CLC2

Creating Meaningful Assessments:

Creating Meaningful Assessments Assessments are varied and while some are important, others lack in strengths; therefore, this presentation will examine the different roles.

Which Type of Assessment is most appropriate?:

Which Type of Assessment is most appropriate?

Questioning which is better:

Questioning which is better Why Who will be using the information and why How is will be used What What are the targets of the assessment Are they clearly known How What is the best way to achieve the goals of that assessment How much How many questions are needed for the end result

Multiple Choice:

Multiple Choice A multiple choice test asks students questions then gives them choices to choose from. Strength - Multiple choice tests assess directly to the standard being taught. Multiple choice tests are referred to as “Objective” tests. It is easy to pinpoint the objectives and standards being taught. Weakness - Students can guess on the answers. Technology - Students can take multiple choice tests online to get immediate results.

Peer Teaching:

Peer Teaching Peer teaching gives the students opportunities to teach other students information they have learned. Strength – Students have to know everything about the subject in order to teach it. If a student knows how to properly teach a peer about a topic they have the proper knowledge on the topic. Weakness – Students might not see this form of assessment as important and might not take it seriously. Technology – The peer teachers can use multiple forms of technology to present their lessons. The sky is the limit for technology then it comes to peer teaching.

 Oral Presentations:

Oral Presentations Oral presentations have students present in front of the class about a topic they have researched. Strength – Students have to know their topic in order to present Weakness – Students can be scared to talk in front of their peers and not do a good job presenting their topic. Technology – students can make a PowerPoint about their topic and present it.

Research:

Research In research students are given a topic that they have to research and write a paper about. Strength – Students become an expert on the topic they are researching. Students have to put in a lot of time to get all the information to properly research their topic. Weakness – students generally only research one topic at a time. Technology – students can use the internet to research their topic and a word processing program to type the research paper.

 Project Based:

Project Based The students learn about a topic in class and then have to create a project to show the lesson. An example of a project could be a diorama. Strength – students will show their knowledge of the topic when creating their project. Students that are better at hands on activities will excel in this type of assessments. Weakness – If the student is not a hands-on learner they will not excel at this type of lesson. Technology – Students can use a graphics program to help present their topic.

True and False:

True and False True and false test give students two possible answers one is correct and one is incorrect. Strength – Students have to know each topic in order to answer the questions. Students that are not hands-on learners will do well on their test. Weakness - Students can guess easily on the tests and have a 50/50 chance of getting their answers correct. Technology – Students can take this test on the computer.

Observations :

Observations A direct way to learn about what our students can and cannot do. Strengths: Effective if it follows a systematic plan. Useful to gather general information or to identify specific behaviors. Weaknesses: May not be enough by itself and may need to be supplemented with other assessment methods. There needs to be clear criteria. Many times, one observation may not be enough. Role of technology: Minimal. Teachers can create checklists using word processors or find a variety of created checklists on the Internet.

Essays :

Essays Short or extended piece of writing developed by the students addressing a question or topic set by the teacher. Strengths: It tells exactly whether students know what to do in a particular topic or subject. It prevents guessing. Easy to create. Weaknesses: Time-consuming to score. Scoring is less reliable. Role of technology: When the response is short and immediate, the role of technology is non existent. However, when the essay requires an extended response, the student may use technology for research, if it is needed, or use a word processor to type a final draft.

Performance Tasks :

Performance Tasks Students create answers or products to demonstrate his/her knowledge or skills. Strengths: Students remain active participants. Alternate assessment method for students with specific cognitive disabilities. It allows for immediate feedback. It addresses higher Bloom’s Taxonomy skills. Weaknesses: It requires a clear set of criteria for grading. Performance may not be typical if others are observing. Time consuming for teachers and students. Role of Technology: Students make use of technology to create, in various ways, products that demonstrate their knowledge and skills, such as videos, visual presentations, interviews, demonstrations, etc.

Journals :

Journals Informal writing that teachers can use to check for understanding. Strengths: It gives students an opportunity to summarize their ideas and to make personal connections with the new knowledge. Weaknesses: It does not reflect the student’s skill mastery. Time consuming for the student. Because entries may contain personal observations, scoring may not be very objective. Role of Technology: Students can keep an online writing journal. Teachers can grade it online and leave feedback online.

Teacher-Created Tests :

Teacher-Created Tests Written or oral assessments that are not commercially created or standardized. Strengths: These tests can be tailored to the specific needs of a class. Immediate results are obtained. Test scores can be used to guide instruction. They can be part of the learning process as pre and post assessments. Weaknesses: Time consuming for the teacher. Tend to emphasize lower-level thinking skills. Role of technology: With the emphasis in accountability, more than ever assessment and data is being used to guide teacher instruction. Sites and programs such as Data Director are allowing teachers to create tests and gather data to make decisions about instruction.

Rubrics :

Rubrics A scoring guide used to assess a student’s performance based on a full range of criteria (Assessment Rubrics, n. d.). • Strengths: Task-specific. They tend to be more objective and consistent. Students know before-hand what and how will be evaluated. Efficient grading for teachers. Students get to self-assess their own work before submitting. • Weaknesses: Do not guide instruction. Their development can be time consuming. Defining the criteria can be complex. • Role of technology: Rubrics can be used to assess a variety of products and performances that are technology-based. There is a variety of teacher created rubrics online ready for teachers to use.

Self- and Peer-Evaluation :

Self- and Peer-Evaluation Students individually assess their own and each other’s contribution using a predetermined list of criteria. Strengths: It encourages student participation. It encourages students to reflect on their own work and contribution. It provides relevant feedback. Weaknesses: Grades may not be completely reliable if students feel pressured by their friends. Students may be unwilling or uncomfortable making judgments regarding their peers work. Role of Technology: Self and peer evaluation can be done using technology, specifically for online products. Students may follow an online rubric to judge their peer’s product and live feedback.

Short Answers:

Short Answers A large proportion of assessment items make use of short answer questions of some form (in assignments, quizzes, examinations, laboratory tests). These questions vary in expected student response from one word or several lines to over a page, and include forms such as complete the sentence, supply the missing line, problems and exercises in science-based subjects, short descriptive or qualitative answers, essay plans, diagrams with explanation, etc. The diversity of form means that no generic description is possible, but they are included in this section for completeness.

Procedures for setting and marking :

Procedures for setting and marking Make the questions precise Direct questions are better than incomplete statements. If a numerical answer is required, indicate the units and degree of precision required. Prepare a structured marking sheet Allocate marks or part-marks for acceptable answer(s). Be prepared to accept other equally acceptable answers, some of which you may not have predicted.

Technology and effectiveness :

Technology and effectiveness Can be used with computer generated tests This type of assessment has its strengths in that a student who writes well can flourish with this type of assessment. Even students who cannot write well, will do better with this type of computer generated assessment, because of spell check

Reports:

Reports Are a good visual way to complete a project. Assessment is clearer because there is more graphs and pictures. Communicating findings is more effective because PowerPoints and other multi-media software can be used. Difficulties are not knowing how to structure the assessment. There are both benefits and weaknesses to this type of assessment because not clearly knowing the expectations can change the outcome.

Response Papers:

Response Papers Mini Essays Complete Essay Students are able to explain what they have learned in core-curriculum through writing.

Note-Taking:

Note-Taking Students ability to understand the topic They are able to take the important aspects of the lecture Listening skills Self-Assessment Mind Mapping Visuals (computer notes)

Computer-Managed :

Computer-Managed These tests can be good, but they can also help a student fail. Too much noise Too vague of questions Computer does not word it as a teacher would; therefore, causing confusion Students enjoy using the computer Easily regenerated Students scores are instant

Physical Education Assessments :

Physical Education Assessments

Aerobic Capacity: measured by electronic clock/stopwatch  :

Aerobic Capacity : measured by electronic clock/stopwatch PACER (Progressive Aerobic Cardiovascular Endurance Run) Data provides immediate results of cardiovascular fitness Strong form of assessment One-Mile Run Time indicates running efficiency/Weakness is direct correlation to cardiovascular fitness. Weak form of assessment Walk Test (only for ages 13 or older) Poor assessment

Abdominal Strength and Endurance: Measured by teacher observation   :

Abdominal Strength and Endurance : Measured by teacher observation Curl-Up: Assessment does not accurately measure abdominal strength. Weak form of assessment

Upper Body Strength and Endurance: Measured by teacher observation   :

Upper Body Strength and Endurance : Measured by teacher observation Push-Up Strong form of assessment Modified Pull-Up Weak form of assessment Flexed-Arm Hang Weak form of assessment. Does not measure strength. Measures muscular endurance

Body Composition :

Body Composition Skin-fold Measurements Weak form of assessment Body Mass Index Bioelectric Impedance Analyzer Strong form of assessment Trunk Extensor Strength and Flexibility Trunk Lift Weak form of assessment Flexibility Back-Saver Sit and Reach Strong form of assessment Shoulder Stretch Strong form of assessment

Physical Education Theory:

Physical Education Theory All physical fitness assessments can be digitally video recorded. All results in California State Mandated testing are kept in a data bank. Students must pass physical fitness test or they are required to take an extra year of physical education and pass the examination. The role of technology in physical education assessments can include the use of computers for written tests. Also computers can be used to test students with the use of video.

Continued:

Continued Unfortunately, physical education is a physical performance, and physical skill acquisition subject. Rubrics can and should be utilized by physical educators. Usually in the physical education setting a student is graded upon participation and effort with minimal skill evaluation. This makes assessments either a pass or fail grade. The role of technology in physical education is lacking as is the priority of physical fitness in the schools.

References::

References: Assessment rubrics . (n. d.). Retrieved from http://edtech.kennesaw.edu/intech/rubrics.htm Morningside College. (2006). Advantages and disadvantages of various assessment methods . Retrieved from http://www.uta.edu/irp/unit_effectiveness_plans/assets/AssessMethods.pdf Newble, D. (1992). University of Technology Sydney . Retrieved July 30, 2011, from Shot-answer Questions: www.iml.uts.edu.au/assessment/types/short_answer/index.html Self and peer assessment- advantages and disadvantages. (n. d.). Retrieved from http://sydney.edu.au/education_social_work/groupwork/docs/SelfPeerAssessment.pdf Teacher-created tests, continued . (n. d.). Retrieved from http://www.cathleengeraghty.com/Presentations/Selected_Performance_Assessment2.pd f