Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading content…
Loading…
Transcript

How much backwash would your washback wash

back if your washback would wash back ?

Formative assessment tools

help form a picture of the student; they provide feedback on a student's progress towards goals; they are typically associated with informal assessment procedures, but student progress can easily be assessed in a formal test

Summative assessment tools

summarise learning; they measure students against a standard; summative assessments are not designed to provide feedback to the student; summative assessments are associated with high-stakes exams, such as High School leaving exams, IELTS, SATs, GCSEs etc., but they may also be implemented at a more local level, such as an end of course exam

A reliable assessment will produce exactly the same result under exactly the same conditions

A valid assessment will produce an accurate measure of the real-world conditions that the test represents

So, what's wrong with a little test, now and again?

Tests & Teaching

How Does it Work?

Washback:

The effect that the test has on a course; derived

from the collision between the forward

momentum of the teaching objectives with the

backward momentum of the test objectives

  • Tests separate assessment from learning
  • The 'washback' of a test changes the teaching of a course
  • A test item is a statement of your belief towards a subject
  • Tests change the way a student learns

Improving Reliability:

  • Clarify and publicise criteria prior to assessment
  • Spot-check, cross mark, standardised marking
  • Divide process into stages and assess individual stages; grade and return for next stage
  • Combine assignments with controlled assessment

What are you testing?

The content of the test

accurately reflects the

content of the course

  • How much can you assess in a test?
  • What sample of the course does your test favour?
  • What depth of knowledge can a student show in a test?
  • What knowledge does your test item represent?
  • What model of knowledge does the test presume?

The results of the test

accurately predict future performance in the construct that the

assessment measures

Tests - What are they good for?

  • Designs, drawings, plans & drafts
  • Essay, Report, Brief, Paragraph, Summary
  • Full Lab Report, Results of Experiment
  • Game
  • Blog, Facebook, Web pages
  • Regular Journal, Letter, Diary, Log entries
  • Map, Model, Plan
  • Presentation, Debate, Leading a Tutorial
  • Instructions, User Manual, Recipe, Experimental Design
  • Story Board, Comic Book, Graphic Novel, Multimedia Production
  • Reading list, Internet Resources

This Depends on Your Field, but Possibilities Include:

  • Individual scores - (almost) guaranteed
  • Controlled, secure assessment environment
  • Typically restricted answers: there is a correct answer
  • High reliability, low validity

Alternatives

in Assessment

Nick Moore

Sharjah Campus

Faculty Day,

Khalifa University,

September 3, 2012

So, What's the Alternative?

Where Can I Find Out More?

Formal

Reliability

Look for the terms "authentic," "alternative," "direct" or "performance" assessment in your field

Here are just a few suggestions:

  • Test
  • Performance Assessment - single event
  • Performance Assessment - multiple measures
  • Informal assessment

http://www.eric.ed.gov/PDFS/ED381984.pdf

http://crln.acrl.org/content/65/10/586.full.pdf+html

http://jfmueller.faculty.noctrl.edu/toolbox/

http://jolt.merlot.org/documents/vol1_no1_mueller_001.pdf

http://teacher.scholastic.com/professional/assessment/perfassess.htm

http://performanceassessment. org/

DOI: 10.1007/978-1-4020-6226-1_6

DOI: 10.1007/s10671-008-9050-5

DOI: 10.1080/02602930701773067

Questions?

Any questions that will help you with the next step in today's process: preparing your own performance / alternative / direct / authentic assessment items

Informal

Validity

Formative

Summative

Assessment Design Options:

  • Amount of Warning
  • How high are the stakes for failure?
  • Zero, one, specified or unlimited chances to re-submit, revise or re-take
  • What is the scope of the assessment?
  • What is the duration of the assessment?
  • What resources are available to support students?
  • Single or multiple and varied assessment items
  • Individual, group or split grading

Start with

the Outcomes

Based on the Type of Outcome (see Bloom's taxonomy), Decide How Best to Measure that Skill

Design an assessment tool that best replicates the real-world use of those skills

Improve the assessment to account for

  • content validity
  • construct validity
  • reliability

Result

A course with outcomes that engage students in learning at different levels of thinking and that are assessed by a range of relevant, motivating, reliable and valid instruments

Learn more about creating dynamic, engaging presentations with Prezi