MAT Assessment Class

Assessment
The process of gathering evidence of student learning to inform instructional decisions.
Learning Target
Statements of intended learning which teachers craft to guide the teaching and learning process and to engage, support and hold students accountable for their learning.
Validity (assessments)
The extent to which a test or assessment accurately measures what is purports to measure
Fidelity 
Quality of implementing a process
(overhand, left handed toss)
Reliability
Consistency of an assessment to produce the same results over multiple administrations
Self-efficacy
Defined as peoples’ beliefs in their own capabilities
We assess for two reasons? What are they?

1.) gather information about student acheivement to help us make instructional decisions

2.) motivate students by keeping them in touch with their learning success

Formative Assessment

Range of assessment procedures during the learning process in order to modify teaching and learning activities to improve student attainment

 

Formative Purposes: Guide Instruction

Diagnostic Assessment

 

Involves gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area

 

Diagnostic purpose: know the learner

Summative Assessment

Refers to the assessment of participants, and summarizes their development at a particular time. 

(in contrast formative assessment focuses on outcome of program)


Summative Purpose: Evaluate student learning

Students interpret their assessment results to decide wheter success is ____.

1.) Within their reach

2.) Worth the effort

3.) Worth the risk of public failure

Goals & Objectives
Scope & Sequence
Standards & Benchmarks
Proficiencies & Compencies 
Variety of labels schools use for their achievement expectations. Or what we want students to know and be able to do
Knowledge
1 of 5 of types of achievements we want our students to master 

Knowing and understanding subject matter content

 

 

1 of 5 of types of achievements we want our students to master 

Reasoning
 1 of 5 of types of achievements we want our students to master 

the ability to use that knowledge and understanding to figure out and solve problems

 

 

1 of 5 of types of achievements we want our students to master 

Performance Skills
 
1 of 5 of types of achievements we want our students to master 

the development of behavioral or process skills, such as playing a musical instrument, reading aloud fluently, or using psychomotor skills

 

1 of 5 of types of achievements we want our students to master 

Products

1 of 5 of types of achievements we want our students to master 

The ability to create tangible products, such as a term paper, science fair models, that meet standards of quality

 

 

1 of 5 of types of achievements we want our students to master 

Dispositions

1 of 5 of types of achievements we want our students to master 

The development of the attitudes, interests, and motivational intentions that support learning success in school 

 

 

1 of 5 of types of achievements we want our students to master 

Holistic Scoring
We consider all aspects of the written piece at once and base our judgement of quality on overall impression, give one overall score
Analytical Scoring
We break performance down into its component parts (word choice, organization, voice, and the like) evaluating and and rating each part
Comparative Reasoning
Refers to the process of figuring out or inferring how things are either alike or different
Inductive Reasoning
Process in which the premises seek to supply strong evidence for the truth of the conclusion
Deductive Reasoning
Logical process in which conclusion is based on the concordance of multiple premises that are assumed to be true. Also refered to as top-down logic
Evaluative Reasoning
Process of evaluating the quality of student work in terms of some predetermined acheivement standards, such as writing assessment