descriptions of students.
2/5
“Jamella (a second grader) has had an
exceptional beginning of school. She
does her work very well and on time,
raises her hand to answer questions,
and seems to be enjoying school. This
is not the case for many of the new
second graders.”
3/5
“Joslyn (a fifth grader) walks into class each day with a
worried and tired look on her face. Praising her work, or
even the smallest positive action, will bring a smile to her
face, though the impact is brief. She is inattentive, even
during the exercises we do step-by-step as a class. She is
shy, but sometimes will ask for help. But before she gives
herself a chance, she will put her head down on her desk and
close her eyes. I don’t know why she lacks motivation so
severely. Possibly it’s a chemical imbalance or maybe
problems at home. She will probably be this way all year.”
4/5
“Alfredo (an eighth-grader) is a smooth talker, a
Casanova. He is a nice dresser, a nice kid with a head
on his shoulders. Unfortunately he is very
unmotivated, most likely because of his background.
He’s street smart, loves attention, and has a good
sense of humor. He is able to “dish it out” but can
also take it. Alfredo is loud in class but not to the
point of disruption; he knows where to draw the limit.
If only he had some
determination, the kid
could go a long way.”
5/5
“Larinda (an eleventh-grader)
is athletic and good natured.
She flirts with the boys and
sometimes with her
teachers. She doesn’t go
beyond the bounds of good
taste and is respectful in
class. Her ability is
average.”
Forming Student Descriptions
Page 34
Student descriptions include:
• Informal information
• Academic and nonacademic factors
• Many dimensions of behavior &
background
• Predictions about student performance
Early Assessment Characteristics
Page 36
Concerns About Accuracy & Validity
Page 36
• Early assessments form the
basis for many important
judgments made throughout
the school year.
• Teachers have an ethical
responsibility to make them
as valid and reliable as
possible.
70
1/5
The General Problem
with Early Assessment
Page 37
A process that is based upon quickly-obtained,
often incomplete evidence has the potential to
produce incorrect, invalid, and unreliable
decisions about students.
There are 4 points about
the effects of early assessment that
teachers should keep in mind!
2/5
Ethics Challenge #1
• Teachers’ initial impressions of their
students tend to remain stable over
time.
• Teachers will act to maintain their
impressions of students, even in the
face of contradictory evidence.
72
3/5
Ethics Challenge #2
• Teachers are fairly accurate in their first
predictions about students’ academic
performance.
• However, teachers’ accuracy about
students’ personalities, interests,
emotions, motivation, self-concepts, and
social adjustment is lower.
73
4/5
Ethics Challenge #3
• Teachers unintentionally transmit their
early assessments to students through:
– Tone of Voice
– Physical Proximity
– Gestures
– Seating Arrangements
– What other signals can you think of?
74
5/5
Ethics Challenge #4
• Teachers’
perceptions and
expectations can
create a selffulfilling
prophecy.
• This causes
teachers and
students to
behave in certain
ways, whether or
not the original
expectation was
correct.
75
REVIEW
The two main criteria for good assessments
are …
validity and reliability.
Validity is concerned with the
appropriate evidence.
collection of__________
Reliability pertains to
enough
collecting _______evidence.
Threats to Validity
Pages 38-39
There are 2 main problems
that occur during early assessment that
diminish the validity
of the information teachers gather.
77
Threats to Validity
Pages 38-39
1. Prejudgment
– Prior Information
– Initial Impressions
– Personal Theories & Beliefs
2. Logical Error
What is Prejudgment?
Page 38
• Observer prejudgment can stem from
(1) prior knowledge
(2) first impressions
(3) personal prejudices
and often interferes with fair and valid
assessments of students.
What is Logical Error?
Page 40
• Logical error occurs when teachers
select the wrong indicators to assess
desired student characteristics.
• For example, a teacher labels a
student “a bully” but doesn’t
remember the specific observations
that led to that label.
“I could tell that Matthew was
going to have trouble working in
groups. He did not say a word
throughout an entire activity
when he was asked to work with
three other students. He just
sat there, letting his group
members make all the decisions
and do all of the work.”
1. Is poor group working skills the only
interpretation of Matthew’s behavior?
2. What are some others?
3. If Matthew had been grouped with a different set of students, would he
have behaved the same way?
4. If Matthew had not had an argument with one of his group mates during
recess, might he have behaved differently during the small-group activity
Because teachers’ labels “stick” to students,
It is important that the observations leading
To a label are valid indicators of that label.
Threats to Reliability
Page 41
• Inadequate behavior sampling: Too few
observations prevent learning about
students’ typical behavior and
characteristics.
– Basing decisions on a single piece of
information
– Observing behaviors in one setting
nd
2 :
Identify Special Needs
Page 42
• Students with special needs are
increasingly placed in the same
classroom as their peers.
• Teachers help to identify and develop
plans to meet the special needs of
students.
• Teachers, counselors, parents and
others form a network of support.
85
1/2
Legal Issues
Page 43
Education for All Handicapped Children
Act of 1975
• Mandated that all school-age children,
including those with disabilities, are entitled
to a free public education
• Prescribed assessment procedures and
practices for students identified as having
special needs.
86
2/2
Legal Issues
Page 43
Individuals with Disabilities Education Act
of 1990 (IDEA)
• Required a free and appropriate education for
preschool students with disabilities
• Called for the placement of students with
disabilities in the least restrictive environment
and to the maximum degree possible, be
educated with students without disabilities.
87
Common Areas of Disability
Page 43
•
•
•
•
•
•
Oral expression
Listening comprehension
Written expression
Reading fluency
Comprehension
Attention deficit
Individual Education Plan (IEP)
Page 47
• Focuses on placing students in least restrictive
environment
• Specific educational plan developed for students
with special needs that describes:
• Student’s current level of educational
performance
• Goals
• Prescribed services
• Degree of inclusion in regular education
programs
• Assessment criteria
Required Contents of an IEP
1.
2.
3.
4.
5.
6.
7.
8.
Information about the student’s current level of
educational performance
Annual goals and short-term objectives
Prescribed educational services
Date services will begin and length of service
Description of the extent to which the child will
participate in regular education programs
Justification for placement
List of individuals responsible for implementation
of the IEP
Objective criteria, evaluation procedures, and
schedules of determining whether the objectives
are being met
1/2
3rd: Improve Early Assessments
Page 48
Some Strategies to Use
1. Be aware of early assessment and
its effects on students.
2. Treat first impressions as
hypotheses to be confirmed or
corrected by later information.
3. Use direct indicators to gather
information about students.
2/2
Improving Early Assessments
Pages 50-51
4. Supplement informal observations
with more structured activities.
5. Observe long enough to be fairly
certain of the student’s typical
behavior.
6. Determine whether different
kinds of information confirm each
other.
92
1/2
Teachers’ “Daily Dozen”
page 49
1. Be consistent.
2. Don’t make idle threats.
3. Look for reasons behind
misbehavior.
4. Be sure they know the rules.
5. Check your own feelings about
students.
6. Watch your tongue.
2/2
“Daily Dozen” continued
7. Don’t make study a punishment.
8. Let them know you like them.
9. Don’t try to do the impossible.
10. Control your temper.
11. Don’t be afraid to apologize.
12. What you see as delinquent behavior
may be normal behavior in a child’s
cultural background.
What are three important things for a
teacher to do at the start of the school
year?
information about students
1. Gather___________________________
special needs of their students
2. Identify__________________________
3. Improve__________________________
early assessments
Chapter 3:
Lesson Planning &
Assessment Objectives
Classroom Assessment:
Concepts and Applications
The central concept
of this chapter is that
planning and assessment
should be driven by a clear
knowledge of desired
objectives about what
students will learn
and master.
1/5
Thinking About Teaching
Page 56
The purpose of schools is to educate students.
Educate:
To help students change in important and
desirable ways; to foster important and desired
student changes.
98
2/5
Some Vocabulary to Know
Achievement
Curriculum
Instruction Ability and Aptitude
Curriculum:
The skills,
performances,
knowledge, and
attitudes students are
expected to learn in
school.
3/5
Some Vocabulary to Know
Curriculum
Instruction
Achievement
Ability and Aptitude
Instruction:
The methods and
processes actually
used to change
students’ behavior.
4/5
Some Vocabulary to Know
Curriculum
Instruction
Achievement
Ability and Aptitude
Achievement:
School based
learning
Ability and Aptitude:
Broader learning that
stems from non-school
sources
1/4
Three Steps of the Instructional
Process
Page 58
Planning
Instruction
Delivering
Instruction
Assessing
Student
Outcomes
102
2/4
Planning Instruction
pp.59-64
• Identifying outcomes
• Selecting materials
• Organizing learning experiences
103
3/4
Delivering Planned Instruction
• Teaching & monitoring the class to
make decisions about:
– Lesson pace
– Reinforcement
– Interest
– Comprehension
104
4/4
Assessing Student Outcomes
• Did the students learn what I
wanted them to learn?
– Useful in assessing the
appropriateness of the learning
experiences provided to students
105
Instructional Planning
A lesson that fails to take into
account the needs and prior
knowledge of the students or
that poorly matches desired
outcomes to instructional
activities is doomed to failure.
106
Comparison of Two Classroom Contexts
Page 60
A
•
•
•
•
•
•
•
•
•
•
•
22 students
Range of student abilities
Strong student self-control
Good prerequisite skills
Intense parental interest
10-year-old textbooks
Mandated district curriculum
Poor school library
Small classroom size
Individual student desks
Little colleague support
•
•
•
•
•
•
•
•
•
•
•
B
34 students
Mainly low-ability students
Poor student self-control
Range of prerequisite skills
Moderate parental interest
New textbooks
Teacher-selected instructional topics
Excellent school library
Large classroom size
Students sit at four-person tables
Strong colleague support
Notebook: Tab 6, Page 18
Three Things to Consider When
Planning Instruction
Page 60
st
1 :
Student
Characteristics
2nd: Teacher
Characteristics
3rd: Instructional
Resources
st
1 :
Student Characteristics
pp.60-61
Includes:
• Level of development:
– Readiness and prior achievement
– Independence and socialization
– Self-control
• Learning styles
• Culture and language
• Disabilities
109
2nd: Teacher Characteristics
p. 62
Includes:
• Subject matter knowledge
• Personality
• Physical limitations
• Teaching methods
110
What is Your Teaching Style?
• Why should I care?
– A narrow repertoire of teaching methods has the
potential to limit learning opportunities for
students who could learn better from other
instructional techniques.
1/2
3rd: Things to Consider:
Instructional Resources
pp. 62-63
Includes:
•
•
•
•
•
•
Supplies
Page 43
Equipment
Space
Teaching aids or volunteers
Texts
Time
112
2/2
Instructional Resources
pp. 62-63
Textbooks
• Contain many paper-pencil
resources
• Have accompanying on-line
resources
• Include teaching plans
• BUT! Should NEVER be used
exclusively!!
Objectives
pp.64-66
• Other names:
– Learning targets
– Educational objectives
– Instructional objectives
– Behavioral objectives
– Student outcomes
– Curriculum objectives
• Important in developing lesson plans
• Must be identified in order to instruct
and assess
You must know where you want to “go” in order
to decide how to get there.
That’s what objectives are….your plan for getting
“there”.
1/4
Three Levels of Objectives
pp.64-66
A. Global Objectives
B. Educational Objectives
C. Instructional
Objectives
116
2/4
Global Objectives
Page 65
• Also called “goals”
– Broad, general, complex
– require substantial time and instruction to accomplish.
– Think of them as a target to be reached, or "hit."
• Provide a rallying cry that reflects what is
important in education policy.
• Examples:
– The student will become a lifelong learner.
– The student will become mathematically literate.
– Students will learn to use their minds well.
117
3/4
Educational Objectives
• More specific than global objectives
• Narrow enough to help teachers plan and focus teaching
• Broad enough to provide a range of possible student
outcomes
• Examples:
– The student can interpret different types of social data.
– The student distinguishes between facts and hypotheses.
– The student can read Spanish poetry aloud.
118
4/4
Instructional Objectives
• The most specific type of objective.
• Focus teaching on narrow topics of
learning in a content area.
• Think of them as the “arrows” you shoot
towards your target (goals).
• Examples:
– The student can correctly punctuate sentences with 80 % accuracy.
– The student can list the names of the first five U.S. presidents.
119
Comparing the 3 Levels of Teaching Objectives
Level of
Objective
Scope
Global
Anchor
Educational
Unit
Instructional
Lesson
Broad
Intermediate
Narrow
One or more years
Weeks or months
Hours or days
Function
Provide vision
Develop curriculum, plan
instruction, define suitable
assessments
Plan teaching activities,
learning experiences, and
assessment exercises
Example
*The student will acquire
competency of worldwide
geography.
*The student will gain
knowledge of devices and
symbols in maps and charts.
*Given a map or chart, the
student will correctly define
6 of the 8 representational
devices and symbols on it.
*The student will be aware
of the roles of civics and
government in the US.
*The student will interpret
various types of social data.
*The student can interpret
bar graphs describing
population density.
*The student will know how
to repair a variety of home
problems.
*The student will use
appropriate procedures to find
solutions to electrical problems
for the home.
*Given a home repair
problem dealing with a
malfunctioning lamp, the
student will repair it.
Time to
Accomplish
Three Domains of Objectives pp. 67-71
• Cognitive Domain intellectual
activities
• Affective Domain
feelings and emotions
• Psychomotor Domain physical
and manipulative behaviors
123
Cognitive Domain and
Bloom’s Taxonomy
Category
.
Example and Key Examples:
Simplest
to
Most complex
Knowledge: Recall data or information
Recite a policy. Quote prices from memory to
a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes, reproduces,
selects, states.
Comprehension: Understand the meaning, translation, interpolation,
and interpretation of instructions and problems. State a problem in one's
own words.
Examples: Rewrites the principles of test writing. Explain in oneís own
words the steps for performing a complex task. Translates an equation
into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates,
explains, extends, generalizes, gives Examples, infers, interprets,
paraphrases, predicts, rewrites, summarizes, translates.
Application: Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel
situations in the work place.
Examples: Use a manual to calculate an employeeís vacation time.
Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses.
Analysis: Separates material or concepts into component parts so that
its organizational structure may be understood. Distinguishes between
facts and inferences.
Examples: Troubleshoot a piece of equipment by using logical
deduction. Recognize logical fallacies in reasoning. Gathers information
from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new
meaning or structure.
Examples: Write a company operations or process manual. Design a
machine to perform a specific task. Integrates training from several
sources to solve a problem. Revises and process to improve the
outcome.
Key Words: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
Evaluation: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified
candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports.
H
Using the fairy tale,
The Three Little Pigs:
1. What were the types of homes built by the pigs?
Remembering/Knowledge
2. Why did the 3rd pig’s house remain standing when the
other houses did not?
Understanding/Comprehension
3. If bricks were not available, what material would you
choose to build your house and why?
Applying/Application
The Three Little Pigs:
4. What is the relationship between the
materials used to build each house and
what happened to it when the wolf blew
on it?
Analyzing/Analysis
5. How would you judge the wolf’s behavior
and why?
Evaluating/ Evaluation
6. How could the ending be rewritten where
the wolf comes out ahead?
Creating/Synthesis
Your Turn
Using the story,
Little Red Riding Hood
1. How does this story relate to your own life?
Applying/Application
2. The wolf was guilty of committing what crimes?
Evaluating/Evaluation
3. What would happen if the story of Little Red Riding
Hood took place in a modern-day city?
Creating/Synthesis
Your Turn
4. What do you think Red Riding Hood will do
the next time she meets a stranger?
Understanding/Comprehension
5. What happened to the grandmother in the
story?
Remembering/Knowledge
6. Compare this story to reality. What events
could not really happen?
Analyzing/Analysis
Stating and Constructing Objectives:
Essential Elements
pp. 71-77
Consider these 3 objectives:
1.1.Global Students will learn to use their minds well, so that
they may be prepared for responsible citizenship, further
learning, and productive employment in our nation’s
economy.
2.Educational The student can read Spanish-language
poetry.
3.Instructional The student can correctly punctuate
sentences.
1st: Describes student learning, not activities
138
Stating and Constructing Objectives:
Essential Elements
pp. 71-77
Consider these 3 objectives:
1. Global Students will learn to use their minds well, so
that they may be prepared for responsible citizenship,
further learning, and productive employment in our
nation’s economy.
2.Educational The student can read Spanish-language
poetry.
3.Instructional The student can correctly punctuate
sentences.
2nd: Specify the content or skill that students are expected
to
139
develop and how they are expected to apply it
Stating and Constructing Objectives:
Essential Elements
pp. 71-77
Consider these 3 objectives:
1. Global Students will learn to use their minds well, so that they
may be prepared for responsible citizenship, further learning, and
productive employment in our nation’s economy.
2. Educational The student can read Spanish-language poetry.
3. Global The student can correctly punctuate sentences.
3rd: Specify how students are expected to apply the content.
140
Stating and Constructing Objectives:
Essential Elements
pp. 71-77
The student can read Spanish-language poetry.
The content is the
noun.
The process or skill
is the verb.
See the verbs
Listed in Bloom’s
ie: add
remember
explain
141
REVIEW OF THE
Essential Elements of Objectives
pp. 71-77
• Describes student learning, not activities
• Specifies the content or skill that students are
expected to develop and how they are expected
to apply it
See
Page 72
• Uses specific, narrower verbs
142
The intent of an objective is to clearly identify what students
are expected to learn in order to…..
1/3 Communicate to others the purpose of
instruction
2/3 Help teachers select appropriate instructional
methods and materials
3/3 Help plan assessments
143
The basic requirements for well-stated
instructional objectives:
1. Describe a student behavior that should result
from instruction
2. State the behavior in terms that can be
observed and assessed
3. Indicate the content on which the behavior
will be performed
A simple model for preparing
instructional objectives is
“the student can” (observable
behavior) (content).
A simple model for preparing
instructional objectives is “the
students can” (observable behavior)
(content).
1.
2.
3.
4.
5.
6.
7.
8.
9.
The students can list three causes of the Civil War.
The students can solve word problems requiring the sum of two numbers.
The students can write a correctly formatted and punctuated business letter.
The students can translate a French paragraph into English.
The students can count to 20 aloud.
The students can list three differences between the climates of Canada and
Mexico.
The students can write balanced chemical equations.
The students can state the main idea of short stories.
The students can explain the water cycle in their own words.
These extended objectives…
• Take more time to prepare
• Are sometimes more difficult to state
prior to the start of instruction
• But—they aid in the development of
assessment activities since the
conditions and level of performance are
clearly defined.
4/4
Typical Problems Encountered
When Writing Objectives
Problems
Error Types
Solutions
Too vast/complex
The objective is too broad
in scope or is actually
more than one objective.
Simplify/break apart.
False/missing behavior,
condition, or degree
The objective does not list
the correct behavior,
condition, and/or degree,
or they are missing.
Be more specific, make
sure the behavior,
condition, and degree is
included.
False givens
Describes instruction, not
conditions
Simplify, include ONLY
ABCDs.
False performance
No true overt, observable
performance listed.
Describe what behavior
you must observe.
http://www.personal.psu.edu/bxb11/Objectives/
Pull Your
Teaching Unit
Plan.
1/5
Lesson Plans
pp. 77-80; See List, page 78
• Components of a Lesson Plan:
1. Educational or Instructional Objectives (Part 2)
2. Materials (Part 2: part of detailed lessons)
3. Teaching activities and strategies (Part 2: part of
detailed lessons)
4. Assessments: Methods for assessing student
progress during the lesson as well as their
achievement following the lesson (Part 3)
– Purpose:
– Direct instruction, not dictate instruction
154
2/5
Lesson Plans
pp. 77-80; See List, page 78
1. Educational Objectives: Part 2
• These are also called “targets”by some.
• Descriptions of the things students are
to learn from instruction
• What students should be able to do
after instruction
155
3/5
Lesson Plans
pp. 77-80; See List, page 78
2. Materials: Part 2
Descriptions of the resources,
Materials, and equipment
Needed to carry out the lesson
156
4/5
Lesson Plans
pp. 77-80; See List, page 78
3. Teaching Activities and Strategies:Part 2
Description of the things that will take
place during instruction
Often includes factors such as identifying how the lesson will
start, reviewing
prior lessons, specific instructional
techniques to be used (discussion,
lecture, etc.), sequence of events,
and ending the lesson.
157
5/5
Lesson Plans
pp. 77-80; See List, page 78
4. Assessment: Part 3
Description of how student
learning from the lesson will be
assessed (homework, assignment, oral
questions, writing an essay).
158
What is the Purpose of Different
Instructional Approaches?
• Your instructional approach influences the
objectives of instruction and the activities used
to help students attain those objectives.
• You need to teach a broader range of
outcomes using a broader range of styles that
engage students in different multiple
intelligences.
• There is more than one way for all students to
learn and be assessed.
Howard Gardner’s Multiple Intelligences
pp. 77-78
How do MY students learn best?
• Linguistic
(using words)
• Logical
(using reasoning)
• Spatial
(using images)
• Musical
(using rhythms)
• Interpersonal
(interactions with others)
• Intrapersonal (meditation
or planning)
• Body/kinesthetic (using
physical activities)
160
Pull Your Teaching
Unit Plan:
Formative
Assessments
Formative Assessments
“a snapshot of student learning”
How is it done?
• Question students in groups
• Question students individually
• Observe students working on activities
• Ask students to share preliminary work
• Observe on- and off-task behavior
• Review homework, class work, or computer-based
reports
162
Formative Assessments
“a snapshot of student learning”
Many occur naturally in the classroom but it is important
for us to consider how information will be collected
about student learning as it develops so that formative
assessment activities are purposefully built into a
lesson.
Planning for formative assessment activities also provides
the teacher with an opportunity to anticipate
problems.
When creating a lesson plan, teachers should develop
strategies and activities for both formative and
summative assessment.
163
Criteria for Textbook Objectives: pp. 80-84
Before using a textbook to help
focus instruction and assessing
learning, ask:
• Are the objectives and text
materials clearly stated?
• Are they suitable for students in
this particular classroom?
• Do they exhaust the kinds of
objectives and activities these
students should be exposed to?
164
“the students can” (observable behavior) (content).
Choose the best tools for eating.
Name the basic needs of living things.
Make a model to infer how fossils form.
Criteria for Textbook Assessment
Instruments
Page 82-84
• Do the test items align with
the instruction provided to
students?
• Do the test items align with
the instructional objectives?
• Is the test valid?
167
State Content Standards pp. 8590
• Nearly every state has adopted content
standards and has implemented an
assessment program designed to measure
student achievement of these standards
• Teachers should incorporate the standards
into their instructional objectives
169
Planning, Special Needs, &
Accommodations pp. 90-91
• In some cases, the instructional objectives
may need to be modified for some students
within a classroom.
• In most cases, students should be provided
with the same
accommodations during
assessment activities that
they receive during instruction.
170
Planning for Special Needs and
Accommodations:
Page 91
Common Accommodations include:
• More time to complete tasks
• Physical tools or manipulatives
• Creating materials that make text more accessible
Student accommodations are specified in a student’s IEP,
504 Plan, or LEP Plan.
171
H
•
•
•
•
•
•
•
•
Common Guidelines to Strengthen Planning and
Assessment:
pp. 91-94
Perform complete early assessments
Use early assessment info when planning
Don’t rely solely on textbooks
Include lower-level and higher-level objectives
Use a wide range of activities and teaching strategies
Align instruction and assessment with objectives
Recognize your own limitations
Plan assessment strategies
172