Effective Assessments and Constructive Feedback for Higher Student Success
Learn how to design effective assessments, give constructive feedback, and enhance student learning with practical examples. Explore the purpose of assessments, types of assessments, and strategies for driving instruction through assessment. Understand the importance of backward design in developing assessments aligned with learning objectives.
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Assessment Boot camp EFFECTIVE ASSESSMENTS + CONSTRUCTIVE FEEDBACK = HIGHER STUDENT SUCCESS PRESENTED BY: AMANDA CHAPMAN Instructor/University Supervisor/Placement Coordinator WCU Office of Field Experiences
Overview How do we design effective assessments? Purpose of Assessments Types of Assessments How to give Effective Feedback to enhance student learning. Useable Examples
What is Assessment? Assessment is today s means of understanding how to modify tomorrow s instruction. - Carol Tomilinson Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
How to design effective assessments 101
Learner assessment follows from the objectives. Based on the principles of backward design developed by Wiggins and McTighe (1998), instructors identify the lesson objective or desired results and then decide what they will accept as evidence of learners knowledge and skills. The concept of backward design holds that the instructor must begin with the end in mind (i.e., what the student should be able to know, understand, or do) and then map backward from the desired result to the current time and the students current ability/skill levels to determine the best way to reach the performance goal. Fact Sheet: Effective Lesson Planning
Goals vs. objectives GOALS OBJECTIVES General expectations of student outcomes. Statement of what students should be able to do, or how they should change developmentally, as a result of instruction. The OVERALL description and purpose of the unit/lesson/etc. Much more specific and MEASUREABLE Can be broad and vague Example: Example: Students will understand the Bill of Rights and the importance and impact it has on the lives of American citizens. Students will able to list and explain each of the ten amendments of the Bill of Rights.
Four components of an objective A AUDIENCE The Student B BEHAVIOR What the student will do? C CONDITION Under what circumstance will the talk be accomplished? D DEGREE (Criteria) Percent correct
LEARNING OUTCOME FORMAT STUDENTS SHOULD BE ABLE TO <<ACTION VERB>> <<SOMETHING>>
REMEMBER BLOOMS TAXONOMY? THAT S WHERE YOU FIND YOUR VERBS
STUDENTS WILL BE ABLE TO Look at the examples: Which ones are well written and assessable objectives? Which ones are not assessable? How could you rewrite them to make them assessable?
Important to remember: Evaluations are Judgments based on performance. Assessment is a process. Step 1: Establishing learning objectives Judgments about performance. Step 2: Provide learning opportunities that relate to the objectives. Mostly refers to the assignment of grades based on student performance. Step 3: Determine if learning has occurred. Examples: tests and papers Step 4: Make revisions and improvements based on determinations of student learning. Thus, evaluation can be part of assessment, but it is not assessment in and of itself. http://teachpsych.org/resources/Documents/otrp/resources/boysen12.pdf
Why Do You Assess? Why Do You Assess? How Do You Assess? How Do You Assess? What Do You Assess? What Do You Assess? When Do You Assess? When Do You Assess? With your group take 5 to discuss the reasons you assess your students.
Why DO We Assess? Why DO We Assess? SOME TEACHERS TALK ABOUT Assessment Debate Assessment Debate SOME TEACHERS TALK ABOUT Learning Grades V.S. Can these two coexist peacefully? Should one receive more emphasis over the other? Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
How DO We Assess? How DO We Assess? Observations Self- and peer-evaluation Essays End-of-Course/Grade Tests Interviews M.A.P./Dibbles/Star Reading/etc. Performance tasks Questioning Exhibitions and demonstrations Others? Portfolios Journals Teacher-created tests Rubrics Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
When Do We Assess? When Do We Assess? At the beginning of the unit/time period? At the end? In the middle? Never? Everyday? Most teachers assess students at the end of an instructional unit/time period/sequence. However, research proves that when assessment and instruction are interwoven, both the students and the teacher benefit. Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
On On- -Going Assessments Going Assessments are the are the BEST BEST! ! Diagnostic Assessment Summative Assessment Formative Assessment Making Sure Finding out what your students know Keeping Track & Checking-in Formative and Summative Assessment Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, http://facdev.niu.edu,
Diagnostic Assessments Pre-tests Diagnostic Assessment can help you identify your students current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing your students strengths and weaknesses can help you better plan what to teach and how to teach it. Pre-tests (on content and abilities) Self-assessments (identifying skills and competencies) Discussion board responses (on content-specific prompts) Interviews (brief, private, 10-minute interview of each student) Formative and Summative Assessment Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, http://facdev.niu.edu,
Formative Assessments Observations during in-class activities; of students non- verbal feedback during lecture Homework exercises as review for exams and class discussions) Reflections journals that are reviewed periodically during the semester Question and answer sessions, both formal planned and informal spontaneous Conferences between the instructor and student at various points in the semester In-class activities where students informally present their results Student feedback collected by periodically answering specific question about the instruction and their self- evaluation of performance and progress. Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor. Formative and Summative Assessment Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, http://facdev.niu.edu,
Look over the list of examples. Make note of any questions you may have. How could you use these strategies to drive instruction? How will ongoing assessment help you teach for success? Ongoing Assessment Strategies Take 10
Summative Assessments Rubrics Summative assessment takes place AFTER the learning has been completed. Often developed around a set of standards or expectations, can be used for summative assessment. Provides information and feedback that sums up the teaching and learning process. Can be given to students before they begin working on a particular project so they know what is expected of them (precisely what they have to do) for each of the criteria. Should match the material taught and reflect the formative assessments. Help you to be more objective when deriving a final, summative grade by following the same criteria students used to complete the project. Formative and Summative Assessment Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, http://facdev.niu.edu,
Types of Summative Assessments Examinations (major, high-stakes exams) Final examination (a truly summative assessment) Term papers (drafts submitted throughout the semester would be a formative assessment) Projects (project phases submitted at various completion points could be formatively assessed) Portfolios (could also be assessed during it s development as a formative assessment) Performances Student evaluation of the course (teaching effectiveness) Instructor self-evaluation Formative and Summative Assessment Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, http://facdev.niu.edu,
What is the Difference? What is the Difference? Summative assessment is more product-oriented and assesses the final product, whereas formative assessment focuses on the process toward completing the product. Once the project is completed, no further revisions can be made. If, however, students are allowed to make revisions, the assessment becomes formative, where students can take advantage of the opportunity to improve. Formative and Summative Assessment Northern Illinois University, Faculty Development and Instructional Design Center facdev@niu.edu, http://facdev.niu.edu,
Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
EFFECTIVE FEEDBACK 1. It MUST be timely. 2. It MUST be SPECIFIC. 3. It MUST be understandable to the student. 4. It MUST allow the student to act on feedback Refine, Revise, Practice, and Retry Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Evaluative feedback Evaluative feedback involves a judgment by the teacher based on implicit or explicit norms. Evaluative feedback may take the form of: Approval: That s a good essay. You ve done well. Good job! Disapproval: That s not good enough. Not your best. Reward: Gold stars/ /A+/Stickers Punishment: Write it out again. Effective Feedback. (2009). New Zealand Ministry of Education.
Descriptive feedback Descriptive feedback: focuses on identified learning outcomes and makes specific reference to the student s achievement. Looks towards improvement. An example of descriptive feedback: That s a good introduction because you have covered the main points we discussed at the beginning. Now which points do you think you should expand on? Effective Feedback. (2009). New Zealand Ministry of Education.
Summary Why do we Assess? How should we Assess? What are the THREE types of assessment? What is the purpose of those three? How can we make our formative assessments more effective and meaningful to our students?
Questions? For further information or later questions please feel free to contact me at 828.227.3310 or abchapman@wcu.edu
Works cited Boysen, G. (2012, January 1). A Guide to Writing Learning Objectives for Teachers of Psychology. Retrieved March 3, 2015, from http://teachpsych.org/resources/Documents/otrp/resources/boysen12.pdf Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Effective Feedback. (2009). New Zealand Ministry of Education. Retrieved March 3, 2015, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CB4QFjAA&url=http://assessment.tki.org.nz/ content/download/2520/19023/version/1/file/Effective+feedback.ppt&ei=6t31VJ7ULsWVNqPGg9AJ&usg=AFQjCNEJFBeWEf8kcS DG1HPHCIaa9bA5cw&bvm=bv.87269000,d.eXY Fact Sheet: Effective Lesson Planning | Teaching Excellence in Adult Literacy (TEAL). (n.d.). Retrieved March 3, 2015, from https://teal.ed.gov/tealguide/lessonplanning Kelly, M. (n.d.). How to Avoid Common Mistakes When Writing Learning Objectives. Retrieved March 3, 2015, from http://712educators.about.com/od/curriculumandlessonplans/tp/How-To-Avoid-Common-Mistakes-When-Writing-Learning- Objectives.htm Using Assessment to Drive Instruction. (n.d.). Retrieved February 27, 2015, from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf Wees, D. (n.d.). 56 Different Examples of Formative Assessment. Retrieved March 3, 2015, from https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&d elayms=3000&slide=id.p
