Assessment in Education
Types of Assessment (Cameron, 2016a)
FOR Learning |
AS Learning |
OF Learning |
---|---|---|
Teachers & students: Determine what students already know and can do with respect to overall and specific expectations |
Students: Provide feedback to other students, monitor their own progress, and set individual goals |
Teachers: Summarize learning at a given point in time |
Marks not generated |
Marks not generated |
Marks generated |
Can be assessed by students and peers |
Students providing descriptive feedback or responding to teacher descriptive feedback |
Teacher solely responsible; does not include peer or self evaluation |
Also known as: Diagnostic assessment Pre-assessment Formative assessment |
Also known as: Peer assessment Self assessment |
Also known as: Summative assessment Evaluation |
Student Profile (Cameron, 2016b)
student_profile.docx |
Anecdotal Record (Cameron, 2016c)
- written at the end of the day
- observer chooses significant behaviours to record
- change in behaviour pattern, progress towards a goal, use of new strategy or emerging skill, accident, evidence of child abuse
- change in behaviour pattern, progress towards a goal, use of new strategy or emerging skill, accident, evidence of child abuse
- naturalistic; participatory/non-participatory
- Example:
- How to write an anecdotal record:
- Factual information only: use W5
- Describe what you observed: 5 senses – see, hear, smell, taste, touch*
- Tell: use behavioural terminology
- Frequency - How often the behaviour occurred
- Duration - How long the behaviour lasted (minutes)
- Intensity - How loud, or forceful the behaviour was
- Report the order of events in logical sequence: write notes in chronological order. Start with today’s date (the date the report was written). No backdating or white-out/erasing allowed.
- Be objective, not subjective
- Describe facts - not distorted by personal opinion or prejudicial remarks / bias
- Be specific – tell exactly what happened
Running Record (Cameron, 2016d)
- detailed descriptions of behaviour while it is happening
- naturalistic; non-participatory (physically separated from the student in observance)
Diary Record (Cameron, 2016d)
- written daily after observation describing one or more children
- record whatever is noteworthy
- naturalistic; participatory/non-participatory
- eg., Home-School Communication Book
- Example:
- The group activity of hide-and-seek did not go well today. The children were restless and quickly lost interest. They much preferred our nature walk and are looking forward to watching the salamander eggs hatch. Michelle was especially interested in exploring the stream today, examining the water with the magnifying glass and guessing what the squirming creatures were. She was reluctant to return to class, and had to ask her to come three times.
- The group activity of hide-and-seek did not go well today. The children were restless and quickly lost interest. They much preferred our nature walk and are looking forward to watching the salamander eggs hatch. Michelle was especially interested in exploring the stream today, examining the water with the magnifying glass and guessing what the squirming creatures were. She was reluctant to return to class, and had to ask her to come three times.
Extended Running Record (Cameron, 2016e)
Informal Reading Inventories (Cameron, 2016e)
- individually administered survey to determine a student's reading instructional needs
- assess strengths and needs in word recognition, word meaning, reading strategies, and comprehension
- Running Record (Reading)
- Cloze Procedure
- to assess word predication capability, comprehension skills, and the ability to use context clues
- Preparation:
- select a passage appropriate to grade level
- first & last sentences with all punctuation intact
- 250-300
- from the 2nd sentence, replace about every 5th word (noun/verb/adjective) with a blank; max. 50 blanks
- all blanks are of equal length
- select a passage appropriate to grade level
- Procedure:
- student reads the whole passage first without filling in the blanks
- for the second time, students fills in the blanks
- no time limit, but it is timed and noted
- 2 copies: one for the teacher, the other for the student
- Scoring Criteria
- ([correct ones] / [total number of blanks]) * 100
- independent reading level (easy) = 61%+
- instructional reading level (require some help) = 41-60%
- frustration reading level (too difficult) = 40%-
- Example:
- Maze Procedure
- to assess the ability to choose words based on syntax (sentence structure) and semantics (sentence meaning) accuracy
- Preparation/Procedure
- select a passage appropriate to grade level
- first & last sentences with all punctuation intact
- 150-400 words
- every 7th word is replaced with 3 choices (one correct word, 2 distracters)
- Example: Anna went back to (school, work, sleep) because she was tired.
- distracters cannot retain meaning of the passage; one is close to the answer, and the other is random
- 3 minute time limit
- select a passage appropriate to grade level
- Scoring Criteria
- check for correct ones; line through the wrong ones
- ([correct words] / [total questions]) * 100
- independent reading level (easy) =85%+
- instructional reading level (require some help) = 50-84%
- frustration reading level (too difficult) = 49%-
- Example:
Time Sampling (Cameron, 2016f)
- observation technique used when there is concern over an aspect of a student's behaviour
- Examples of utilization:
- how often one is on/off task
- how much time a socially withdrawn student engages in isolated tasks
- how one interacts with a specific learning tool
- Procedure
- determine your reason for recording (eg., student is engaging less frequently in class discussions)
- select the time frequency (eg., 1 minute/5 minutes/random)
- define the behaviour operationally (eg., student participates in class by raising his hand and/or contributing an answer when called on)
- prepare the time sampling chart
- observe your baseline, noting date & time, etc.
- review collected data, and analyze/summarize findings
- Example:
Event Sampling (Cameron, 2016f)
- method of observation that records occurrences of behaviour called events (target behaviours) onto a chart
- Procedure
- determine your reason for recording the sample
- select & define the behaviour operationally (eg., making physical contact with others or objects in response to a refusal)
- predetermine the kind of examples you are seeking (eg., hitting/kicking/throwing items)
- prepare the event sampling chart
- observe your baseline, noting date & time, etc.
- review collected data, and summarize findings
- determine your reason for recording the sample
- Example:
References
- Cameron, K. (2016a). Assessment in Education - Week 2 [Lecture Notes]. Trafalgar: Sheridan College.
- Cameron, K. (2016b). Assessment in Education - Week 3 [Lecture Notes]. Trafalgar: Sheridan College.
- Cameron, K. (2016c). Assessment in Education - Week 5 [Lecture Notes]. Trafalgar: Sheridan College.
- Cameron, K. (2016d). Assessment in Education - Week 6 [Lecture Notes]. Trafalgar: Sheridan College.
- Cameron, K. (2016e). Assessment in Education - Week 8 [Lecture Notes]. Trafalgar: Sheridan College.
- Cameron, K. (2016f). Assessment in Education - Week 9 [Lecture Notes]. Trafalgar: Sheridan College.