Lec 6 Flashcards
When creating a performance assessment what is the most important step?
-Determine the most appropriate way to assess students
what are the four tools for evaluating a performance assessment?
-Anecdotal Records
-Checklists
-Rating Scales
-Rubrics (Analytic or Holisitic)
what do anecdotal records focus on?
-Specific skill
-Behaviour
-Attitude
In response to a product or performance the student has completed
what do anecdotal records include?
-a description of the observation
-The setting
-Interpretation
what should anecdotal be? (B O F)
should be…
Brief
Objective
and Focused on specific outcomes.
Where can anecdotal records be shared?
-With students in class
-With parents at student-teacher conferences
What are Checklists, rating scales and rubrics? (definition).
They are tools that state specific criteria and allow teachers to make judgments about what students know and can do in relation to the learner outcomes.
The purpose of checklists, rating scales, and rubrics is to:
- provide tools for systematic recording of observations
- provide tools for self-assessment
- establish criteria for students prior to evaluating data on their work
- record the development of specific skills, strategies, attitudes, and behaviours necessary for demonstrating learning
- clarify students’ instructional needs by presenting a record of current accomplishments
7 steps for Checklists, rating scales and rubrics:
- Use checklists, rating scales, and rubrics in relation to
learner outcomes and standards assessment - Use simple formats that can be understood by students
- Ensure that the characteristics and descriptors listed are clear,
specific, observable, and measurable - Have students assist in constructing appropriate criteria
- Date-stamp completed checklists to track progress
- Use generic templates that become familiar to students and to which various descriptors can be added quickly, depending on the outcome(s) being assessed
- Involve students in creating checklists, rating scales, and rubrics so they better understand expectations
what can checklists be used for?
be used to
-record observations of an individual, a group, or a whole class.
what are checklists good for?
they are good for evaluating a sequence of steps that are required.
- e.g., a checklist to
observe if students can use a microscope
checklists should use what kind of scale?
-Binary scale (yes/no, complete/incomplete)
(Measurable dimensions of a performance or product)
what do rating scales provide?
provide an opportunity to mark the degree to which a criterion is met
whats the right order of a rating scale?
Criteria, Comments, Rating
what does a linear rating scale use?
Uses descriptors that are more qualitative and has a broader range of scale positions.
when is a rating scale of most value?
if it fosters a discussion between the teacher and the student regarding the assigned ratings, as this is a necessary element of high-quality formative assessment.
what does a rubric provide?
provides a set of guidelines that describe the characteristics of the different levels of student performance.
why do teachers build rubrics to assess constructed response/performance assessments?
-guidance to help in preparation of a response
-an objective means to evaluate the response
- a link between the program of studies expectations and the response
Holistic rubrics:
-Based on an overall impression
-All important learner outcomes demonstrated by the performance or product are combined into a single assessment.
when are holistic rubrics normally used?
- Specific feedback is not the goal
-It is difficult to differentiate the level of performance among outcomes
Analytic rubric:
o Analytic rubric
Learner outcomes are attached to criteria and the criteria are assessed independently.
Results are reported independently and amalgamated into a final summation.
when are analytic rubrics used?
- Specific feedback is the primary goal
- The level of performance can be distinctly defined for each criterion
what is the first step to constructing a rubric?
Step 1: Deconstruct the assigned task (i.e., what are students required/expected to do?)
what is the second step to constructing a rubric?
Step 2: Determine if the task warrants a three-point or four-point scale (or more).
( Each scoring category needs a descriptor. Thus, each category should be able to characterize the performance distinctly. The more categories you use, the more descriptors you need to create.)
What is the third step when constructing a rubric?
Step 3: For each category and criterion, identify what students can do (instead of what they cannot do).
* Avoid double-jeopardy: Do not penalize twice for the same error
* Keep the structure of the descriptors parallel and similar
can you use the internet as a starting point to fund existing rubrics?
yes but remember “CAVEAT EMPTOR”
Quantitative descriptors: cautions
Quantitative Descriptors
Requiring specific numbers in a rubric may create problems.
e.g. The number of:
* spelling/grammar errors
* supporting examples
* words in the composition
* visual illustrations
* steps to be provided in a solution
Qualitative descriptors: cautions
Qualitative Descriptors
The descriptors used to characterize the quality of work at each scale division must be appropriate, for example is:
comprehensive better than thorough?
precise better than specific? insightful better than thoughtful?
A well designed _______ rubric is better than a ________ rubric
analytic rubric is much better than a holistic rubric, especially for summative purposes
Holistsic VS Analytic rubric: A holistic rubric is
HOLISTIC
* It is simpler than an analytic rubric
* It can combine multiple evaluation criteria and give an overall summary of student performance
* Since all assessment criteria are combined together, the scoring process is faster and easier
Holistsic VS Analytic rubric: A analytic rubric is
It is more detailed and complex than a holistic rubric
* It can separate different criteria in evaluating the performance
* The assessment process is more complex but it is more precise
* When the purpose of an assessment is formative, using
an analytic rubric is more appropriate because it enables teachers to provide more detailed feedback
Guidelines for using rubrics:
Rubric criteria should reference program of studies learner outcomes
* The type of rubric should be suited to the purpose of the assessment (summative
vs. formative)
- Criteria are are based on observable and measurable products
- Evaluate all students’ answers to one task before moving onwards (to avoid item-to-item carry-over effect)
- Do not look at the students’ identities (remember the halo and test-to-test effects)
- Use multiple raters where possible (e.g., ask a colleague for a blind review of the same task, at least for a few students).
- If you discover parts of a rubric need improvement make the changes for future use. Changing a rubric “midstream” is problematic given that students will have used the rubric as a guide in the creating their response.
