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Richard Dahl

on 22 February 2018

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Transcript of Assessments

What is the purpose of assessment?
Formal or Informal
Preplanned, systematic to discover what was learned

Spontaneous observations on the process
Formative or Summative
Determining understanding or progress while learning is still occurring

Evaluating the effectiveness of instruction at end of learning cycle
Formative Assessments
Partner up
Pick a piece of paper from Dahl
You and your partner are to prepare for your classmates a one-page document that contains:
- Your specific formative assessment strategy and who is the guru (if you can find one)
- How your strategy was intended to be used
- What might your strategy look like? You can prepare a sample question or dialogue that might occur
Using the definition of "formative assessment" write an
as to why it is an effective formative tool?
Email your document to Dahl by Monday, February 19th by 2:03 pm. He will print it off and make copies for the class.
Next Tuesday, each group will share their research.
Summative Assessments
High Quality Exams
Assessment Types
How do I know they know?
Collection of baseline data
Guidance and counseling
Effectiveness of curriculum
Accountability for teachers
Formative and Summative Assessments in the Classroom
Read Article
Identify difference between two assessment types
What makes for an effective formative assessment?
Other Sources for Formative Assessments
Presentations and Course Resources
Formative Assessment Presentations
As you come in...
Read one of the case studies located on pages 458-464
Answer the following questions found on page(s) 479-480:
The Zoo = #3
Writing Wizards = #2
Cafeteria Style = #1
Innovative Assess. Strategies = #1
Place name and box on paper and hand in
Where did they come from?
1920s - Alpha Test
1940s - CEEB
1947 - We have to find an easier way!
1988 - Scantron is born
2002 - Accountability
High Quality Summatives Should....
Be Valid
Measure what it is intended to measure
Tied to content taught by teacher (Content Validity)
Appearance of the test
Mode the test is given in
Be Reliable
Have adequate amount of questions
Provide ample time to complete
Be age appropriate
Higher frequency
More objective v. subjective
Be Fair
All students had equal chance to learn
Free of bias
Multiple exams are equivalent
Be Practical
Best way to assess learning
Give best opportunity for students to articulate learning
Adequate construction to grading ratio
Using Rubrics
Describe levels of performance or understanding for a particular topic/skill
Holistic or Analytical
(H) = Scores overall process or product
(A) = Individual criteria scored
Tied to your objectives
Guidelines When Creating Rubrics
Determine criteria
Determine # of performance levels
Define expectations
Start with highest level first
Once created, they are easily modified for other tasks
What if...
You were the President at a prestigious Christian Liberal Arts college in the Midwest and you are contemplating a new vision for the college. As you think about what you want this college to accomplish as it produces graduates, consider the following:
What are two things you hope everyone of your graduates take with them because of their experience at your institution regardless of major.
What are 5-7 things you believe your students need to be able to do to be successful in doing those two things?
What are ten things you hope your students can experience while they are at your college that might not be vital to your desired outcomes, but would certainly add to their memories of your college?
Using your responses from the second prompt, write one specific, measurable objectives for your college.
As a student enters your college and begins their education. How do you know they are learning what you hope they learn during their four years?
Types of Summative Assessments
Traditional Exams
(i.e., Standardized, chapter, unit tests)
Paper/pencil tests

Students collect evidence of their learning
Evidence based on a set of pre-determined criteria
(i.e., Authentic, service learning, exhibits, etc.)
Students synthesize many concepts into one product or process, and require students to address real world issues by putting their learning to use to solve or demonstrate multiple related skills
Performance Tasks
(i.e., process assessments, demonstrations, etc.)
Like mini-projects completed in a few hours, yet still require students to show mastery of a broad topic.

Traditional Test Options
Item Name Estimated Allotted Time
True/False 20-30 seconds
Multiple Choice (Simple) 40-60 seconds
Fill in the blank 40-60 seconds
Multiple Choice (Complex) 70-90 seconds
Short Answer 2-4 minutes
Multiple Choice (w/ Calculations) 2-5 minutes
Short Essays 15-20 minutes
Drawing, Modeling and Labeling 20-30 minutes
Extended Essays 35-50 minutes
Full transcript