Chapter 10Chapter 10~~~~~~~~~~

Content Area and Content Area and Related Arts Related Arts AssessmentAssessment

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Assessment to Match Assessment to Match InstructionInstruction

Textbook oriented instructionTextbook oriented instruction- assess students’:- assess students’: background knowledgebackground knowledge vocabulary development vocabulary development critical thinking critical thinking reading comprehension reading comprehension ability to interpret illustrations graphs and charts ability to interpret illustrations graphs and charts retention of material retention of material ability to generalize from text references to real-life situations. ability to generalize from text references to real-life situations.

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Assessment to Match Assessment to Match InstructionInstruction

Activities oriented instructionActivities oriented instruction - assess students’ - assess students’

ability to:ability to: work independently as well as in groups work independently as well as in groups complete special projects complete special projects do experiments do experiments debatedebate write and speak persuasively for a variety of write and speak persuasively for a variety of

audiencesaudiences

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Assessment to Match Assessment to Match InstructionInstruction

Inquiry oriented instructionInquiry oriented instruction – assess students’ ability to: – assess students’ ability to: plan researchplan research solve problemssolve problems invent, discover, infer invent, discover, infer compare, project compare, project evaluateevaluate construct new knowledgeconstruct new knowledge

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Informal Evaluation Process Informal Evaluation Process ConsiderationsConsiderations

Require the use of higher order thinking skillsRequire the use of higher order thinking skills Have an open-ended format Have an open-ended format Reflect real-life situationsReflect real-life situations Incorporate a variety of formats to address the range of Incorporate a variety of formats to address the range of

skills and attitudesskills and attitudes Align with curriculum and teaching activitiesAlign with curriculum and teaching activities Involve creativity, problem solving, hands-on approach Involve creativity, problem solving, hands-on approach Is incorporated with, during and following instructionIs incorporated with, during and following instruction Requires active involvement in the assessment Requires active involvement in the assessment

decision process decision process

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Content Area Vocabulary Content Area Vocabulary Factors in AssessmentFactors in Assessment

Vocabulary development–critical to content area success Vocabulary development–critical to content area success Difficult due to multiple meanings/varied contextual use of terms Difficult due to multiple meanings/varied contextual use of terms Number of new vocabulary words Number of new vocabulary words Types of vocabularyTypes of vocabulary

Technical wordsTechnical words - need to be pronounced, explained with - need to be pronounced, explained with examples, connected to familiar experiences to be mastered examples, connected to familiar experiences to be mastered by most students by most students

examples: science: fungi, migrate, capillary examples: science: fungi, migrate, capillary social studies: globe, citizen, volcano). social studies: globe, citizen, volcano).

Nontechnical wordsNontechnical words - confusing due to unfamiliar ways used - confusing due to unfamiliar ways used

examples: science: light, pupil, spring examples: science: light, pupil, spring social studies: trade, reservations, depression social studies: trade, reservations, depression

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Drawing Mental ModelsDrawing Mental Models Sketching mental “pictures” of scientific conceptsSketching mental “pictures” of scientific concepts Not only a dynamic instructional method but a Not only a dynamic instructional method but a

diagnostic tool - probes depth of understanding diagnostic tool - probes depth of understanding Used to determine what concepts are understood, Used to determine what concepts are understood,

any knowledge gaps, any misconceptions, any knowledge gaps, any misconceptions, knowledge of concepts’ multiple features, and knowledge of concepts’ multiple features, and

how features fit together how features fit together

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Concept MappingConcept Mapping Strategy to probe knowledge structures of learnersStrategy to probe knowledge structures of learners Identifies pre-instructional understanding of concepts Identifies pre-instructional understanding of concepts Assesses changes in understanding about concepts Assesses changes in understanding about concepts Probes for interpretations of research findingsProbes for interpretations of research findings Alternative to interviewing for evaluating prior Alternative to interviewing for evaluating prior

knowledgeknowledge Focus of class discussion - relationship among ideas Focus of class discussion - relationship among ideas

surfacing while investigating/researching concept data surfacing while investigating/researching concept data Effective tool for planning and evaluating instructionEffective tool for planning and evaluating instruction Used as a pre & post instructional assessment toolUsed as a pre & post instructional assessment tool

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TEXTBOOK EVALUATIONTEXTBOOK EVALUATION

Text ConsideratenessText Considerateness –designed with the needs of the –designed with the needs of the diverse learner in minddiverse learner in mind

Factors to consider when evaluating text Factors to consider when evaluating text considerateness:considerateness: ReadabilityReadability Content CoverageContent Coverage Text StructureText Structure Evaluation ProceduresEvaluation Procedures