Teaching Today: An Introduction to Education 7 th edition Part 3: Teaching and Assessing Chapter 10: Assessing Learning Armstrong, Henson, & Savage Teaching

Teaching Today: An Introduction to Education 7th edition

Part 3: Teaching and Assessing

Chapter 10: Assessing Learning

Armstrong, Henson, & SavageTeaching Today, 7th Edition

Copyright ©2005 by Pearson Education, Inc.

Upper Saddle River, New Jersey 07458All rights reserved.

10-1

How do you know if someone has learned?

Assessment—the purposeful collection of data from a variety of sources to make a judgment.

Assessment Plan—identification of sources of data that relate to a set of learning outcomes.

Measurement—quantifying the presence or absence of a quality, trait, or attribute.




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Evaluation—making a judgment about the worth or value of something.

Norm-Referenced— comparison of individual scores with scores of others.

Criterion-Referenced— comparison of scores with established criteria.

Grades—communicate the results of evaluation.




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The Uses and Misuses of Standardized Tests

What is the value of a standardized test such as the SAT?

Do you think that important and high-stakes decisions should be based on the performance on a single test?

What evidence do you think would be appropriate for indicating that a person is ready for college?

LINK: What do you see as the social implications of basing admission decisions on a test that seems to be related to socioeconomic status?




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Types of Assessment

Placement Assessment—Where does the learner need to begin?

Formative Assessment—Is the learner making progress?

Summative Assessment—Did the learner accomplish the goals?




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Defining Educational Outcomes

What you want your learners to learn.

What is important? How will it be

measured?




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Classifying Educational Outcomes

What level of complexity is appropriate?

Consider: Bloom’s Taxonomy of

Cognitive Development Krathwohl’s Taxonomy of

Affective Domains Psychomotor and Moral

DevelopmentArmstrong, Henson, & SavageTeaching Today, 7th Edition



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Bloom’s Taxonomy of Cognitive Development

Knowledge Comprehensio

n Application Analysis Synthesis Evaluation




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Krathwohl’s Taxonomy of Affective Domains

Receiving Responding Valuing Organizing Characterizing




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Psychomotor and Moral Development

. . . though not as clearly defined as hierarchy, are very important in terms of teacher expectations.




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Questions for Developing Assessment Criteria: Are the important outcomes

assessed? Are the assessment procedures

appropriate for the nature of the outcomes?

Are there sufficient samples of behavior to allow for fair judgment?

Do the measurement tools meet adequate technical standards?




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Assessment Criteria (cont.)

Is the assessment appropriate for the developmental level of the learners?

Are the assessment procedures free of bias?

How are the results of the assessment interpreted and used?Armstrong, Henson, & Savage

Teaching Today, 7th Edition



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Measurement Options

Selected-response measures Free-response measures Performance assessment Portfolios




10-14

Documents

Teaching Today: An Introduction to Education 7 th edition Part 3: Teaching and Assessing Chapter 10: Assessing Learning Armstrong, Henson, & Savage Teaching