Introduction to Christian

Education
EDUC310

Review of Week 10:

Hearing from God!

Methods for Assessing

Student Learning
EDUC310

Objective 2:
By the end of this class, students will be able to
identify practical ways in which learners can
express what they know - and how educators
can assess student learning.

What are some ways students can show

what they know?
1. Written proofs
a. Writing can assess cognition and logical thinking
b. Drawing graphs, calculating math problems,
completing diagrams can draw on organizational
skills
2. Verbal proofs
a. Some students are poor writers and excellent
speakers interesting, huh!
b. Oral exams are an option but should accompany
written
3. Performance proofs: acting, gestures, playtime...

Formative Assessment:

Teaching involves a lot of on the fly assessment.

Formative assessment involves evaluating student concept

and skill acquisition during regular instructional time.

This type of assessment is not usually scored, but is a

constant, running set of evidences for student learning and
achievement. It is a powerful, yet un-graded, part of learning.

It has been called a wide variety of methods that teachers use

to conduct in-process evaluations of student comprehension,
learning needs, and academic progress during a lesson, unit,
or course. (Abbott / Glossary of Education Reform, 2014)

Source: Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org

Formative Assessment Tools:

1.

Questioning while teaching:

a.

Direct: selecting students to give an answer aloud

that directly evidences that students own
understanding of the content

b.

Indirect: addressing the class as a whole with

either a verbal or written question that checks
overall understanding.

c.

Aside: selecting students to speak with at their

desk or place of learning without the student
answering in the presence of others

Formative Assessment Tools:

2.

Questioning before teaching: (a semi-formative method)

a.

Prior-learning assessments:
Address what students have already received and can
provide evidence of learning.

Mark 8:27

b.

Warm-up:
Establish tone and allow students to make predictions
about what the class will be about.

Matt. 21:28

c.

Luke 15:4, Matt. 7:9, Mark 2:8

Opening statements: Have you ever
encountered. Why do you think that rainbows
sometimes follow rainstorms? Who here has ever
visited a museum that What are some reasons that
we

The test is too late

Also see: http://files.eric.ed.gov/fulltext/ED470206.pdf

Alcala, L., & Teaching Channel. (2011, July 14). "My Favorite No" Lesson Idea [Video file].
Retrieved from http://youtu.be/Rulmok_9HVs

Summative Assessment:

Teaching must, by its nature, involve evaluating student work

quantitatively and qualitatively.

Summative assessment involves evaluating student concept

and skill acquisition in order to score / grade it quantitatively.

This type of assessment is scored, and the score should be a

value that is in the form of points or percentages that
accurately reflect the amount of information, skills, and
concepts that a student has demonstrated acquisition of.

Summative assessment is often in written form but it does

NOT have to be!

Summative Assessment: Selected Response

3.

Questioning after teaching:

a.

"Selected response and short answer methods consist of those in which

students select the correct or best response from a list provided.
Formats include multiple choice, true/false, matching, short answer, and
fill-in questions... For all selected response assessments, students
scores are figured as the number or proportion of questions answered
correctly." (Stiggins, et al., 2007)
Quoted from source: Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2007). Classroom
assessment for student learning: Doing it right -- using it well. Upper Saddle River, NJ: Pearson Education,
Inc.

Summative Assessment: Quick Check

3.

Questioning directly after teaching:

Teachers may use small question sets in written form to assess student
learning directly after teaching a concept.
Example:

Source: Wilbraham, A. C., Staley., Matta., & Waterman. (2008). Chemistry. Boston, MA: Pearson - Prentice
Hall.

Short, post-teaching assessments can be referred to as

exit cards or quick surveys.

Summative Assessment: Matching

3.

Questioning later, after teaching:

Source: Janssen, D.. (2013). GGCA Biology Final Exam (Private File). Baltimore, MD

Summative Assessment: Essays

3.

Questioning after teaching:

b.

"Extended written response assessment requires students to

construct a written answer in response to a question or
task rather than to select one from a list. An extended written
response is one that is at least several sentences in length."
(Stiggins, et al., 2007)

Quoted from source: Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S.
(2007). Classroom assessment for student learning: Doing it right -- using it
well. Upper Saddle River, NJ: Pearson Education, Inc.

Summative Assessment: Performance

Performance assessment, also known as alternative or authentic assessment, is
a form of testing that requires students to perform a task rather than select an
answer from a ready-made list.
For example, a student may be asked to explain historical events, generate
scientific hypotheses, solve math problems, converse in a foreign language, or
conduct research on an assigned topic.
Experienced raters--either teachers or other trained staff--then judge the quality
of the student's work based on an agreed-upon set of criteria. (U.S. DOE, 1993)
Quoted from source: emphasis added
U.S. Dept. of Education. (1993). Archived: PERFORMANCE ASSESSMENT. Retrieved from https://www2.
ed.gov/pubs/OR/ConsumerGuides/perfasse.html

Summative Assessment: Performance

Open-ended or extended response exercises are questions or other prompts that require
students to explore a topic orally or in writing. Students might be asked to describe their
observations from a science experiment, or present arguments an historic character would
make concerning a particular proposition. For example, what would Abraham Lincoln argue about
the causes of the Civil War?
Extended tasks are assignments that require sustained attention in a single work area and are
carried out over several hours or longer. Such tasks could include drafting, reviewing, and
revising a poem; conducting and explaining the results of a science experiment on
photosynthesis; or even painting a car in auto shop.
Portfolios are selected collections of a variety of performance-based work. A portfolio might
include a student's "best pieces" and the student's evaluation of the strengths and weaknesses of
several pieces. The portfolio may also contain some "works in progress" that illustrate the
improvements the student has made over time.
(U.S. DOE, 1993)
Quoted from source: emphasis added
U.S. Dept. of Education. (1993). Archived: PERFORMANCE ASSESSMENT. Retrieved from https://www2.
ed.gov/pubs/OR/ConsumerGuides/perfasse.html

Summative Assessment: Charts /

Graphs

Source: GGCA Homework Assignment (Student, A.P., name withheld), 2014

Informal Assessment:
4.

5.

Interviews
a.

Meeting with students in small groups

b.

Interviewing individual students (one-on-one conferencing)

c.

Wrap-up surveys / Exit Cards

Graphical Representations throughout instruction:

a.
b.
c.
d.
e.
f.

Venn Diagrams
Cycle diagrams
Tiered hierarchies
Notebook outlining
Pictograms
Portfolios of drawings, charts, notes, projects
Reference: Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2007). Classroom assessment for
student learning: Doing it right -- using it well. Upper Saddle River, NJ: Pearson Education, Inc.

Comparison...

Some Assessment Links

http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
http://www.cmu.edu/teaching/assessment/assesslearning/index.html
http://drbrogdon03.pbworks.com/w/file/fetch/55230203/Using%20Tests%20to%20Teach.pdf
http://files.eric.ed.gov/fulltext/ED470206.pdf
http://realedtools.weebly.com/assessments.html