Multiple Assessments
Suelin Chen

Purposes of using MA
Basic Teaching Model
Development of MA
Outcomes

Purposes of MA
Howard Gardner
Linguistic：
Uses effectively words
Bodily/kinesthetic ： excels at tasks that require movement physical
Intrapersonal ： is reflective and inner-directed
Logical/mathematical ： uses numbers effectively
Musical ： perceives and/or expresses musical forms and patterns
Naturalist： makes distinctions in the natural world
Visual/spatial ： is artistically spatially perceptive or Interpersonal： responds well to others

( Robert Glaser 1962 )
Instructional
Objectives
Entering
Behavior
Instructional
Procedures
Performance
Assessment
The feedback loopsshow how the information provided by performance assessment feeds back to each component.

• Are those the student should attain upon completion of a segment of instruction
• Can vary in scope and character
• To cultivate students’interests and methods in English Learning
• To foster students’ basic English skills。
• To promote listening and speaking skills

• Describes student’s learning ability ( his intellectual ability and development, his motivational state and certain social and cultural determinants.
• The present status of the student’s knowledge and skill.
• Strategies of classroom management.
• The percentage of English used in class.
• Students can focus on the job.

• Describe the teaching process. (teaching skills, language, concepts, principles, and problem solving)
• Task-based Language Teaching.
• Learning community and learning autonomy.
• Ask for help, have a desire for learning and have a good learning atmosphere.
• Teaching and learning fulfillment.

• Is the process of measuring the student’s auxiliary and terminal performances during and at the end of instruction.
• Can occur whenever the teacher or student needs information about the adequacy of the student’s present learning for subsequent instruction.
• Tests
• Observations
(To determine how well the student has achieved the instructional objectives)

Development of MA
◎Teaching Goals (B. Bloom)
Paper and Pencil Tests
Cognitive Domain
Performance Assessment
Cognitive Domain
Psychomoto Domain Affective Domain
Psychomoto Domain Affective Domain
Portfolio Assessment
Portfolio assessment provides a body of student work –essentially, a portfolio –that can be used to appraise student performance over time.

Development of MA
◎Cognitive Domain (B. Bloom)
Evaluate
Analyze Create
Remember Apply
Understand

Discussion Time

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
• 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
• 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
• 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
• Paper & Pencil Tests
-Example of Two-way Specification Table
Cognitive
Levels
Remember Understand Apply Analyze Evaluate Create Total
Units
Total

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Discussion Time
• Paper & Pencil Tests Item Design

Development of MA
- 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 MA
Performance Assessment
-Must have performance criteria
1. 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.

Development of MA
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.

Development of MA
Example--

Development of MA
Standard of student’s learning performance according to instructional objectives.
a scoring guide to assess student’s learning outcomes.

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

Development of MA
• Performance Assessment
-Recording analysis
1. 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
• Performance Assessment
-Recording analysis

Development of MA
• Performance Assessment
-Recording analysis

Development of MA
• Performance Assessment
-Activity analysis
1. Understand the cognitive, psychomoto and affective aspects of students.
2.Observe the learning behaviors of students in the activities
3. 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
• 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
• Performance Assessment
-Products analysis
1.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
• Performance Assessment
-Products analysis
Performance criteria: Be able to write English name

Development of MA
• Performance Assessment
-Products analysis

Development of MA
• Performance Assessment
-Performance analysis
1.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 models
3. Essays ; giving speeches; writing term papers
4. Performance criteria

Development of MA
• Performance Assessment
-Performance analysis

Development of MA
• Performance Assessment
-Performance analysis

Development of MA

Development of MA

Development of MA

Development of MA

Discussion

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
• Portfolio Assessment
-Important purposes
1. 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
• Portfolio Assessment
-Principles that guide the use of a portfolios as an assessment tool
1. 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
• Portfolio Assessment
- Type
1. The Showcase Portfolioshowcase the student’s work
2. The Growth Portfolioto demonstrate growth
3. The Selected Works Portfoliolike Showcase Portfolio but is more teacher-directed
4. The Passportfolioto accumulate “best work” for admission to other educational institutions or program or for employment purposes

Development of MA
• Portfolio Assessment
- Steps
1. 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
• Portfolio Assessment
-content
1.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 teacher
5.comments from parents

Development of MA
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Development of MA
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Development of MA
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Development of MA
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Development of MA
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Development of MA
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Development of MA
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Outcomes

Outcomes
Task-based
Language Teaching
Learning Autonomy listening and speaking Confident
A Good Learning
Atmosphere。
Learning Community Empowerment of teachers and learners

~Reference List~
1.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
2. Basic Teaching Model- Robert Glaser’s Model of School Learning by Dr.
V.K.Maheshwari, M.A(Socio, Phil) B.Se. M. Ed, Ph.D
http://www.vkmaheshwari.com/WP/?p=1016 , August 12,2013.
3.Using Multiple Intelligences in Testing and Assessment in TeacherVision https://www.teachervision.com/intelligence/resource/4933.html
4. Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (Eds.). (1956).
Taxonomy of Educational Objectives – The Classification of Educational Goals –
Handbook 1: Cognitive Domain. London, WI: Longmans, Green & Co. Ltd.
5.Portfolios: More Than Just a File Folder –Connecting the Pieces Produced by
Saskatchewan Professional Development Unit Rockingham County School https://rcs.instructure.com/courses/45083/files/17478147

~Thanks~
Soaring to Greater Heights