Mte518 learning team b assessment job aid 2 20 2017

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3 - Objective Test

9 - Summative Assessment

12 - Standardized



Examples



Examples



Assessing for Mastery



Strengths & Weaknesses



Strengths & Weaknesses



When to Use



Assessing for Mastery



Examples

4 - Objective Test



When to Use

13 - Standardized



Strengths & Weaknesses

5 - Performance Assessment 

When to Use



Example (Presentation)

6 - Performance Assessment 

Assessing for Mastery



Strengths & Weaknesses

7 - Formative Assessment 

When to Use



Assessing for Mastery



Strengths & Weaknesses

Assessment

10 - Formal Assessment 

Examples



When to Use



Strengths & Weaknesses



Assessing for Mastery



Assessing for Mastery

14 - Various Assessment



When to Use

11 - Informal Assessment 

Examples



Strengths & Weaknesses



Assessing for Mastery



When to Use

Examples

15 - Various Assessment Examples

16 - References 17 - References 18 - References

8 - Formative Assessment 

Assessment

Examples & Descriptions

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An objective test is a test consisting of factual questions requiring extremely short answers that can be quickly and unambiguously scored by anyone with an answer key (dictionary.com). The goal of an objective test is to encourage students to think and read during the test. Using an objective test, teachers are looking to see if the student has the ability to reason, and their knowledge of details.



Multiple choice



Fill in the blank



Matching



Short answer



True and false questions

With objective tests, you either have a right answer or a wrong answer.

Objective tests are most appropriate when:

Objective assessments can be

1. The group to be tested is large and the test may be reused.

used as a study guide for a main test

2. . Highly reliable scores must be obtained as efficiently as

or exam because as stated in the

possible.

disadvantages, it does not reveal the

3. Impartiality of evaluation, fairness, and free from possible

thinking process, and it promotes

test scoring influences are essential. (Johnston, 2015).

guessing. The goal is to have the

student understand everything that they are learning and for that knowledge to be applicable in other areas.

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

They are objective.



Promotes guessing.



They test your ability and you as a student



Creativity and expression of a person’s

can see the areas that need work. 

opinion is reduced.

Multiple choice questions can measure all



Does not reveal thinking process.

level of student ability from memory to



Failure to provide learning experience for

synthesis. 

students.

It enables wide sampling of subject con-



There is also a tendency to measure recall.

tent.



Takes time and skill to construct



Anyone with an answer key can score it.

(especially good questions).



The answer is obvious most times.



The validity is better than subjective tests.

one of the most unreliable forms of assess-



Can cover lots of content areas on a single

ment” (Weimer, 2015).



test. 

Short answers are quick and easy to write (Weimer, 2015).

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With true and false, it is “considered to be

Performance assessment is defined as a tool used to measure student performance for assessing the knowledge, comprehension and abilities attained from an instructional period. Two ways to implement performance assessments are through the use of checklists and rating scales (Jacobsen, Eggen, & Kauchak, 2009). Check -lists involve the development of a list of components that students should demonstrate. “Rating scales are written descriptions of dimensions and scales of values on which each dimension is rated (Jacobsen, Eggen, & Kauchak, 2009 pg. 340)�.

Performance Assessments are used, as an alternative means, to develop an insight of student learning and as a different method than teacher constructed tests. Students can be assessed on performance during many different activities in the classroom such as, oral or mediated presentations, actual demonstrations, participating and Checklist

Interviews (Burden & Byrd, 2013). Oral and mediated

1. Introduction stated

presentations involve students developing a report to

2. Key elements stated

present to the class. Actual demonstrations require students

3. Uses body language that fits the content

to physically demonstrate their skill through a specified action such as; running, playing an instrument, acting in a

4. Uses a good tone 5. Engages the audience

play, an interacting in any hands-on learning experience that demonstrates student understanding and learning.

Rating Scale

Teachers can assess student performance based off of

student participation in discussions or activities. Independ-

1. Use of body language is appropriate 2. Tone is clear

ent interviews can be used to gather information from

3. Ideas are organized clearly

students individually to provide a teacher with a better

4. Scans audience appropriately (shifts attention to different areas)

understanding of each student (Burden & Byrd, 2013).

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The determination of a student mastering a lesson is based off of many factors, one being the ability to demonstrate the knowledge and understanding of the subject or lesson. After providing directions and demonstrations of an assignment or activity, teachers can constantly be observing student performance. Through the use of rubrics, checklists, and rating scales, teachers can identify when a student has mastered the skills.





Addresses different types of learning



Students may score poorly if the require-

styles.

ments for the assessment and the rubric do

Students with English as a second lan-

not align.

guage may benefit from performance as-



sessments because instructions are given

Some students may not perform well speaking in front of people.

verbally and they do not have to read and



Some students may be intimidated when

answer questions.

conducting a demonstration with an audi-



Student-centered learning.

ence.



Promotes creativity and active learning.



Requires more time to complete.



Students can self-assess and reflect on



Raters must be well trained (Morningside

learning. 

College, 2006).

Assesses the development of skills and the transfer of learning (Morningside College, 2006)

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Formative assessment: A formal assessment is a standardized method for testing how well a student has learned the material that has been taught. Formal assessments create statistical models that can be used to compute the performance of each student (Credit, 2017).

Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame (Garrison & Ehringhaus, 1999).

Strengths: Formative assessments are not graded, which takes the anxiety away from students. It also detaches the thinking that they must get

Formative assessment

everything right. Instead, they serve as a practice for students to get assis-

can be used to define mastery

tance along the way before the final tests. Teachers usually check for under-

in every lesson to ensure that

standing in the event that students are struggling during the lesson. Teachers

students are on or off track.

address these issues early on instead of waiting until the end of the unit to

Using the formative assess-

assess. Teachers have to do less re-teaching at the end because many of the

ment would be less pressure

problems with mastery are addressed before final tests (Sasser, n.d.).

for students and will allow

Weaknesses: Some teachers complain about sacrificing time to assess during the lesson and fear that they may not even finish the lesson.

them to put fourth their best knowledge.

Teachers then feel the need to rush through a series of units, which causes students to lack mastery once the assessment is given at the end of the unit. Teachers may lack training or professional development on how to use formative assessments successfully because, historically, assessments are completed at the end. Formative assessment may lack the same weight — low to no point value — as a summative assessment, and students may not take the assessments seriously, which may cause teachers to misread feedback from students (Sasser, n.d.).

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

Criteria and goal setting with students engages them in instr uction and the lear ning pr ocess by cr eating clear expectations. In order to be successful, students need to understand and know the learning target/goal and the criteria for reaching it. Establishing and defining quality work together, asking students to participate in establishing norm behaviors for classroom culture, and determining what should be included in criteria for success are all examples of this strategy. Using student work, classroom tests, or exemplars of what is expected helps students understand where they are, where they need to be, and an effective process for getting there (Garrison & Ehringhaus, 1999).



Observations go beyond walking ar ound the r oom to see if students ar e on task or need clar ification.

Observations assist teachers in gathering evidence of student learning to inform instructional planning.

This evidence can be recorded and used as feedback for students about their learning or as anecdotal data shared with them during conferences (Garrison & Ehringhaus, 1999).



Questioning strategies should be embedded in lesson/unit planning. Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning. An "exit slip" at the end of a class period to determine students' understanding of the day's lesson or quick checks during instruction such as "thumbs up/down" or "red/green" (stop/go) cards are also examples of questioning strategies that elicit immediate information about student learning. Help-

ing students ask better questions is another aspect of this formative assessment strategy (Garrison & Ehringhaus, 1999). 

Self and peer assessment helps to cr eate a lear ning community within a classr oom. Students who can reflect while engaged in metacognitive thinking are involved in their learning. When students have been involved in criteria and goal setting, self-evaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria (Garrison & Ehringhaus, 1999).



Student record keeping helps students better under stand their own lear ning as evidenced by their classroom work. This process of students keeping ongoing records of their work not only engages students, it also helps them, beyond a "grade," to see where they started and the progress they are making toward the learning goal (Garrison & Ehringhaus, 1999).

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Summative assessments are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course in order to determine whether long term learning goals have been met (Coffey 2009). These test are high stakes that summarize what the student has learned in any given unit or chapter. The assessment focuses on the outcome of the student learning.



Final Projects (research papers or portfolios)



Chapter and Unit Tests



Semester Tests (midterm and final exams)



Standardized Tests (SAT or ACT)

Summative assessments will help teachers to determine whether students are making adequate academic progress

Strengths: 





or meeting expected learning standards

Tests have proved to determine whether and to what degree stu-

(The Glossary of Education 2013). As a

dents have learned the lesson they have been taught.

teacher these test will let us know if stu-

Tests are generally evaluative rather than diagnostic therefore

dents have gained the knowledge needed

they are more appropriately used to determine learning progress

for each unit or semester. It will help us

and achievement (The Glossary of Education Reform 2013).

to determine what areas we may need to

Tests evaluate the effectiveness of educational programs and help pay more attention to prior to students to determine what instructional strategies should be changed or

taking any end of the year test.

manipulated for future students.

Weaknesses:: 

Test have issues of fairness and effectiveness especially when results are considered for high stakes purposes.



Results are often recorded as scores or grades that are then factored into a student’s permanent academic rec-

ord resulting in no chance to recover as the results are at the end. 

Test promote anxiety among students since it is one large test with one highly impacting score which can be disruptive to school life.

The best time to use summative testing would be at the conclusion of a defined instructional period. This would typically be at the end of a unit, course, or semester.

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“A formal assessment is the process of systematically gathering information and making decisions about the learning process” (Jacobsen, Eggen, Kauchak, 2009, pg. 328). In simpler terms, a formal assessment is a type of test that is used to determine what the students have learned from what they have been taught in the classroom. The test provides a way to assess what the students know about the subject. The student’s achievement is based on the grade received on the test.

Standardized Test is a test that



has the same instructions and ques-

summarize and synthesize a topic

tions for all test takers. The tests

and to develop thinking -- or in-

are also scored identical one test to

tellectual – skills” (Mason,

can be used to target any

another. This type of test is used to

2017).

issues or barriers that students

Criterion-referenced measur e

may have in learning. “Formal

vidual students to other students

specific skills and concepts

assessments give teachers

(Williams, 2017).

learned in the classroom.

insight to the academic

Program Tests such as “common

“Teachers create these tests

strength and weakness of each

quizzes, are used to measure the

based on the school's curriculum

student and dictate what

level of knowledge reten-

and learning expectations in a

actions to take for any needed

tion” (“Reference”, 2017).

given subject area” (Logsdon,

intervention” (Mason, 2017).

2016).

It can also help teachers see if

compare the perform ace of indi-



Essay Tests “allow students to





Formal assessments

it is an individual student or possibly that the entire class struggled with the learning  



Same set of expectations are set for all students.



Specific criteria are set for evaluation.

Measure student’s progress.



Students may understand the material, but do not test well on a formal exam thus giving a false sense of their understanding.

The test questions generally have only one correct answer and do not test higher-order thinking skills (Mason, 2017).

material. Formal assessments can then lead the instructor in a way to assist the individual students and/ or the entire class to understand the topic being presented.

Formal tests are used to measure a student’s understanding of the subject matter, their individual performance and how they rank amongst their peers.

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Informal assessment is a procedure for obtaining information that can be used to make judgements about children's learning behavior and characteristics or programs using means other than standardized instruments (Morrison, 2013).

Assessment is done individually, usually relating more to demonstrating content knowledge. Informal assessments are usually in the form of tests & quizzes (multiple choice/true and false/short

Informal assessment allows a

answer), essays, or observation of a given skill. ("Informal Assess-

teacher to look at a student individu-

ments in The Classroom: Examples & Types", 2017).

ally and indicate whether they have proper knowledge of a given subject.

Informal assessment does not, how-

Strengths

Weaknesses



Inexpensive.



Little planning involved.



Less stressful to students.



Receive immediate feedback.



Opinions or stereotypes held by proctor.





ever, allow for comparison from one student to another.

Informal assessments can be

Doesn’t always help when

given multiple times throughout a

measuring learning progress.

year in order to see an individual’s

Doesn’t allow for comparison

progress in different areas.

to peers.

(Gundlach, 2015).

Informal assessment is used to evaluate an individual student’s performance in a given subject, rather than comparing data against the whole class. Informal assessments are “not data

driven, rather performance/content are examined. (Weaver, 2017).

Informal assessment should be used throughout the year in order to gauge students understanding and progress in given areas. Giving students the same informal assessment throughout the year assists teachers in seeing how well each individual student has learned the subject and gives an opportunity for the teacher to adjust future lesson plans.

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Standardized tests are administered in a way that is consistent for all test takers and graded using the same criteria. “A standardized assessment is a test in which each test taker answers the same or a selection of questions from a test bank. Also, the scoring is completed in a manner in which the results of individual students can be compared to other student groupings” (Standardized Test, 2014).

Standardized tests can include any of the following



tests in comparison to informal assess-

formats: 

multiple-choice format.



true-false questions.



short-answer questions.



essay questions.



a mix of question types.

Accuracy is greater with standardized

ment. 

Ability to make comparisons of individu-

al with groups. 

Generally easy to administer.



Teachers do not need to invest time in developing test since already developed.

Standardized tests have traditionally been administered on paper and completed using a pencil, however, technology has



Ability to measure student performance over time.

allowed for computerized test administration as well.

(Standardized Test, 2014).

Well known standardized assessments include: 

ACT



SAT



PARCC



SBAC



Belief that results do not reflect performance results.



Teachers may teach to test.



Belief limitations for English Language Learners.



Standardized tests are costly.



Test anxiety, and if not graded, some students do not take test seriously.

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With the passage of No Child Left Behind (NCLB), which outlined assessment and accountability, standardized tests became a means of measuring specific state standards being met. Tests that measure standards

are considered high-stakes tests (Jacobsen, Eggen & Kauchak, 2009, p.

330).

Standardized tests are used to check the competency of a student at specific grade levels. They assist in making sure that the test taker is placed in an appropriate learning level to aid in their future success. The tests can also aid in determining whether students need individualized attention or “identify students who need special-education services or specialized academic support, place students in different academic programs or course levels, or award diplomas and other educational certificates� ( Standardized Test, 2014).

Standardized tests can be used for a variety of different situations. Achievement

tests are used to measure academic progress, skill level, and detecting possible need for academic assistance. Aptitude tests can be used to determine ability and assist in predicting how well a student may due in future endeavors and college administration tests give colleges insight to abilities and academic potential (Standardized Test, 2014).

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Below is an example of a rating scale.

(Innovations in Education: Rubricate plus, 2016).

To the left is an example of a matching assessment. (Matching questions, 2017).

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On the right is an example of summative assessment and the goal is to evaluate the students learning of 2D shapes at the end of the unit on shapes. (Pinterest, 2017).

To the left is an example question from a PARCC test. PARCC stands for he Partnership for Assessment of Readiness for College and Careers. PARCC has created a “modern assessment that replaces previous state standardized tests. It provides better information for teachers and parents to identify where a student needs help, or is excelling, so they are able to enhance instruction to meet individual student needs. (PARCC, 2016).

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References (n.d.). True/ False Example. [digital image]. Retrieved from: http://quizfaber.com/index.php/fr/quizfaber/ types-de-question (n.d.). Template learning scale rubric. [digital image]. Retrieved from https://s-media-cacheak0.pinimg.com/736x/3e/2a/08/3e2a08f958b62d0947082811b33e5d4e.jpg (2011). Outstanding checked on evaluation form with a red pen. [digital image]. Retrieved from http://people-

equation.com/wp-content/uploads/evaluation_checklist_iStock_000005141823XSmall.jpg (2012). Basic education. [digital image]. Retrieved from http://www.radiomargarida.org.br/wp-content/ uploads/educacao-basica.jpg (2013). ACT Results. [digital image]. Retrieved from: http://www.thecollegesolution.com/act-test-results-forthe-class-of-2013/ (2013). Exam. [digital image]. Retrieved from http://www.sintetia.com/psicologia-para-profesores-como-

corregir-examenes/examen-3/ (2013)Sample question from the PARCC test. [digital image]. Retrieved from:http://www.njspotlight.com/ stories/13/08/04/garden-state-puts-new-parcc-exams-to-the-test/?p=all (2017). Matching questions. [digital image]. Retrieved from http://test-question-types--cells.wikispaces.com/ Matching Burden, P. R., & Byrd, D. M. (2013). Methods for Effective Teaching: Meeting the Needs of All Students (6th Edition). Boston. Retrieved from The University of Phoenix ebook Collection Coffey, H. (2009). Summative Assessment. Retrieved from http://learnnc.org/lp/pages/5233 Credit. (2017). What is a formal assessment? Retrieved February 19, 2017, from education, https:// www.reference.com/education/formal-assessment-c9a49440fcd54df2 Dictionary.com. Objective Tests Difference between. (2014). Retrieved from http://www.differencebetween.com/difference-between-formaland-vs-informal-assessment/ Garrison, C., & Ehringhaus, M. (1999). Formative and Summative assessments in the classroom. Retrieved February 19, 2017, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ ArtMID/888/ArticleID/286/Formative-and-Summative-Assessments-in-the-Classroom.aspx 17

References Gundlach. (2015). A guide to informal assessments. Retrieved from http://www.brighthubeducation.com/ student-assessment-tools/99770-strengths-and-weaknesses-of-informal-assessments/ Informal assessments in the classroom: examples & types. (2017). Retrieved from http://study.com/academy/ lesson/informal-assessments-in-the-classroom-examples-types-quiz.html Innovations in education: Rubricate plus. (2016). Retrieved from http://www.rubricate.co.za/ Jacobsen, D. A., Eggen, P., & Kauchak, D. (2009). Methods for teaching: Promoting student learning in K-12 classrooms (8th ed.). Boston, MA: Pearson. Retrieved from The University of Phoenix ebook Collec tion Johnston, Tracy. (2015). Objective or Subjective? Those are the Questions. Opportunities to Improve Our Ed ucational Approach. Retrieved from www2.palomar.edu Logsdon, A. (2016). Very Well. Retrieved from https://www.verywell.com/what-are-criterion-referenced-

tests-2161876 Mason, H. I. (2017). Seattle pi. Retrieved from http://education.seattlepi.com/advantages-formal-assessmentsstudents-1610.html Mason, H.I. (2017). Seattle pi. Retrieved from http://education.seattlepi.com/advantagesdisadvantages-formal-reading-tests-1962.html Morningside College. (2006). Advantages and Disadvantages of Assessment Methods. Retrieved from Morn

ingside College: http://www.clark.edu/tlc/outcome_assessment/documents/AssessMethods.pdf Morrison. (2013). Informal methods of assessment. Retrieved from https://www.education.com/reference/ article/informal-methods-assessment/ PARCC. (2016). Retrieved from http://www.parcconline.org/about Pinterest. (2017). Retrieved from https://in.pinterest.com/explore/examples-of-summative-assessment/ Reference. (2017). Retrieved from https://www.reference.com/education/formal-assessmentc9a49440fcd54df2?qo=cdpArticles# Sasser, N. What are the advantages & disadvantages of formative assessment? Retrieved February 19, 2017, from http://oureverydaylife.com/advantages-disadvantages-formative-assessment-28407.html

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References Snyder, C. W. (2010). Standards and assessment in education. Development, 53(4), 540-546. doi:http:// dx.doi.org/10.1057/dev.2010.73 Standardized Test. (2014). In The Glossary of Education Reform. Retrieved from: http://edglossary.org/ standardized-test/ The Glossary of Education Reform. (2013). Summative Assessment. Retrieved from http://edglossary.org/ summative-assessment Weaver. (2017). Formal vs. informal assessments. Retrieved from https://www.scholastic.com/teachers/ articles/teaching-content/formal-vs-informal-assessments/ Weimer, PhD Maryellen. (2015). Advantages and Disadvantages of Different Types of Test Questions. Sep tember 22, 2015 Williams, Y. (2017). Formal assessments: Examples and types [Video file]. Retrieved from study.com web

site: http://study.com/academy/lesson/formal-assessments-examples-types-quiz.html#transcriptHeader

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