ASSESSMENT TOOLS

ASSESSMENT TOOLS

Allow teachers to measure how well students have

understood a topic.

CONCEPT TESTS/MAPS

CONCEPT TEST. Conceptual multiple-choice questions that are useful in large classes.

CONCEPT MAP. A diagramming technique for assessing how well students see the “big picture”.

KNOWLEDGE SURVEY

Students answer whether they could answer a survey of course content questions.

ORAL PRESENTATIONSORAL FLUENCY. An informal

assessment of reading to determine oral reading errors or assessment

miscues.

ORAL READING. An oral & silent reading assessment used for

diagnosing student’s assessment developmental literacy levels through oral retelling & an

individual reading inventory.

Refers to tasks assigned to students by their teachers

to completed outside of class.

ASSIGNMENTS

A poster session/poster presentation is the presentation of research information by an

individual or representatives of research teams at a congress or conference with an academic or professional focus. The work is

usually peer reviewed.

POSTER PRESENTATIONS

PEER REVIEW/FOCUSED GROUP

Having students assess themselves &

each other.

A collection of evidence to demonstrate mastery

of a given set of concepts.

PORTFOLIOS

An informal assessment technique of watching students to identify

strengths & weaknesses, patterns of behavior & cognitive strategies.

Observations help determine which student’s need additional support &

how to adjust instruction to encourage more & better learning.

OBSERVATIONS

A set of evaluation criteria based on

learning goals & student performance.

Rubrics

PERFORMANCE BASED-TASKS

Maybe administered as either dependent/independent activities. A s dependent activities/performance tasks are accompanied by selected

response & or constructed response items that set the stage & provide

context for the creation of a resulting product or performance.

LABORATORY METHOD

Educating students in a laboratory

performing a hands-on-experiments.

8 STEP PROCESS SCHOOLS CAN USE TO ASSESS STUDENT LEARNING:

1. DECIDE what skill cluster to assess & select a broad assessment that

captures more than one attribute of the domain.

2. CONSTRUCT or use existing scoring guides or rubrics for the

task.

3. SHARE the task & scoring criteria with staff.

4. ADMISTER the task to students in a similar time frame.

5. SPEND TIME discussing the scoring criteria and agreeing on anchor paper.

6. RATE the student’s paper. It is often useful to have the papers noted by a teacher who is not the student’s own

instructor for the subject.

7. COMPARE ratings, discuss & formulate implications for instructional delivery.

8. DATA can be reported in terms of the percentage of students meeting the

criteria at the various points.

There’s no one “true way” to measure or

assess different abilities or learning

outcomes.

GOD blessed

us!!!