I need to complete the assignments in the attached document.
C6 – Planning Assessment
Objective: Learners will explain terms associated with assessment (assessment, baseline data, formative and summative) and plan three creative formative and summative assessments for their objective (6 total). Learners will evaluate the best one to write into the Lesson Plan Guide (LPG) form.
Assessment
The word “assess” comes from the Latin verb that means to “sit with.” In an assessment, one “sits with” the learner. It is something we do
with and
for students, not something we do
to students. Assessment is one of the most challenging tasks you will perform as an educator. It is essential to know that what research identifies as “best practice,” and what happens in schools are often two different things.
Finding your own philosophy of assessment will change over time.
Go to your text, The First Year Teacher’s Survival Guide > Read “Measure Student Progress with Summative Assessments” – pp. 329-340.
Edutopia (2015, Mar 16). Five Keys to Comprehensive Assessment . Retrieved from:
https://m.youtube.com/watch?v=HFimMJL3Wz0&fulldescription=1&gl=AU&hl=en&client=mv-google.
Now you have an overview of assessment and the important role it plays in your daily practices.
Here are some questions to consider when you get in the classroom:
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1. Are you assessing and giving feedback along the way so that your students will be successful when it is time for a paper and pencil test? 2. Are you teaching one thing in the classroom and testing another? 3. Is your assessment informing your instruction? – Are you using information gathered from your assessment to tell you where to go next with your students? 4. Are you returning and discussing assessments in the next class period? Research shows if the feedback is delayed, it is useless to the learner. (The older the learner, the longer they can wait, for K-2 the next day is too late.) 5. When you create an assessment, ask yourself – Does it measure what you have taught based on the objective formulated from your TEKS (what the students need to know and should be able to do)? |
The Nature of Assessment
Assessment is a continuous, ongoing process that involves examining and observing children’s behaviors, listening to their ideas, and developing questions to promote conceptual understanding. An authentic assessment has relevance to the student inside and outside of the classroom.
Constructivism is the idea that learning is an active process of building meaning for oneself. Assessment based on constructivist theory must link three related issues:
prior knowledge (and misconceptions),
student learning styles (and multiple abilities), and
teaching for a
depth of understanding rather than for breadth of coverage. Meaningful assessment involves examining the learner’s entire conceptual network, not just focusing on discreet facts and principles.
The Purpose of Assessment
Using a wide variety of assessment tools allows a teacher to determine which instructional strategies are effective and which need to be modified. Assessment can improve classroom practice, help plan curriculum, and develop teaching practices. Assessment will always provide information that guides your instruction and informs parents and students. However, assessment is more than just “a grade.” Through assessment, the information should empower students to be self-reflective learners who monitor and evaluate their own progress as they develop. Assessment data can be used by a school district to measure student achievement, examine the opportunity for children to learn, and provide the basis for evaluating the district’s programming. There are many purposes and facets of assessment. The teacher’s role in assessment requires a change from merely a collector of data, to a facilitator of student understanding.
The Tools of Assessment
When selecting appropriate assessments:
· Validity and Fairness— Does it measure what it intends to measure? Does it allow students to demonstrate both what they know and can do?
· Reliability— Is the data collected reliable across applications within the classroom, school, and district?
· Significance— Does it address content and skills valued by and reflected in current thinking in the field?
When looking at all the available assessment strategies, ask yourself, “What is your target?” or “What are you trying to assess?” As an educator, you will not only assess concepts but sometimes assess the process of
how students arrived at the correct answer. Below are some examples of various targets that you may assess:
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We can divide the assessment into three stages:
baseline assessment, formative assessment, and summative assessment.
Baseline assessment establishes the “starting point” of the student’s understanding. The baseline assessment gives teachers a brief understanding of a child’s entry-level. Examples of baseline assessment are Running Records, Literacy Intervention Scales, pre-assessments in subject courses, first-draft expository writing samples… The intent is to measure the progress of the student’s performance over time. Therefore, these assessments are re-visited during, and at the end of the term, they are being used.
Formative assessment provides information to help guide the instruction throughout the unit. These assessments offer ongoing feedback — allowing educators to improve and adjust their teaching methods and students to enhance their learning. Most formative assessment strategies are quick to use and fit seamlessly into the instruction process. The information gathered is rarely marked or graded.
Formative assessment examples:
Impromptu quizzes or anonymous voting;
Short comparative assessments to see how pupils are performing against their peers;
One-minute papers on a specific subject matter; Lesson exit tickets to summarize what pupils have learned;
Silent classroom polls;
Ask students to create a visualization or doodle map of what they learn.
Summative assessment informs both the student and the teacher about the level of conceptual understanding and performance capabilities that the student has achieved. The summative assessment aims to evaluate student learning and academic achievement at the end of a term, year, or semester by comparing it against a universal standard or school benchmark. Summative assessments often have a high point value, take place under controlled conditions, and are more visible.
Examples include:
End-of-term or midterm exams
Cumulative work over an extended period such as a final project or creative portfolio
End-of-unit or chapter tests
Standardized tests
Classroom assessment can take on many forms and functions; therefore, it requires the use of a variety of assessment formats. The table below shows a variety of formats, purposes, and stages.
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MOST USED ASSESSMENT FORMATS |
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Format |
Nature/Purpose |
Stage |
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Baseline Assessments |
Oral and written responses based on individual experience Assess prior knowledge |
Baseline |
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Paper and Pencil Tests |
Multiple-choice, short answer, essay, constructed response, written reports Assess students’ acquisition of knowledge and concepts |
Formative |
|
Embedded Assessments |
Assess an aspect of student learning in the context of the learning experience |
Formative |
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Oral Reports |
Require communication by the student that demonstrates an understanding |
Formative |
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Interviews |
Assess individual and group performance before, during, and after an experience |
Formative |
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Performance Tasks |
Require students to create or take an action related to a problem, issue, or scientific concept |
Formative and Summative |
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Checklists |
Monitor and record anecdotal information |
Formative and Summative |
|
Investigative Projects |
Require students to explore a problem or concern stated either by the teacher or the students |
Summative |
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Extended or Unit Projects |
Require the application of knowledge and skills in an open-ended setting |
Summative |
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Portfolios |
Assist students in the process of developing and reflecting on a purposeful collection of student-generated data |
Formative and Summative |
The types of assessments used will measure various aspects of student learning, conceptual development, skill acquisition, and application. Using various assessments can yield a more meaningful understanding of what students know and can do, which is, after all, the primary purpose of assessment.
Badders, W. (2000). DiscoveryWorks. Houghton, Mifflin.
Below is a link to various types of assessments and tips for implementation. Save this document in your Canvas Tool Box Folder to access as a resource when you get in the classroom.
Assessment formats.pdf
ATTACHED
A key component to assessment is for teachers to evaluate the evidence and evaluate student learning.
– What evidence will you collect to demonstrate mastery of the TEK? What should students have been able to
do at the end of your lesson?
– What evidence will you collect to demonstrate the language demands?
Assignment:
1. On your LPG form, complete
7. Assessment / Evaluation and select a formative and summative assessment method that is in alignment with your TEK, Central focus, and Essential question in sections
1 and
4 on your LPG.
Remember, during this planning stage, it is perfectly fine to “tweek” your objective to make sure that everything stays in alignment.
You will also need to reflect on the assessment documentation that you will collect to determine the students mastery of the language demands. Think about the strategies that you implemented to teach and support the language and what types of evidence you can college from these activities.
Save your LPG to your Canvas Tool Box Folder
