Assessment
Professional Studies Web Quest
By : April Cox , David Boehme , Shanon Admire , Amanda Fressenden
Major types of Assessment
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Authentic Assessment
Performance Assessment
Traditional Assessment
Self Assessment
Group Work Assessment
Summative Assessment
Formative Assessment
Subjective Assessment
Formal Assessment
Informal Assessment
Examples of Assessment
Graph Data
Drawing a Chart
Slide presentations
Completing an Art Project
Science Questions
Researching Information
Feedback
Assessments
Formative Assessments
•Identify the expected accomplishments.
• State the requirements of each
accomplishment.
• Describe how performance will be measured
and why.
•Set exemplary standards
•Identify exemplary performers
•Feedback about how well each person is
performing
•Backup information as needed to help people
troubleshoot
•Relate various aspects of poor performance to
specific remedial actions.
•On-going assessment or assessment for
learning.
•Information obtained through testing procedures
must be modified for the learning activity to meet
the students needs.
•More like to motivate students to learn.
•Collection of self-assessments to summarize the
learning of the students.
•Determine attributes of a good performance.
•Provides information needed to adjust teaching
and learning.
Formal Assessments
•Definition- The process examining student’s performance where it matches to the
instructional goal.
•Data which support the conclusion made from the test.
•Checklist and charts
•Curriculum-Based Measurement
•Portfolio assessment
•Provides a direct link between assessment and teaching.
What is “ Authentic” Assessment ?
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Direct method of measuring students performance
Focus on processes and rationales that can be linked to knowledge
Students construct open-ended responses to what they have learned.
Develop responses rather than opinions.
Higher order of thinking
Demonstrate knowledge, and skills that are appropriate to the topic.
Assessment based on getting a real-world demonstration to learning.
Assessment of tasks that resemble reading and writing in the real
world.
Aligned with the curriculum and instructions.
A “One-shot” Evaluation that quick complex decision are made based
on the topic.
Uses a Rubric to measure students’ work.
Self-Esteem Assessment
Aspects of a person’s life pinpoint the problems
and benefits self-concept.
Mistakes as failure or as opportunities to
improve.
“Self-concept”, “self-esteem”, “self-worth, and
“self-acceptance” are commonly interchangeable.
Self-evaluations specific to different domains of
behavior.
Demand characteristics of self-needs, and
technical assessment procedures.
Self-discovery.
Guided perspectives, decisions, and selfevaluation.
What is “Performance” Assessment ?
• Reflects real life task where a person applies their
knowledge.
• This type of assessment has may interferes with time
constraints from the classroom lesson.
• U.S. Congress, Office of Technology Assessment (OTA)
defines Performance Assessment as “ testing methods
that require students to create an answer or product that
demonstrates their knowledge and skills.”
• Encourage feedback in the classroom.
• A well established Performance Assessment must provide
active learning for culture diverse individuals.
• A good high standards for reliability and validity must be
meet.
What is “Traditional” assessment?
Test Performance for his or her peers performance.
Interpret how that person’s performance compares to
“norm” of individuals.
Relies on students prior knowledge.
Related to a persons perceptions and Values.
Methods deal with a persons availability.
Accurate Scoring.
Good for recognition skills.
Why do we use a rubric ?
Scale set of criteria acceptable/ unacceptable
performance.
Three types of rubric are Holistic, Analytical, and
Checklist.
Holistic gives the student the big picture.
Promotes student awareness.
Clarifies specific terms.
Improves students’ end product.
Scoring guideline for judging students work
performance. Scoring guideline for judging
students work performance.
thrill-oriented =
impulsive thrill seekers,
shy away from events
that don't give that thrill
relationship-oriented = social
learning, may not like working
independently, prefers group
work
The four types of
Motivation
learning-oriented =
learn for the sake of
learning, gaining
knowledge,
interruptions cause
frustration
Goal = oriented
,assessment teaches
students to set reasonable
goals and to assess their
performance
Assess motivation
In Classroom Assessment Techniques (Angelo & Cross,
1993) instructors can find numerous tools to help uncover
their students' motivations for learning. For example,
conducting a Course-Related Self Confidence Survey allows
students to rate their self-perceived confidence in topics
related to the course. The Focused Autobiographical Sketch
can be used early in the course to help instructors determine
how their students' past successes and failures may be
related to their willingness to take on learning challenges
which are important to the course. Tools like these can be
valuable in looking for ways to modify curriculum and adjust
teaching strategies that will allow the most success in their
students' learning. (this is from wwwOSU.edu)
Students are motivated by assessments when they know
and understand what the assessment is for and about.
If you know what you will be graded on, that is the
project you work on. Assessment gives students
motivation when they know the material, the subject is
interesting to them, it's challenging and stimulates
them.
Intrinsic motivation vs extrinsic motivation
Intrinsic is when students look for the knowledge in a
lesson and are motivated by gaining it
Extrinsic is when the students are more interested in
getting the grade not gaining the knowledge
If you can get the students attention, you can
stimulate/motivated them.
Conclusion
IN CONCLUSION, THE DEFINITION OF ASSESSMENT IS TO JUDGE THE VALUE
OR CHARACTER OF LEARNED FROM THE SITUATION. THERE ARE 10 MAJOR
BASIC TYPES OF ASSESSMENTS USE BY PROFESSIONALS. THE USE OF
FEEDBACK AND FEED FORWARD HELP GUIDE THE ASSESSMENT TO PROPER
EVALUATION METHODS. FEEDBACK PROVIDES INFORMATION ON WHAT
HAPPENS. WHERE AS FEED FORWARD GIVES SOMEONE SUGGESTIONS FOR THE
FUTURE. FINALLY, ASSESSMENTS CAN BE USED NOT ONLY FOR CURRICULUM
BASE BUT ALSO LABOR FORCES AND PRODUCTION OF GOOD AND SERVICES.
Thank you !
References
Self-Assessment http://edweb.sdsu.edu/people/Arospett/pie/Interventions/
selfassessment_1.htm http:www.nclrc.org/essentials/assessing/peerval.htm
•Learning
http://www.indiana.edu/idtheory/methods/mld.html
•Self-concept
http://www.ericdigest.org/1996-3/self.htm
•Performance Assessment
http://www.ericdigest.org/1996/creating.htm
http://pareoline.net/getun.asp?V=6&h=2
http://performanceassessment.org/performance/index.html
http://www.pgcps.org/elc/developingtasks.html
http://wwwsedl.org/loteced/comparing_assessment.html
•Feedback
http://www.newhorizons.org/strategies/assess/wiggins.htm
•Summative Assessment
http://www.nmsa.org/publications/WebExclusive/Assessment/tabid/1120/Default.as
px
•Formative Assessment
http://coe.sdsu.edu/ett/articles/formassess/start.htm
Reference Continue
•Reliability
http://www.employment-testing.com/reliability.html
http://fcit.usf.edu/assessment/basic/basicc.html
•Authentic Assessment
http://www.funderstanding.com/content/authentic-assessment
http://searcheric.org/digests/ed334603.html
http://www.eduplace.com/rdg/res/litass/auth.html
•Informal Assessment
http://scholastic.com/browse/article.jsp?id=4452
http://www.learner.org/workshops/tfl/session_07/practicel.html
http://www.pawerc.org/foundationskills/cwp/view.asp?A=250&Q=12463
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•Educational Assessment
http://ache.cqu.edu.au/introduction.htm
•Feedback
http://www.newhorizons.org/strageties/assess/wiggins.h
tm
•Subjective Assessment
http://www.usabilitynet.org/tools/subjective.htm
•Feed Forward
http://blogec.typepad/essential_connections/2007/10/try
_feedforward.html
http://www.hodu.com/employee_motivation3s.html
•Osborne, Karen, Pearsons, Enid, Sheidlower, Anne D.
(2001)
Random House Webster’s Dictionary 4th Edition,
NewYork, NY
•Lemlech, Johanna Kasin. (2006) Curriculum and
Instructional Methods for the Elementary Middle School
6th Edition, Upper Saddle River, New Jersey. Person
Meril Prentice Hall