Student  Assessment  

Vikki  Costa  (vcosta@fullerton.edu)   1  

+

by Vikki Costa, Professor California State University Fullerton

Using Student Assessment to Support Student Learning

+PRE/POST ASSESSMENT

•  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 Teachers 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

+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

+What is a Rubric?

n Scoring tool that lists the criteria for a piece of work or 'what counts

n A rubric for an essay might tell students that their work will be judged on purpose, organization, details, voice, and mechanics.

n Designed to be provided as part of assignment directions to enable students to be self-directed.

+ What are Characteristics of Rubrics and Scoring Guides?

ü Iden<fy  the  criteria  for  the  characteris<cs  of  the  product  or  skills  that  will  be  evaluated  and  how  the  grade  will  be  determined.    

ü Iden<fy  the  point  distribu<on.  

ü Provide  an  objec<ve  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

Student  Assessment  

Vikki  Costa  (vcosta@fullerton.edu)   2  

+What are Benefits of Rubrics?

n Rubrics guide students in performance and take away the guessing game.

n Rubrics teach students that learning is their responsibility.

n Rubrics encourage students to become self-reflective.

n Rubrics praise students’ strengths and provide the means to address their weaknesses.

+What are Some Examples of Rubrics?

n www.teach21.us/formative-and-summative.html

+Comparison/Contrast

+Which Do You Prefer?

Scoring Guide Rubric

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

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

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%!

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.)& &&

Student  Assessment  

Vikki  Costa  (vcosta@fullerton.edu)   3  

+How Does a Teacher Create a Rubric? 1.  List criteria that will be used in assessing performance. 

n  Criteria should be related to the learning outcome(s) that you are assessing. n  EX: musical performance - intonation, rhythmic accuracy, and tone quality

n  EX: oral presentation - content, organization, delivery and language. n  Be sure that your criteria are explicit.

n  "Neatness" is not be a good criterion because "neat" is not explicit.

2.  Determine performance levels.  n  Examples of performance levels may be:

n  Descriptors (In Progress, Basic, Proficient, Advanced) n  Numbers (1,2,3,4)

3.  Write descriptions for each performance level.  n  Describe the different levels of performance that match each criterion.

n  Easiest to start with the best and worst levels of quality, and then fill in the middle levels based on your knowledge of common problems.

4.  After use, evaluate and revise rubric as needed.

+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  .  .  .    

•  Assessing  all  4  Cs  –  crea<vity,  collabora<on,  communica<on,                              and  cri<cal  thinking.  

•  Providing  clear  direc<ons  for  assignments.  

•  Using  scoring  guides,                      checklists,  and  rubrics.