Course Description:
Participants will examine current research on performance (authentic) assessment, appropriate teacher-made tests, and standardized tests. Standards based instruction will be discussed along with the implications for the classroom. Participants will look at the differences in informal and formal assessment, as well as formative and summative assessments. The effect of seven kinds of tests on student achievement will be explored. Information on assessment, monitoring instructional effectiveness and the implications for the classroom will be included.
Learners will examine standardized tests, teacher-made tests, multiple and authentic assessments, portfolios and self-assessments. How to prepare a rubric will be discussed and participants will build a plan for their classroom that includes planning with the end in mind. They will plan for a unit by selecting objectives (formative, summative, procedural and declarative), preparing a rubric, the assessment tools to be used and an evaluation of the effectiveness of the assessment.
Instruction is focused on providing participants with information and practice that will lead to self-awareness and classroom implementation of effective strategies.
The successful practitioner of Student Assessment will:
- Identify and understand terminology associated with assessment.
- Examine the fundamentals of making effective teacher-made tests.
- Examine various assessment tools and their appropriateness.
- View assessment as a way to evaluate the teaching and learning process.
- Create authentic assessments.
- Have a clearer understanding of the differences that exist between the different types of tests.
- Be able to identify bias in tests.
- Incorporate the information on state standards into planning for classroom assessment.
Objectives:
Participants will know (declarative knowledge)
- The terminology related to assessment.
- The differences in informal, formal, formative and summative assessments and the appropriateness of each.
- The connections between current brain research and student evaluation methods.
- Ways to identify and use Multiple Intelligences as a way of assessing student strengths.
- The types of questions appropriate for teacher-made tests and when to use them.
- The strengths and weaknesses of various test formats.
- The alignment between the written, taught, and tested curriculum.
- The effect of stress on assessment.
Participants will be able to: (procedural knowledge)
- Interpret and use assessment for student improvement.
- Write appropriate stems for test.
- Develop a variety of assessment instruments.
- Design appropriate and effective assessments based on learning goals.
- Analyze tests for bias.
- Effectively design and use rubrics.
- Evaluate test effectiveness.
- Use backward thinking in planning for a unit.
Procedures:
Each lesson includes activating prior knowledge, tutorials, assignments, and Learning Log reflections. Participants will use information from the instructor along with readings from the bibliography and exploration of Web sites to build their knowledge about and confidence in creating, interpreting and providing assessments.
The course is designed to be interactive between and among the instructor and other participants. Participants will design and implement several tools related to the teaching and learning involved in assessment. They will use the Toolbox and Conference Center to share and compare ideas with other participants, and they will write their reflections in the Learning Log. The instructor will offer feedback through e-mail and the Conference Center.
Content:
Lesson 1 – Terminology and Concepts Related to Assessment
Lesson 2 – Terminology Test
Lesson 3 – Impact on Learning
Lesson 4 – Connections to Brain Research
Lesson 5 – Connections to Multiple Intelligences
Lesson 6 – Modeling and Guided Practice for assessment
Lesson 7 – Application in the Classroom
Lesson 8 – Post Test
Lesson 9 – Reflections
Evaluation
Assessment Tasks:
• Task 1 – The learner will complete the Terminology Test with a mastery level of 90%.
• Task 2 – The learner will complete the Post Test with a mastery level of 90%.
• Task 3 – The learner will identify the various kinds of assessments and when they are appropriate to use.
• Task 4 – The learner will develop a plan for assessing a unit of study.
• Task 5 – The learner will develop various kinds of test questions and will use appropriate stems.
• Task 6 – The learner will create an assessment for his/her classroom and evaluate its effectiveness
• Task 7 – The learner will create several forms of authentic assessments.
• Task 8 – The learner will prepare a rubric for a unit of study.
• Task 9 – The learner will use the Conference Center to discuss the various tests and their effectiveness in demonstrating student learning.
• Task 10 - The learner will use the online Learning Log throughout the course to reflect on the learning and to respond to the instructor’s specific questions.
Bibliography:
Books
Campbell, L. Campbell, B. (1999). Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Alexandria, VA: Association for Supervision and Curriculum Development.
Gerver, R.(1997). Writing Math Research Papers: Enrichment for Math Enthusiasts. Berkeley, CA: Key Curriculum Press.
Glatthorn, A.A. (1998). Performance Assessment and Standards-Based Curricula: The Achievement Cycle. Larchmont, NY: Eye on Education Inc.
Herman, J.L., Aschbacher, P. R., & Winters, L. (1992). A Practical Guide to Alternative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
Jensen, E. (1997). Completing the Puzzle: the Brain-Compatible Approach to Learning. Del Mar, California: The Brain Store Inc.
Lazear, D. (1994). Multiple Intelligence Approaches to Assessment: Solving the Assessment Condrum. Tucson, AZ: Zephyr Press.
Marzano, R.J. (2000). Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R.J. (2001). Designing a New Taxonomy of Educational Objectives. Thousand Oaks, CA: Corwin Press.
Payne, R.K. (2001) A Framework for Understanding Poverty. Highlands, Texas: Aha! Process Inc.
Sagor, R. (2000). Guiding School Improvement with Action Research. Alexandria, VA: Association for Supervision and Curriculum Development.
Steffy, B.E., English, F.W. (1997). Curriculum and Assessment for World-Class Schools. Lancaster, PA: Technomic Publishing.
Stiggins, R.J. (1997). Student-Centered Classroom Assessment (2nd ed.). Columbus, OH: Merrill
Silver, H.F., Strong, R.W., & Perini, M.J. (2000). So Each May Learn. Alexandria, VA. Association for Supervision and Curriculum Development.
Sousa, D. (1995). How the Brain Learns. Reston, VA: National Association of Secondary School Principals.
Tileston, D.W. (2000). Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching. Thousand Oaks, California: Corwin Press Inc.
Tileston, D.W. (2002). What Every Teacher Should Know: Book Three. Thousand Oaks, CA: Corwin Press.
Wiggins, G. McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Web Resources:
http://www.ascd.org
http://www.greatsource.com
http://www.mcrel.org
http://www.multi-intell.com
http://www.ncte.org
http://www.nwrel.org
http://www.thinkingmaps.com
http://www.newhorizons.org/blab/html
http://school.discovery.com/schrockguide/assess.html
http://landmark-project.com
For more information, please contact: info@whateveryteachershouldknow.com
1. What Every Teacher Should Know About Student Assessment