Transparency in Assessment
Transparency
McMillan (2000,¶10) states that in order for assessment to be considered fair and ethical, students must know the format of the assessments before lessons begin; they must know “what will be tested, how it will be graded, scoring criteria, anchors, exemplars, and examples of performance.” In addition to providing this information, teachers can
prepare students for assessments by giving them opportunities to practice with the format of the assessments. For example, if students will be taking a written essay exam, the teacher can provide the students with sample questions that reflect the quality of exam questions. Furthermore, upon completion of the practice questions, students may be
involved with determining grading criteria and applying those criteria to their own work or the work of their peers. By applying these techniques, teachers can take an active role in setting their students up for success.
Tom Gusky
http://www.usca.edu/essays/vol142005/woytek.pdf
Authentic Assessments
Traditional ------------------------------------------- Authentic
Selecting a Response ----------------------------------- Performing a Task
Contrived -------------------------------------------------------------- Real-life
Recall/Recognition ------------------------------ Construction/Application
Teacher-structured ------------------------------------ Student-structured
Indirect Evidence ------------------------------------------- Direct Evidence
Authentic Assessment Toolbox
http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
Selecting a Response ----------------------------------- Performing a Task
Contrived -------------------------------------------------------------- Real-life
Recall/Recognition ------------------------------ Construction/Application
Teacher-structured ------------------------------------ Student-structured
Indirect Evidence ------------------------------------------- Direct Evidence
Authentic Assessment Toolbox
http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
Student Growth: Vertical Team Conversations December 3, 2012
Data Points
Individual student growth, what will it take to get there.
Rubrics for specific skills, student goals, student feedback, improvement plans for awareness and self reflection.
As many as we can? 80%
Will our competencies be approved in advance?
The student who is having a difficult time, where do competencies play in?
Three year cycle
Data Points -
Individual student growth, what will it take to get there.
- Pretest
- Midterm
- Post test
Rubrics for specific skills, student goals, student feedback, improvement plans for awareness and self reflection.
As many as we can? 80%
Will our competencies be approved in advance?
The student who is having a difficult time, where do competencies play in?
Three year cycle
Data Points -
My Favorite Assessment Tasks
Psychology: Assessments and Assignments that involve active learning and teaching so that students remember
-Design and implement your own experiment using the scientific method
- Create two adjoining neurons out of clay, research the role of one select neurotransmitter, create a video of the electrical/chemical transmission of the neurotransmitter and signal from one neuron to the next.
- Role play a part in the neurotransmitter transmission process
- Pecha Kucha presentation on a famous psychologist
- Interview a practicing psychologist about their work, about the field of psychology etc.
- Debates: Nature vs. Nurture Is mental illness real? Should we medicate children?
- Paint/draw/create an illustration of what it might feel like to suffer from a mental illness?
- Read a journal article about the effectiveness of therapy
Careers
- Interviewing: Student participation in a true interview simulation
- Career Value Auction: Bidding on work values that have meaning to the individual
- Career Video: Demonstrate knowledge of 1 career or more, using an on-site location/the real deal is best, simulating it at school is fine too.
- Field Trip: Visiting a local business to learn more about getting hired, expectations, environment, training, salary, benefits, etc. - Mastering on-line tools for the use of career assessments, research, posting resumes, job search etc.
- Write a resume and fill out a job application, ideally using both skills when obtaining a real job now or in the future.
- Practice customer service skills, apply the skills learned at work, at home etc.
Culinary Arts and Nutrition
- Cooking Competitions: demonstrate how to cook a balanced meal using the most nutritious foods, cooked to preserve nutrients, cooked properly, seasoned properly and prepared in a specific amount of time.
- Thanksgiving at Profile: the actual planning, cooking and serving of a Thanksgiving dinner for 40+ people at Profile
- Visting a Local Farm, Grocery, Restaurant - Interviewing and then reflecting on that experience
- Interviewing a visiting Presenter: chef, culinary school, doctor, nurse, other health care professional
- Debates on food related topics
- Creating solutions to food related problems around the world
- Food Inequities Exercise: building an understanding of food supplies around the world
- Read, view, write and discuss issues related to our food supply
Life Skills
- Budgeting simulation with 8th Grade
- Playspent.org with High School
- Google Doc reflections and responses to in class activities
- Role Play Communication Skills
- Banking - visit a bank/ use an ATM/ use online banking tools/ go through the steps of making a deposit and a withdrawal. etc.
- Taxes: meet with tax advisor, fill out a basic tax form, discuss pros and cons to different financial decisions etc.
- Etiquette: learn, share, practice, apply. Go to a restaurant and have lunch, meet with the chef, discuss and demonstrate proper etiquette or have a nice meal together in the FCS lab.
-Design and implement your own experiment using the scientific method
- Create two adjoining neurons out of clay, research the role of one select neurotransmitter, create a video of the electrical/chemical transmission of the neurotransmitter and signal from one neuron to the next.
- Role play a part in the neurotransmitter transmission process
- Pecha Kucha presentation on a famous psychologist
- Interview a practicing psychologist about their work, about the field of psychology etc.
- Debates: Nature vs. Nurture Is mental illness real? Should we medicate children?
- Paint/draw/create an illustration of what it might feel like to suffer from a mental illness?
- Read a journal article about the effectiveness of therapy
Careers
- Interviewing: Student participation in a true interview simulation
- Career Value Auction: Bidding on work values that have meaning to the individual
- Career Video: Demonstrate knowledge of 1 career or more, using an on-site location/the real deal is best, simulating it at school is fine too.
- Field Trip: Visiting a local business to learn more about getting hired, expectations, environment, training, salary, benefits, etc. - Mastering on-line tools for the use of career assessments, research, posting resumes, job search etc.
- Write a resume and fill out a job application, ideally using both skills when obtaining a real job now or in the future.
- Practice customer service skills, apply the skills learned at work, at home etc.
Culinary Arts and Nutrition
- Cooking Competitions: demonstrate how to cook a balanced meal using the most nutritious foods, cooked to preserve nutrients, cooked properly, seasoned properly and prepared in a specific amount of time.
- Thanksgiving at Profile: the actual planning, cooking and serving of a Thanksgiving dinner for 40+ people at Profile
- Visting a Local Farm, Grocery, Restaurant - Interviewing and then reflecting on that experience
- Interviewing a visiting Presenter: chef, culinary school, doctor, nurse, other health care professional
- Debates on food related topics
- Creating solutions to food related problems around the world
- Food Inequities Exercise: building an understanding of food supplies around the world
- Read, view, write and discuss issues related to our food supply
Life Skills
- Budgeting simulation with 8th Grade
- Playspent.org with High School
- Google Doc reflections and responses to in class activities
- Role Play Communication Skills
- Banking - visit a bank/ use an ATM/ use online banking tools/ go through the steps of making a deposit and a withdrawal. etc.
- Taxes: meet with tax advisor, fill out a basic tax form, discuss pros and cons to different financial decisions etc.
- Etiquette: learn, share, practice, apply. Go to a restaurant and have lunch, meet with the chef, discuss and demonstrate proper etiquette or have a nice meal together in the FCS lab.
Challenges to Assessing Student Growth and Performance in Specific Areas of F.C.S. Curriculum
2. I find that tracking student growth and achievement in as detailed a way as I would like would require a full time assistant or more time between classes to chart, document, plan while the information is immediately available. Working one on one with students is extremely helpful in many cases but is not always easy to carry out. I tend to rely on summative assessments that are more traditional than authentic because they are easily distributed to everyone and are intended to be more objective. Although authentic assessments would be wonderful they are not always possible. One effort I make on my written assessments is to infuse critical thinking and written responses to encourage higher level thinking. These assessments are not perfect though and I have concerns that they do not adequately capture what students are learning. I find this especially in psychology where so many interesting topics are discussed and ideas are shared. Ideas that don't always adhere to the "lesson of the day".
- Content areas such as communication skills, conflict resolution and customer service skills for example are practiced in the classroom in contrived situations. I have created assessment strategies that try to encompass the opinions of others, surveying a wider audience for more information on how proficient a student is at effectively communicating or resolving a conflict outside of class. Just about anyone can pretend. I'm hoping for personal growth and change shown by students adopting the model and using it. I'm interested in your thoughts on that.
2. I find that tracking student growth and achievement in as detailed a way as I would like would require a full time assistant or more time between classes to chart, document, plan while the information is immediately available. Working one on one with students is extremely helpful in many cases but is not always easy to carry out. I tend to rely on summative assessments that are more traditional than authentic because they are easily distributed to everyone and are intended to be more objective. Although authentic assessments would be wonderful they are not always possible. One effort I make on my written assessments is to infuse critical thinking and written responses to encourage higher level thinking. These assessments are not perfect though and I have concerns that they do not adequately capture what students are learning. I find this especially in psychology where so many interesting topics are discussed and ideas are shared. Ideas that don't always adhere to the "lesson of the day".
Assessment Tasks
Performances and Exhibitions: Alaska Department of Education
Interview
Listening
Demonstration
Debate
Oral Reading Sample
Retelling
Discussion
Writing Sample
Presentation and Defense
Formal Speech
Fishbowl
Journals and Logs
Journal Writing
Learning Logs
Writing Conversations
Response/Reflection Logs
Note Taking/Note Making
Graphic Organizers
Webbing and Mapping
KWL Chart
Venn Diagram
Feature Analysis
Complex Tasks over Time
Senior Projects
Portfolios
Rites of Passage Experience (ROPES)
Familiar Assessment Tasks
Group Essay
Quiz
Essay
Resources Jon Mueller http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
Product Like
Short-answer essay questions
"Show your work"
Ordering decimals
Limericks and rubric
Concept maps; another example / rubric
Writing a topic sentence
Identifying a theme
Making predictions
Brief summaries; another example
Peer editing
Figural representation (e.g., Venn diagram; web / rubric)
Journal response; literary journal reflections
Homework reflections; article reflections / rubric
Evaluating work of others; another example; another example
Self-assessment; another example / rubric
Self and group evaluation
Goal setting; another example / reflection
Question generation; another example
Explain your solution
Performance Type Assessments
Typing test
Complete a step of science lab
Measure objects
Conducting bank transactions
Utilizing library services
Computer catalog search
On demand, construct a short musical, dance or
dramatic response
On demand, exhibit an athletic skill
Reading fluently
Conferences
Participation (and self-assessment)
Product
In response to a prompt (assignment) or series of prompts, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that students are required to construct new knowledge and not just select a response. However, product assessments typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items. Examples include
Essays, stories, or poems
Ballads
Obituaries
Satirical pieces
Metaphors
School rules
Research reports; another example
Annotated bibliographies
Works cited pages
Reading strategies and rubric
Projects / rubric; another example / rubric; another example
Literary analysis; another example; another example
Character analysis; another example
Diction analysis
Advertisement analysis
Biography/Autobiography analysis
Argument analysis / rubric
Analyzing primary sources
Analysis of painting
Film analysis
Geometric analysis
Article reviews
Book reviews / rubric
Case study / rubric
Speech critiques
Extended journal responses
Identification of goals
Reading guides
Feudal contracts / rubric
Art exhibit or portfolio
Models; another example
Constructing objects
Floor plans
Musical compositions
Photo compositions
Design an advertisement
Design an experiment
Lab reports; another example
Surveys
Data recordings
Graphing of data
Data analysis; another example; another example
Anaysis of statistical use in media / rubric
Real-world problem solutions; another example / rubric
Logical sequences
Error analysis
Planning for a task
Preparing for a discussion
Proposals and criteria
Road trip directions
Map construction / rubric
Road trip budget
Scavenger hunt
Newspapers
Newscasts; another example
Editorials; another example
Peer editing / rubric
Posters; another example; another example / rubric
Collages
Pamplets; another example
Brochures; another example / rubric
Magazine covers
Bulletin boards
Videos / rubric
Podcasts
Games; another example; another example
Comic strips
Books; Booklets
Timelines; another example / rubric
Issue awareness campaigns
Letter writing; persuasive letter writing; complaint letter
Advice letter; letter to Congress; letter to Emperor
Performance
In response to a prompt (assignment) or series of prompts, students construct a performance that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that students are required to construct new knowledge and not just select a response. However, performances typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items. Examples include
Conducting an experiment
Musical auditions; group auditions
Conducting an ensemble / rubric
Conduct band rehearsal / rubric
Create musical arrangement / rubric
Dance or dramatic performances
Dramatic readings
Skits
Role-plays / handout
Talk show performances; another example
Book talks
Debates; another example / rubric
Panel discussions
Fishbowl discussions
Coffee shop conversation
Athletic competitions
Oral presentations; another example; another example
Teaching/explaining
Speeches
Interviews
Self-introduction
Cooperative group behavior; another example
Interview
Listening
Demonstration
Debate
Oral Reading Sample
Retelling
Discussion
Writing Sample
Presentation and Defense
Formal Speech
Fishbowl
Journals and Logs
Journal Writing
Learning Logs
Writing Conversations
Response/Reflection Logs
Note Taking/Note Making
Graphic Organizers
Webbing and Mapping
KWL Chart
Venn Diagram
Feature Analysis
Complex Tasks over Time
Senior Projects
Portfolios
Rites of Passage Experience (ROPES)
Familiar Assessment Tasks
Group Essay
Quiz
Essay
Resources Jon Mueller http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm
Product Like
Short-answer essay questions
"Show your work"
Ordering decimals
Limericks and rubric
Concept maps; another example / rubric
Writing a topic sentence
Identifying a theme
Making predictions
Brief summaries; another example
Peer editing
Figural representation (e.g., Venn diagram; web / rubric)
Journal response; literary journal reflections
Homework reflections; article reflections / rubric
Evaluating work of others; another example; another example
Self-assessment; another example / rubric
Self and group evaluation
Goal setting; another example / reflection
Question generation; another example
Explain your solution
Performance Type Assessments
Typing test
Complete a step of science lab
Measure objects
Conducting bank transactions
Utilizing library services
Computer catalog search
On demand, construct a short musical, dance or
dramatic response
On demand, exhibit an athletic skill
Reading fluently
Conferences
Participation (and self-assessment)
Product
In response to a prompt (assignment) or series of prompts, students construct a substantial, tangible product that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that students are required to construct new knowledge and not just select a response. However, product assessments typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items. Examples include
Essays, stories, or poems
Ballads
Obituaries
Satirical pieces
Metaphors
School rules
Research reports; another example
Annotated bibliographies
Works cited pages
Reading strategies and rubric
Projects / rubric; another example / rubric; another example
Literary analysis; another example; another example
Character analysis; another example
Diction analysis
Advertisement analysis
Biography/Autobiography analysis
Argument analysis / rubric
Analyzing primary sources
Analysis of painting
Film analysis
Geometric analysis
Article reviews
Book reviews / rubric
Case study / rubric
Speech critiques
Extended journal responses
Identification of goals
Reading guides
Feudal contracts / rubric
Art exhibit or portfolio
Models; another example
Constructing objects
Floor plans
Musical compositions
Photo compositions
Design an advertisement
Design an experiment
Lab reports; another example
Surveys
Data recordings
Graphing of data
Data analysis; another example; another example
Anaysis of statistical use in media / rubric
Real-world problem solutions; another example / rubric
Logical sequences
Error analysis
Planning for a task
Preparing for a discussion
Proposals and criteria
Road trip directions
Map construction / rubric
Road trip budget
Scavenger hunt
Newspapers
Newscasts; another example
Editorials; another example
Peer editing / rubric
Posters; another example; another example / rubric
Collages
Pamplets; another example
Brochures; another example / rubric
Magazine covers
Bulletin boards
Videos / rubric
Podcasts
Games; another example; another example
Comic strips
Books; Booklets
Timelines; another example / rubric
Issue awareness campaigns
Letter writing; persuasive letter writing; complaint letter
Advice letter; letter to Congress; letter to Emperor
Performance
In response to a prompt (assignment) or series of prompts, students construct a performance that reveals their understanding of certain concepts and skills and/or their ability to apply, analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that students are required to construct new knowledge and not just select a response. However, performances typically are more substantial in depth and length, more broadly conceived, and allow more time between the presentation of the prompt and the student response than constructed-response items. Examples include
Conducting an experiment
Musical auditions; group auditions
Conducting an ensemble / rubric
Conduct band rehearsal / rubric
Create musical arrangement / rubric
Dance or dramatic performances
Dramatic readings
Skits
Role-plays / handout
Talk show performances; another example
Book talks
Debates; another example / rubric
Panel discussions
Fishbowl discussions
Coffee shop conversation
Athletic competitions
Oral presentations; another example; another example
Teaching/explaining
Speeches
Interviews
Self-introduction
Cooperative group behavior; another example