Student  Assessment   September  17,  2014  

Vikki  Costa  (vcosta@fullerton.edu)   1  

+

by Vikki Costa, Professor California State University Fullerton

Using Student Assessment to Support Student Learning

+PRE/POST ASSESSMENT (Quickwrite/Brainstorming/TPS/Elbow Partners)

•  How can student assessment be used to support student learning?

PRE

POST

+Why Do We Assess Students?

What Administrators Want to Know: n  Whether students should be promoted n  Whether instructors were successful

What Students Want to Know: n  Whether they are making progress n  Where they are in relation to peers

What Professors Want to Know: n  Student readiness, skill levels, aptitudes, and interests n  What students already know; what knowledge/skills they need n  Whether they are making progress n  What students achieved

+Effective Assessment

Effective assessment is planned, sequential, and aligned with learning goals, outcomes, and activities.

Assessment is more than evaluation. n Evaluation – summative; measures progress at defined

points in the semester. n Assessment – formative and summative; formative

component provides instructor and student with ongoing feedback about student understanding.

© Catalyst Center, California State University Fullerton

ASSESSMENT ≠ EVALUATION

Student  Assessment   September  17,  2014  

Vikki  Costa  (vcosta@fullerton.edu)   2  

+Layers of Assessment

+Research on Formative Assessment

Forma&ve  assessment  is  most  effec&ve  when:  n Students are given a clear picture of what they need to

learn. n Students receive continuous feedback about progress. n Students self-assess their own progress. n Instructors provide instruction in the specific steps

students must take to be successful.

Use  of  forma&ve  assessments  produce  significant  learning  gains.  n This kind of assessment improves the learning of all

students, especially low achievers.

+Examples of Formative Assessments (in class)

�  Student Questions/Teacher Response

�  Teacher Questions/Student Response

�  Self-Assessments

�  Brainstorming

�  Pre/Post Questions

�  Think-Pair-Share or Elbow Partners

�  One-Minute Paper/Quick Write

�  Collaborative Quick Problem-Solving or Case Study Analysis

© Catalyst Center, California State University Fullerton

Entry Level

Progress Monitoring

WHICH ONES DO YOU ALREADY USE?

+Examples of Summative Assessments

�  Products ¡  Examinations ¡  Reports/Essays ¡  Designs/Constructions ¡  Print or Multi Media

�  Performances ¡  Presentations ¡  Skill Demonstrations ¡  Artistic/Creative Performances ¡  Simulations ¡  Portfolios

© Catalyst Center, California State University Fullerton

Summative

WHICH ONES DO YOU ALREADY USE?

Student  Assessment   September  17,  2014  

Vikki  Costa  (vcosta@fullerton.edu)   3  

+What are the 4 Cs?

the act of working with someone to create or produce something

means of conveying information and connecting with others

analysis and evaluation of an issue in order to form a judgment or solve a problem

the use of the imagination or original ideas to make new things

REMEMBER: What is the definition of creativity?

CREATE: Design a scoring guide for one of your assignments.

EVALUATE: Would a scoring guide or a rubric be the best choice for your course assignment?

ANALYZE: How could you add more collaboration and communication to your course?

APPLY: Develop a learning objective in each category.

UNDERSTAND: Provide an example of a formative assessment you could use in your course.

+YOUR TURN: •  Where do students do these things in your course? •  What formative and summative assignments could you

add to help your students do more?

TPS/QuickWrite/ Elbow Partners/Self Assessment

+How Do We Ensure that Students Create a GREAT Product or Performance?

Assignment Directions

Assignment Rubric or Scoring Guide

Assignment Examples

Assignment Checklist

- general information on what the assignment requires.

- detailed information about how the assignment will be evaluated.

- examples of previous student work

- checklist students can use to check off completed items and identify what remains to be done

Student  Assessment   September  17,  2014  

Vikki  Costa  (vcosta@fullerton.edu)   4  

+ Rubrics and Scoring Guides

ü IdenDfy  the  criteria  for  the  characterisDcs  of  the  product  or  skills  that  will  be  evaluated  and  how  the  grade  will  be  determined.    

ü IdenDfy  the  point  distribuDon.  ü Note:    The  “scoring  guide”  for  an  exam  provides  the  point  distribuDon  for  each  quesDon.  

ü Provide  an  objecDve  way  to  assess  student  work.  

ü Provide  students  with  the  means  to  self-­‐evaluate  their  work.  

ü Enable  instructors  to  grade  student  work  more  efficiently  and  consistently.  

© Catalyst Center, California State University Fullerton

+Comparison/Contrast

+Your Turn!

Scoring Guide Rubric

WHICH DO YOU PREFER?

•  Would your students be more successful if you used one of these?

•  Which assignments could you improve with a scoring guide/rubric?

Checklist

EDSC%304%SCORING%GUIDE%FOR%TEACHER%WEBSITE%%

Criteria% Scoring%Details! PTS%

Site%Design%and%Format%

o Site!has!appropriate!name!and!professional!design!and!format.!On!the!Welcome!Page,!there!are!at!least!two!images,!links,!gadgets,!or!videos!on!your!homepage!that!engages!students!and!helps!English!learners!understand!what!the!page!is!about.!Site!includes!a!homepage!and!at!least!three!subpages.!%

o Site!is!PUBLIC!and!PUBLISHED!and!was!accurately!added!to!the!Teacher!Website!Database!by!the!due!date.%

o Sidebar!includes!organized!navigation.%

4%

About%Your%Teacher/About%

this%Class%

o About!Your!Teacher!includes!minimum!of!four!sentences!about!you!and!your!professional!qualifications.!Text!is!appropriately!worded!for!your!student!audience.!%

o About!the!Class!includes!definition/description!of!at!least!two!classes!that!you!might!teach!in!your!content!area.!(Hint:!Use!your!Content!Standards!document,!found!in!Slice!1,!to!identify!course!descriptions.)%

4%

About%this%Space%

o About!this!Space!includes!minimum!50Sword!explanation!of!what!can!be!found!on!this!site.!%

o Contact!Information!includes!at!least!two!ways!for!parents!and!students!to!contact!you!(fake!the!info!if!you!need!to).%

4%

Classroom%Rules%and%Policies%

o Classroom!Rules!and!Policies!includes!minimum!300!words!of!information!on!appropriate!rules!for!classroom!conduct!and!work,!absent!students,!extra!credit,!or!other!policies!and!at!least!two!relevant!images,!links,!gadgets,!or!videos.% 4%

What%is%Subject%Matter?%

o What!is!(English,!History,!Science,!Algebra)?!page!includes!minimum!300!word!description/definition!of!content!area!and!at!least!two!relevant!images,!links,!gadgets,!or!videos.!This!page!should!be!very!engaging!and!interesting.!

4%

Digital%Interactives%

o Digital!Interactives!page!includes!links!to!and!explanation/directions!for!at!least!four!digital!interactive!tools!that!support!learning!in!your!content!area.!At!least!two!are!CONTENTSSPECIFIC.!

o Each!interactive!includes!at!least!100!words!of!explanation.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!English!learners.!

10%

Useful%Links%

o Useful!Links!includes!links!to!a!minimum!of!10!resources!for!secondary!students,!organized!into!at!least!three!categories.!Note:!these!are!not!lesson!plan!links!for!teachers;!but!instead!are!links!for!your!students!and/or!their!families.!Examples!might!include!contentSspecific!resources,!or!school!and!community!resources.!

o Each!resource!includes!a!minimum!10Sword!description!of!what!can!be!found!at!the!link.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!English!learners.!

10%

Internet%Use%

o Internet!Use!page!provides!a!300Sword!summary!of!the!importance!of!Internet!safety.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!English!learners.!

o Internet!Use!page!includes!a!minimum!of!three!tools!for!students!to!use!the!Internet.!Each!tool!should!include!a!10Sword!description!of!what!can!be!found!at!the!link.!

10%

TOTAL! 50%!

Student  Assessment   September  17,  2014  

Vikki  Costa  (vcosta@fullerton.edu)   5  

SCORING(RUBRIC(FOR(GRADUATE(WRITING(SAMPLE(Criteria( Exceeds(Expectation(

(5B6)(Meets(Expectation(

(4)(Below(Expectation(

(1B3)(

Completeness(of(Response(and(Quality(and(Clarity(of(Thought(

Addresses&the&topic&clearly&and&responds&effectively&to&all&aspects&of&the&task;&ideas&are&well&developed;&explores&the&issues&thoughtfully&and&in&depth.&

Addresses&the&topic&clearly,&but&may&respond&to&some&aspects&of&the&task&more&effectively&than&others;&shows&some&depth&and&clarity&of&thought.&

May&treat&the&topic&casually,&simplistically&or&repetitively;&lacks&focus,&or&demonstrates&confused&or&simplistic&thinking;&often&fails&to&communicate&ideas;&distorts&or&neglects&aspects&of&the&task;&presents&generalizations&without&adequate&and&appropriate&support.&

Organization,(Sequence(of(Ideas,(and(Focus(

Organization&is&excellent&in&terms&of&bridges&and&transitions;&paper&remains&focused&with&no&wandering&to&unrelated&topics;&minor&points&are&related&to&the&thesis;&ideas&flow&in&sensible&sequence;&discussion&of&area&is&complete&before&transitioning&to&another.&

Generally&good&presentation&with&either&bridges&or&headings&but&not&all&the&time;&paper&is&generally&focused&with&text&following&the&order&presented&in&the&introduction;&relationship&of&ideas&made&evident.&

Few&clues&are&used&so&that&text&organization&is&a&challenge&to&reader;&relationship&of&ideas&to&thesis&is&vague;&text&jumps&from&topic&to&topic;&reader&must&work&to&keep&up&with&flow&of&ideas.&

Accuracy(of((Content(and((Vocabulary(

Information&is&accurate&and&attributed&to&correct&resources;&pragmatic&suggestions&are&appropriate&to&question;&appropriate&terms&are&employed&and&well&defined.&

Information&is&accurate&in&description&but&some&resources&or&definitions&are&weak.&&

Errors&are&present&in&content&and/or&resources&and&examples;&response&contains&poorly&defined&terms;&definitions&are&faulty;&information&attributed&to&incorrect&sources.&

Resources,(Support,(and(Examples(

Authorities&are&thoughtfully&selected&from&a&wide&array&of&sources&and&applied&appropriately&to&content;&examples&are&given&and&well&developed&for&the&topic.&

Ideas&generally&supported&by&professionally&sound&resources&however,&only&general&resources&repeatedly&cited;&too&few&or&too&many&examples&are&provided.&

Few&resources&presented&or&resources&cited&limited&to&class&texts;&examples&are&given&but&no&definitions&or&explanations&are&provided.&

TOTAL(POINTS((24(possible;(16(required(to(pass(with(minimum(score(of(4(in(each(criteria.)& &&

+PRE/POST ASSESSMENT

PRE

•  How can student assessment be used to support student learning?

POST

Note: Items in red throughout presentation are examples of formative assessments.

You  can  help  students  succeed  by  .  .  .    

•  Making  sure  objecDves,  content  and  assessments  are  aligned.  

•  Adding  formaDve  assessments  during  class.  

•  Requiring  the  4  Cs  –  creaDvity,  collaboraDon,  communicaDon,                              and  criDcal  thinking.  

•  Providing  clear  direcDons  for  assignments.  

•  Using  scoring  guides,  checklists,  and  rubrics.