Why Does Assessment Matter

Information about Why Does Assessment Matter

Published on August 4, 2014

Author: gwedu

Source: authorstream.com

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Why Does Assessment Matter? : Why Does Assessment Matter? Assessment is the single most effective instructional strategy to increase learning. According to an analysis of approximately 800 meta-analyses ( Hattie, 2009 ), including more than 52,000 studies and millions of students, teachers who study their own effects on student learning are the most influential in raising student achievement . . . According to two additional meta-analyses, ( Black & William, 1998 ) ( Yeh , 2007 ), high-quality assessment that is integrated into regular classroom practice can increase the rate of learning by 20 to 40 percent in a single school year , and is the most cost-effective educational intervention available. . the simplest prescription for improving teaching is to provide “dollops of feedback.” Why Does Assessment Matter? (2): Why Does Assessment Matter? (2) Assessment is a process of gathering evidence of learners’ understanding and [then] adapting instruction to increase students’rate of learning . This process is integrated into regular classroom practice and involves three key steps : Set challenging, meaningful learning goals and provide learners with multifaceted criteria to define success. Use evidence of learners’ understanding to provide actionable feedback throughout the learning process. Motivate learners to improve their performance . http://www.edutopia.org/comprehensive-assessment-research The table below provides a theoretical overview of assessment practices that have been shown by research to promote learning (Black & William, 1998; Shute, 2008; William, 2010):: The table below provides a theoretical overview of assessment practices that have been shown by research to promote learning (Black & William, 1998; Shute, 2008 ; William, 2010 ): Assessment that promotes learning: Sets challenging goals ; collects evidence about current position relative to goals ; and identifies ways to close the gap between the two (adapted from Black & William, 2009 ).   Where the learner is going/the goal Where the learner is How to get there Instructor Set challenging, multifaceted goals , and clarify learning intentions and criteria for success. Elicit evidence of student understanding through discussion and activities. Focus on the what, how, and why of the task or problem. Provide feedback that moves learning forward and actionable steps to address misconceptions and advance learning. Peer Share and understand learning goals and criteria for success. Peer assessment: Students act as instructional resources for one another. Learner Self-assessment: Students act as owners of their own learning. Why do these principles work?: Why do these principles work? Optimal Life Experiences = FLOW : Optimal Life Experiences = FLOW Flow occurs most often when people develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity (Csikszentmihalyi, 1990) Flow is most likely to occur in areas in which students are challenged and perceive themselves as having a high degree of skill ( Santrock , 2008) PowerPoint Presentation: Student Motivation to Learn Susan Kushman How to reduce the gap do you KNOW . . . : How to reduce the gap do you KNOW . . . What your students’ understand? How frequently do you measure that knowledge? How do you capture assessment of their knowledge? How do they tell you what they know, and how often do they have an opportunity to indicate that they are progressing or falling behind? Formative Assessment using ET to measure student understanding: Formative Assessment using ET to measure student understanding Resource Suggested Use tutorial POLLCODE http://pollcode.com/ K wl , PBL PARTICIPOLL (PowerPoint) http://vimeo.com/88080557 Assess prior or current knowledge PollEv http://www.polleverywhere.com/classroom-response-system Open ended questions, PBL, clickable images http://vimeo.com/76660037 TODAYSMEET https://www.youtube.com/watch?v=dAd-LKL36RI collect formative or summative student understanding PLICKER https://www.youtube.com/watch?v=zye3fyKl65c https://www.plickers.com/ Assessment of prior or current knowledge Mentimeter Vote for your choice SURVEYROCK GOOGLE FORMS EDPUZZLE Video Content with Questions and customization Uses?: Uses? References: References Black, P., & William, D. (1998, October). Inside the Black Box: Raising Standards Through Classroom Assessment (PDF) . Phi Delta Kappan , 92 (1), 81-90 Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement . New York, NY: Routledge http://www.edutopia.org/comprehensive-assessment-research last accessed 08/01/14 Shute, V. J. (2008). Focus on Formative Feedback (PDF) . Review of Educational Research, 78 (1), 153-189. doi:10.3102/0034654307313795 Yeh , S. S. (2007). The Cost-Effectiveness of Five Policies for Improving Student Achievement (PDF) . American Journal of Evaluation, 28 (4), 416-436. doi:10.1177/1098214007307928 William, D. (2010). The Role of Formative Assessment in Effective Learning Environments . In H. D. Dumont, D. Istance , & F. Benavides (Eds.), The Nature of Learning: Using Research to Inspire Practice (135-159). OECD Publishing Detroit Tigers 1961 : Detroit Tigers 1961 Which of the following Tigers batted .361 in 1961 and won the batting crown? Al Kaline Bill Freehan Norm Cash Ricky Colavito Dick McAuliffe http://education.participoll.com/ Plickers example: Plickers example Smartpaper No clickers Plickers SMARTstudent

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