252 Exam 2

Assessment

The process of gathering information about children from several forms of evidence, then organizing and interpreting that information and making evidence-based decisions.

Assessment for educational decision-making

Providing data that informs instruction, identifies student needs, and evaluates the effectiveness of teaching and learning strategies.

Formative Assessment

An assessment designed to measure progress on an objective rather than to give a qualitative result; it can be called a check-up of how the child is moving toward mastery of an objective that can be developmental or academic.

Examples of Formative Assessment

Exit tickets, think-pair-share.

Summative Assessment

Used at the end of a cycle of instructional experiences to confirm mastery of information or skill.

Examples of Summative Assessment

Unit test, end of chapter quiz.

Performance Assessment

An assessment in which the child demonstrates knowledge by applying it to a task or problem-solving activity, measuring what a child can do or apply in addition to what the child knows.

Characteristics of Performance Assessment

Includes completion of a task in a realistic context and reflects higher-order thinking skills.

Examples of Performance Assessment

Projects, presentations, contextualized math problems.

Observation

The process of studying child behaviors to evaluate developmental or academic progress; this is the primary mode of assessment with infants and very young children.

Purposes of Observation

To understand children's behavior, to evaluate children's development, and to evaluate learning progress.

Authentic Assessment

An assessment that has some connection to the real world and has a meaningful context.

Test Blueprints

A detailed plan or guide used to construct a balanced and effective test that aligns with learning objectives and ensures fair assessment of student knowledge.

Validity

The degree to which there is a meaningful agreement between curriculum (outcomes), assessment, and instruction.

Scoring Rubrics

A tool that outlines specific criteria and expectations for student work, providing a structured and objective way to assess and grade assignments.

Reliability

Refers to the consistency and dependability of the results, meaning that the same assessment should yield similar results when administered repeatedly under the same conditions.

Fairness

Absence of bias, ensuring that all individuals are evaluated equitably, considering their unique circumstances and needs to accurately reflect their abilities and achievements.

Understanding by Design

Framework for planning educational outcomes and assessments.

Step 1 of Understanding by Design

Deciding on desirable outcomes (identify desired results); the more clearly you state your desirable outcomes, the more useful they will be to you in answering the what-to-assess questions.

A- Audience

B- Behavior

C- Condition

D- Degree or level of mastery

Step 2 of Understanding by Design

Designing assessment (determine acceptable evidence); deciding what evidence you will collect to make sure that students met desirable learning outcomes.

Step 3 of Understanding by Design

Designing unit plans/lesson plans; planning learning experiences and instruction to achieve the desirable outcomes.

Standards

Concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education, serving as a framework for curriculum, instruction, and assessment.

Webb's DOK Level 1

Recall

Webb's DOK level 2

Skill/concept

Webb's DOK level 3

Strategic thinking

Webb's DOK level 4

Extended thinking

Webb's Depth of Knowledge

Type of framework used to identify the level or rigor for an assessment using 4 categories (recall and reproduction, basic skills and concepts, strategic thinking, extended thinking)

Objectives

Clear statements outlining what students are expected to know, understand, or to be able to do after a specific learning experience

Teacher-designed Tests

Tests created by teachers to assess student learning

Test blueprints

A structured guide used to design tests, outlining the topics, skills, and cognitive levels to be assessed, ensuring alignment with learning outcomes and promoting balanced assessment

Writing propositions

Statements that capture (1) the content you wish to assess and (2) stipulate the kind of cognitive operation respondents must carry out

True/false

Convert one part of the proposition into a false statement or keep a proposition true

Multiple choice

Convert the statement into a question; provide four alternatives. In construction of distractors, think of typical misconceptions

Fill-in-the-blank

Omit the phrase defining the term or concept (or other important information) and ask a question

Constructed response

Simply convert the proposition into a question

Performance assessments

An assessment in which the child demonstrates knowledge by applying it to a task or problem-solving activity

Characteristics of performance assessment

Useful with young children (measures progress as well as achievement), teacher interprets and uses data to inform instruction, can be used for formative and summative assessment purposes

Purposes of performance assessments

Aim to evaluate student learning through practical demonstrations, focusing on higher-order thinking and real-world application while also providing opportunities for students to reflect on their strengths and weaknesses

Authentic assessment

Applies to assessments that engage students in applying knowledge and skills in the same way that they would in the 'real world'

Rubrics

Tools for scoring student responses based on specific criteria

Holistic rubrics

The method of scoring a student's constructed response that calls for the synthesized application of multiple evaluative criteria

Analytic rubrics

A method of scoring a student's constructed responses involves the application of multiple evaluative criteria, one criterion at a time

Performance levels

E.g., excellent/exemplary, satisfactory/meets expectations, emerging/approaching expectations, etc.

Criteria

The specific, measurable traits or characteristics that define the quality of work being assessed

Descriptors

Descriptors are descriptions (what is observed), not judgments

Gradations of quantity and quality

Levels of performance that should be included in assessments.

Guidelines for writing high-quality rubrics

1. Determine Criteria (look to objectives)

2. Determine and write a descriptor for the highest level of performance for one criterion

3. Write descriptors with decreasing gradations of quantity and quality for each level of performance for Criterion

4. Continue the process of writing descriptions for all criteria

5. Review rubric to ensure that all objectives are assessed and can be scored reliability

6. Review rubric for point allocation and scoring

7. Check and edit rubric for writing errors

Determine Criteria

Look to objectives to establish what will be assessed.

Descriptor for the highest level of performance

A detailed description of the best possible outcome for a criterion.

Descriptors with decreasing gradations

Descriptions that outline lower levels of performance for each criterion.

Review rubric

Ensure that all objectives are assessed and can be scored reliably.

Point allocation and scoring

The process of determining how points are distributed in a rubric.

Three major purposes of observation

To understand children's behavior, evaluate development, and assess learning progress.

Types of observation

Includes anecdotal record, running record, time sampling, and event sampling.

Anecdotal record

Brief, descriptive notes teachers take to document specific student behaviors or interactions.

Running record

A comprehensive account of all behaviors observed, including both objective and subjective notes.

Time sampling

Recording the frequency of a behavior within a set time frame.

Event sampling

Observing behaviors as they occur in a setting rather than at a specific time.

ABC analysis

A method to observe behavior focusing on Antecedent, Behavior, and Consequence.

Modification

Practices that change, lower, or reduce learning expectations in assessments.

Accommodation

Changes made to the presentation, setting, response, or timing of a test to aid assessment.

Examples of testing accommodations

Adjustments like larger text, extended time, or distraction-free environments.

Categories of accommodations

Includes Presentation, Response, Setting, and Timing and scheduling.

Presentation Accommodations

Visual: Magnified print, magnification devices

Auditory: audio recording, huma reader

Response Accomodations

Scribe, responding in a test booklet, calculator, word processor

setting accomodations

reduce distractions to student, change setting

Timing and Scheduling Accomodations

extended time, multiple breaks, change schedule

Checklists

Tools that identify whether a behavior is present or absent.

Rating scale

A tool that makes a quantitative judgment about the extent to which a behavior is present.