Topic: Methods of assessing student learning and rubrics

General Purpose: To inform

Specific Purpose: To inform my audience about the Methods of assessing student

learning and rubrics.

Central idea: Today, I want to inform you about the methods that you can use to
assess the student learning, challenges of assessing students’ learning, purposes of
classroom assessment, standardized assessments, international assessments, norm-
referenced assessments, criterion-referenced assessments, emerging trends in a
classroom assessment, alternative assessment, authentic assessment, portfolio
assessment, peer assessment, self - assessment, performance - based assessment,
alternative assessments, project - based learning (PBL), how to develop high - quality
classroom assessments, technology in assessments, the validity and reliability, scoring
rubrics, holistic rubric, analytic rubric, and multiple measures.

Introduction:

● Methods that you can use to assess the student learning.

● Challenges of assessing students’ learning.

● Purposes of classroom assessment.

*Standardized assessments. * international assessments. * Norm - reference

assessments. * Criterion - referenced assessments. * Emerging trends in a
classroom assessment.

● Alternative Assessments.

* Authentic assessment. * Portfolio assessment. * Peer assessment.

* Self - assessment. *Performance -based assessment, *Alternative assessment.

● Project - based learning (PBL).

● How to develop high quality classroom assessments.

 ● Technology in action.

● The validity and reliability.

● About rubrics importance.

* Scoring rubrics. * Holistic rubric. * Analytic rubric.

● Multiple measures of students learning.

Transition: Now that I have established what I will like to cover, let us begin with the
methods that you can use to assess the student’s learning and the
importance/significance of them.

Body:

Methods of assessing student learning and Rubrics.

● What methods can you use to assess student learning?

The assessment of student learning will let you make judgments about the
performance of the students and also about your performance as a teacher. Using
assessments will increase the effectiveness of your ability to evaluate your instructions.

Assessment is defined as the process of gathering information about learning

progress and making decisions based on the information. Classroom assessment will
reflect four guiding principles:

1. Classroom assessments.

2. Clear achievement targets.

3. Accurate assessments in the classroom.

4. Effective communication assessments.

 To assess students learning by using both Quantitative and Qualitative
approaches. Quantitative is defined as the use of measurement and evaluation
techniques.
An example of quantitative assessments yield numerical scores that teachers use
to evaluate students’ learning. Qualitative assessments are more subjective than just
numerical scores.

● Challenges of assessing students’ learning- It is very difficult to determine exactly

one person’s ability of learning or to assess what they have learned. Although
teachers intentions may be specific, it is impossible to determine what student
has learned with a direct measurement.

● Purposes of classroom assessment- classroom assessment can be understood in

a four - step process:

1. Assigning a test that covers material that has been taught.

2. Students take that test.

3. The teacher corrects that test.

4. The teacher grades the test.

This four step process will determine:

a. How well students are learning.

b. Use the feedback to enhance learning.

c. Develop strategies.

d. Reaching certain performance levels .

- Measurements and evaluation are techniques. The gathering of quantitative data to

assist the teacher to inquired if the student is learning.

-Evaluation assigning a value to those measurements.

-Formative evaluation purpose of making decisions about their teaching.

-Summative evaluation deciding if a student is ready to proceed to the next level.

● Standardized Assessments.

Defined as a test that is given to a large group of students. More commonly

known as a pencil and paper test. It is scored in a uniform manner. The conditions
under this test, the items, are how the tests are scored, and how they are interpreted
are standardized for all who take the test. The teachers compare scores for different
groups of students in different schools around the country, administered at the district,
state, and national levels.
The first standardized test in the United States was given by Horace Mann
(1796-1859) in the mid 1800s. Mann wanted to classify students by ability and gather
evidence for the effectiveness of the school system. With this he hoped to use the
results of the state test to advance his educational reform efforts. Before this teachers
used to do individual assessments at classroom level.
Examples of standardized test are the Iowa test of basic skills, California
achievement test, scholastic assessment test (SAT), and the ACT l, assessment
American College Test, are some of the tests . In addition the federal government funds
the National Assessment of Educational Progress (NAEP) it is used often to sample
students achievement around the country twice a year. The performance of national
samples of 9, 13, and 17 year olds is done. Educational policy makers used the results
to report by gender, geographic region, and ethnic background to guide the decision
making. The assessment of student learning was done by NAEP in 1969, covering all
areas of the curriculum.

● International Assessments.

In 1991, the first International assessment of educational progress (IAEP), was

conducted and the achievement of the U.S. The students of the U.S. were compared
with students of more than 30 nations. The results delivered that the level of
achievement in the U.S. was below to other students of other countries. The U.S. also
participated in other international assessments like the Trends in International
Mathematics and Science Study (TIMSS) and the progress in International Reading
Literacy Study (PIRLS) both conducted by the International Association for the
Evaluation of Educational Achievement (IEA).
The latest participation was in the Program for International Student Assessment
(PISA). This assessment is for 15 year olds in reading, mathematics, and science
literacy performance. PISA is assessed every three years by 34 country members of this
organization.

● Norm - Referenced assessments.

That is, students’ scores are compared with scores of other students who are
similar, the comparison of group is called the norm group. Same age grade level and
group, the student’s score is compared to the average or score for the total group.
Norm - referenced test are used to determinate where a student is compared to the
typical performance of other students at the same age and grade level. Given the
teachers, the results to determinate their success. Given to the teachers a percentage
of the students achievements.

● Criterion - Referenced Assessments.

Student learning is compared with clear defined standards rather than

performance of other students. This assessments does not indicate what is the typical
for the students of the same age of group and grade level. This assessment indicates
what the students know and can do with an specific subject area. Students scores are
not compared with other scores of other groups of students.
As an example, the teacher might use Criterion - Referenced Assessment to calculate
the written or well organized paragraph or the typing of 60 words per minute to make
the assessment with reference of the instructional objective for each student.

● Emerging Trends in classroom assessment.

New forms of assessment are being used. There is a trend to assess students
learning with ever-increasing numbers of test. More objectivity, fairness of criticisms of
standardized tests. Such as the Iowa test of basic skills, the scholastic assessment test
(SAT), and the American College Test (ACT) mentioned before. Educators and the
public have criticized these test not only for class and gender bias and their content.
But for failing the true knowledge, skills and achievements of the students. For these
reasons educators are going back to the traditional paper and pencil test, oral
questions, and formal and informal observations, in addition they are using new
assessment tools - individual and small group projects , portfolio of work. Exhibitions,
videotaped demonstrations of skills, and community based activities, to mention some.
Alternative assessments is the name of this type of procedure that direct
measures the student performance with real life tasks.

● Alternative assessments.

These require that students apply knowledge and skills to solve problems based
on real life tasks. There are several forms of alternative assessments:

*Authentic assessment.

Known as alternative assessment, students use higher level of thinking skills to

perform, create, or solve a real life problem. Not using a multiple choice test item
teachers use this authentic assessment to evaluate the quality of individual and small
group projects, videotaped demonstrations of skills or participation in community based
activities.
Example: creating a model, writing a children’s book, producing a video. In addition
authentic assessment help students to develop their own responses to the problem
situations, to decide what information is relevant, and how the information should be
used and organized. This assessment focuses on students ability to think, develop in
depth understanding, and apply academic learning to important, realistic problems.

*Portfolio Assessment.

This is based on a collection of students’ work that tells a story of a learner’s

growth in proficiency, long term achievement, and significant accomplishments in a
given academic area. Portfolio provides example of important work undertaken by a
student, and it represents student’s best work. For example, it states that required exits
exams to graduate from high school, several also require that students present a
portfolio, several states that do not require an exit exam for high school graduation do
require a portfolio. As an example, Connecticut will require a one credit demonstration
project beginning with the graduating class of 2018.

*Peer assessment.

Occurs when students assess one another’s work. Is done informally during a
class session. A student may be more open to accepting critical feedback from a peer
than from the teacher. The peer may use a manner of speaking typical of his or her age
level, it would be easier for another student to understand the feedback, also frees the
teacher to observe the peer assessment process and provide input if necessary.
Example when students go over a homework the exchange of papers for the peers to
review and do markins talk to each pupil individually around the room.

*Self Assessment.

Students assess their own work and their thought processes while completing
that work. This is the most underused form of classroom assessment but has the most
and flexibility and power as a combined assessment and learning tool. When students
assess their own work they become more aware of the factors that promote or hinder
their learning. For example ask assessment question such: What I have learned as a
result of this activity? How will I overcome this problems in the future?
As a teacher you should help your students, particularly students with low
achievements ones students develop self assessment skills their learning can have a big
increase.

*Performance Based Assessment.

Is based on observation and judgment.We observe a student perform a task or

review student product, and we judge its quality. Judge the quality of the thinking
involved. For example: we could read a student’s research report in history and judge
the quality of argumentation and writing. Performance Based Assessment focus on
students ability to apply knowledge, skills and work habits thought the performance of
tasks they find meaningful and engaging.
*Alternative Assessments.

Is designed to determine the performance of students who are unable to

participate in the traditional large scale assessments used by districts, alternative
assessment in 1997 give reauthorization of the individuals with Disabilities Education
Act (IDEA). Which called for states to have alternative assessment in place by the year
2000. An alternative way of gathering data about what a student, regardless of the
severity of his or her disability, knows and can do. Example: Collecting data consist of
observing the student during the school day, asking the student to perform a task and
noting the level of performance, and interviewing parents or guardians about the
students activities outside the school.
The primary purpose in state assessment system is to provide information about
how well the school, district, or state is doing in terms of enhancing the performance of
all the students. Most states are in the process of developing alternative assessments
for students with special needs. The National Center on Education Outcomes at the
University of Minnesota suggest six principles for developing inclusive assessments and
accountability systems.

Principle 1. All students with disabilities are included in the assessment system.

Principle 2. Decisions about how students with disabilities participate in the assessment
system are the result of clearly articulated participation, accommodations, and
alternative decision making processes.

Principle 3. All students with disabilities are included when student scores are publicly
reported, in the same frequency and format as all the students, whether they
participate with or without accommodations, or in alternate assessment.

Principle 4. The performance of the students with disabilities has the same impact on
the final accountability index as the performance of other students, regardless of how
the students participate in the assessment system.

Principle 5. There is an improvement of both the assessment system and the

accountability system over time, through the processes of formal monitoring, ongoing
evaluation, and systematic training in the context of emerging research and the best
practice.
 Principle 6. Every policy and practice reflects the belief that all the students must be
included in the state and district assessment and accountability systems.

● Project Based Learning (PBL).

It is a way to engage students, cuts the non attendance , boots the cooperative
learning skills and improves test scores, students work in teams to explore real world
problems and create presentations to share what they have learned. Compared learning
with textbooks giving students many benefits including deeper knowledge of subject
matter, increase self direction and motivation, and improved research and problem
solving skills.
New digital and multimedia and telecommunications can support this practices
and engage our students. A PBL includes five key elements.

1. Engaging learning experiences that involve students in complex real world

projects and they develop and apply skills and knowledge.
2. Recognizing that significant learning taps students’ build in the drive to learn,
capable to do important work, and their need to be taken seriously.
3. Learning from general curricular outcomes can be identified up front .
4. Learning that requires students to draw from many information sources and
disciplines to solve problems.
5. Experiences students learn to manage and allocate sources such as time and
materials.

Example of PBL:

At the Mott Hall School in New York City’s Harlem, a 5th Grade project on kites
involves using creative writing skills in poems and stories with kite themes. Student will
design their own kite in the computer and then making it by hand; they will learn about
electromagnetism and their principals.

● How can you develop high quality classroom assessments?

Use criteria to grade assignments students complete and test they take. Consider
effort, neatness, correctness, how well students did compared with other students or
their past performance, how long students had been studying the topic. Focus in what
students do to demonstrate their learning, fairly and accurately assess their knowledge,
skills, and levels of achievement. Consider this points:

*choose assessments methods appropriate for instructional goals and objectives.

*Scoring, administering and interpreting the results of externally and teacher

produced assessment methods.

*Making decisions about individual students, planning teaching, developing

curriculum, and school improvement.

*Choosing valid grading procedures based on high quality assessment of student

learning.

● Technology in Action.

You have to keep in mind:

-Communicating assessments results to students, parents. Other non teaching

audiences, and other educators in a proper way.

-Recognizing unethical, illegal, and otherwise inappropriate assessment methods and

uses of assessment information.

● Validity and Reliability

Two important qualities of classroom assessments teachers made or

commercially prepared are validity and reliability. High quality of assessments are
directly related to effecting teaching, assessment must be valid and reliable.
-Validity: assessment measures what they are supposed to measure. If assessments fail
to this, they are useless. Used stated standards, goals, expectations, target learning
outcomes. Valid assessments can be use to improve teaching and students can use that
information to improve their learning.

-Reliability: Refers to the degree assessment providing results that they are consistent
over time. An entire test is considered reliable if it yields similar results at different
times and under different conditions.

● Scoring Rubrics.

Rubrics are an important element of quality classroom assessments. They are

called Scoring guides, or scoring rubrics. They are rating scales that consist of pre
established performance criteria. You can use rubrics to differentiate between levels of
student performance on a rating scale. Students can use this to improve their learning.
Rubrics can be use to identify performance criteria for a various of learning activities
like writing an essay or delivering a speech. They also can be used to assess the quality
of their work. There are two types of rubrics holistic and analytic.

*Holistic Rubric.

Teachers score the overall product as a whole without judging the component parts
separately .

*Analytic Rubric.

Teachers score separate individual parts of the product according with to pre specified
criteria, then add the individual scores to obtain a total score.

● Multiple Measures of Student Learning.

 Their is no single way to assess student learning. The best way, it is to provide
your students with multiple opportunities to demonstrate what they know and what
they are able to do. If the students can see the different ways they can demonstrate
their success they will develop more positive views of themselves as learners.
Rick Stiggins assessment expert said, “We now understand how to use a
classroom assessment to keep students confident that achievement target is within
reach. We must build classroom environments in which students use assessments to
understand what success looks like and how to do better next time …. If teachers
assess accurately and use the results effectively, than students prosper”.

Conclusion:

As a practice of one of the assessments, I will like to exercise the Peer

Assessment that consist in take this small quiz of five questions and then trade it with
one of your peers so she can grade and give you a feedback of your paper. This seems
of the most fair and reasonable technique.