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Minutes with Charlie - 14
By Charlie | April 27, 2008
Most of the Minutes with Charlie deal with either topics relevant to both assessment of and assessment for learning or topics that relate specifically to assessment for learning. This is because assessment for learning should be the most frequent type of assessment we give and it produces the greatest benefit in regard to student learning. However, we strive to have a balanced assessment program and assessment of learning certainly plays an important role in that system.
As we draw close to the end of the school year many teachers are starting their last unit of study. Many are already into the last unit and some will start immediately after TAKS week.
Over the summer break many grade levels and subject areas meet to plan and prepare for the next year.
So in light of all these facts, we will be looking at assessment of learning or summative assessment in the next couple of Minutes. We will examine the elements or traits of a quality assessment of learning, developing quality assessments of learning, and how to use the data generated from assessments of learning.
One important trait of assessments of learning is the purpose of the assessments. These assessments are to evaluate student learning at the end of a unit of study on a number of learning standards and provide specific data in that regard.
Another trait of quality assessment of learning is that the assessment was planned and developed prior to planning land delivering the instruction. The nature and content of the final assessment in a unit should not come as a surprise to anyone. It assesses student performance on a given set of standards, not necessarily just upon what is taught.
Another trait of assessment of learning is that it is scored and graded. If the assessment is a quality assessment that accurately assesses student performance against established standards, and if the grading system if proper, assessments of learning provide accurate data on student achievement on an array of standards.
Assessments of learning share many traits with assessments for learning. Both have clearly defined, understood, and articulated learning targets. Both select the assessment method (selected response, extended response, performance) that best matches the learning targets. Both provide data to students and teachers on student performance against learning standards.
As you begin to plan and development assessment of learning or summative assessments a few words of caution are in order:
· We must insure that the degree of rigor in our assessments match the degree of rigor called for in the TEKS.
· While assessments of learning assess an array of learning targets, it is not required that we have a question for each standard. We have to prioritize the targets and provide a good sampling of the targets.
· Traditionally, summative exams have lived shrouded in mystery. However, it is important that through the instruction and assessment process that students know and understand the level of performance expected of them. While the individual questions on an exam are not known, the content of the exam should not be secret.
Personal Reflection :Do I invest time to insure that my assessment of learning are quality? Do I plan and prepare my summataive assessment prior to planning and delivery of instruction? Can I clearly distinguish between assessment of learning and assessment for learning?
Topics: Assessment OF Learning, Minutes with Charlie |