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Types of Assessment, Performance Assessment, Lance Na Steven Zebadiah -…

- - - - The broadest use of performance assessment is project-based learning.
        
        Overview
- - - - Performance assessment looks at higher-order thinking skills and problem-solving abilities. Other features like time management and clear communication are also tested in these kinds of assessments. This ultimately leads to a deeper and more meaningful learning process.
      - High-stakes standardized testing evaluates whether students know enough about a subject. Performance assessments, on the other hand, measure whether students can apply the knowledge appropriately in various contexts.
      - If interim goals are created and applied correctly, performance assessments allow students to monitor themselves. This type of metacognition, particularly in a test environment, is enormously beneficial to higher-level student learning.
      - Any instructors who use performance assessments need to include the standards they expect and the steps that they must take in applying the knowledge in the curriculum. This makes “teaching to the test” a positive teaching and learning strategy.
      - Performance assessments go hand-in-hand with modern teaching strategies like active learning and critical thinking. If a student undertakes collaboration and discussion in a classroom context (and in formative assessment), those learned skills will be more easily applied and evaluated in summative assessments, and eventually reflected in students’ performance.
- - - - Questioning strategies need to be addressed
      - Should be used with other forms of assessment to form a holistic picture
      - Student Feedback
      - Assist in future planning
      - Ways to Assess
    - - From VC Slides
        
        • Quizzes
        
        • Observations
        
        • Creating T-Charts, Venn Diagrams, and other student learning evidence
        
        • Classwork/Homework
        
        • Writings & Exit Tickets
        
        https://www.youtube.com/watch?v=NtaTMMo8J2o
  - - - At the beginning of the year
      - When a new student enters the school / class
      - Between major divisions in the curriculum
      - Before starting a new book or project
        
        This is often provided in a pre-course exam for many textbooks :pencil2:
    - - To gather data on the extant knowledge and abilities of a cohort
        
        Find the distribution of abilties and understanding before lessons are created
        
        Find achievement gaps in the cohort
        
        Placement into a leveled class or group
        
        Test prep classes
      - :warning: Never for grading!
    - - Self-evaluations : Student reflects about his/her own achievement and need motivation to achieve goals.
      - Diagnostic inventories : students responses to a series of questions in any subject in writing, these responses may indicate an ability or interest in a particular field.
      - Checklist : Identification and recording of students' achievement through rubric levels.
      - Mindmap
      - Pre-Test
  - - - Include information that will help assess your own teaching
      - Allow students to provide feedback on their own understanding
      - Should be quick and easily understandable for both students and teachers
- - - - • A-Level exams
      - • IB External Exams
      - • AP Exams
      - • BTEC Exams
      - From VC Slides
        
        • State assessments
        
        • District benchmark or interim assessments
        
        • End-of-unit or chapter tests
        
        • End of term or semester exams
        
        • Scores that are used for accountability
        
        • SAT or ACT-type tests
- - - - Self Evaluation and Goal Setting Form
      - https://youtu.be/WLmxREQLizk Assessment As Learning Intro Video
      - Evidence-Based Examples and suggestions
        
        students self- and peer-reviewing their work against holistic or analytical criteria (Sadler, 2009),
        
        • Sadler, D. R. (2009). Transforming holistic assessment and grading into a vehicle for complex learning. In G. Joughin (Ed.), Assessment, learning and judgement in higher education (pp. 1-19). Netherlands: Springer.
        
        6 Obstacles to Effective Assessment as Learning
        
        Belief that all work should contribute towards the course grade
        
        Solution: Make low-stakes assessment a norm in the classroom and clearly distinguish grade-contributing to non-contributing assessments
        
        Use of grading for purposes other than reporting on student achievement
        
        Solution: exclude all non-achievement influences from the assessment environment.
        
        School policies
        
        Solution: Talk to administration, show the research, explicitly explain to students how and why peer-review will be done
        
        Belief that assessing is a teacher role, not a student role
        
        Provide large amounts of low-stakes practice so that peer-review becomes a norm.
        
        Students’ self-perception that they are not equipped to grade the works of peers
        
        Provide clear guidelines and rubrics for peer assessment, especially at the start
        
        Students’ fear of exposure or embarrassment among their peers
        
        • students using exemplars to judge their and other students’ work (Carless et al., 2011)
        
        Carless, D., Salter, D., Yang, M., & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36, 395-407. doi:10.1080/03075071003642449 Link
        
        FEEDBACK IS IMPORTANT
        
        the enhancement of student self-evaluative abilities through activities such as question-raising and the promotion of self-directed learning
        
        dialogic interaction usually incorporating both peer and lecturer critique;
        
        technology-assisted dialogue with the aim of promoting student autonomy and reflective interaction
        
        students collaborating to develop their own shared assessment criteria (Evans, 2013)
        
        • Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120. doi: 10.3102/0034654312474350
        
        Tips for Peer Feedback
        
        For accuracy: Multiple peer markers are preferred over single markers (Bouzidi & Jaillet, 2009).
        
        Peer assessment is most effective when included as an element within a holistic assessment design (Nicol & MacFarlane Dick, 2006).
        
        Peer feedback can be a positive experience for many students but not for all (Fund, 2010).
        
        The nature of the implementation and roles of assessor and assessee influence outcomes (Gielen et al., 2011).
        
        Receiving feedback has less impact on future performance than giving feedback (Kim, 2009).
        
        The academic ability of the feedback giver and recipient is important (Van Zundert et al., 2010).
        
        The affective dimension is very important, as is the provision of choice— most recommend the formative use of peer assessment rather than summative (Nicol, 2008).
        
        The nature and type of feedback peers are asked to give impacts on performance (Tseng & Tsai, 2010).
        
        The importance of training students in how to give feedback (Sluijsmans, Brand-Gruwel, & Van Merrienboer, 2002).
  - - - • students begin to recognize for themselves what they don’t know, and what they want to know.
      - • students become aware of their own strengths and challenges.
      - • students are more familiar with their beliefs and misconceptions.
      - • students learning deepens when they know themselves better.
      - • students set higher goals for themselves
      - • students become more self-motivated
      - • students demonstrate more perseverance toward reaching their goals.
      - • students become engaged learners.
    - - Develop valuable lifelong skills
        
        • the ability to think critically about their own work
        
        • know themselves and their learning styles
        
        • reflect on their individual strengths and challenges
        
        • measure their progress toward goals
      - Become autonomous leaders
        
        • take responsibility for their learning
        
        • become actively engaged in the academic life of the classroom.
      - Develop a Growth Mindset
        
        • believe that ability can be cultivated through personal effort and persistence.
        
        • want to improve
        
        • seek out learning
        
        • stretch themselves
        
        • develop more effective learning strategies
      - Build resilience
        
        • understand their learning process
        
        • consider how to take on learning challenges
        
        • think about strategies they’ve used in the past to grapple with new material
        
        • increase concentration
        
        • keep going when things get hard
        
        • become stronger, more resilient learners.