Summative, Formative, Transformative Types of Assessment, Key Principles for Quality Assessment - Assignment Example

Running Head: Assessment Education: Assessment for learning Customer’s Name Customer’s Course: Tutor’s Name: July 30th, 2012 Portfolio Sample 3: Review of Multiple Measures McMillan (2011 pp.29) describes multiple measures as the use of a wide range of measures including standardized exam results, classroom evaluation, ranking grades, assignments, projects and teacher assessment to give a big picture of a learner’s educational achievement. According to Brookhart (2009), multiple measures can be defined as the process of assessing student learning by using more than score for any topic of study. According to Brookhart (2009), multiple measures are important because they facilitate in the making of meaningful and useful decisions. This is absolutely true of classroom assessment, as it can more accurately show the teacher if their student is grasping a concept they are teaching them. The importance of this is discussed by McMillan (2011) when he states that students and teachers should have an ‘educational goal which provides a starting point for more specific learning objectives’ (McMillan 2011, pp 38), and multiple measures of assessing seem to provide both with this kind of goal. For example, the student who is being assessed on the C major scale shows a basic understanding of the C major scale if they are able to write the notes included in the scale out, but they also showing a basic knowledge of the scale by being able to play it on their instrument (Brookhart, 2009). According to Brookhart (2009), multiple measures of assessing in the classroom are also important because they are a productive and very efficient way to gauge student achievement on coursework. Brookhart (2009) suggests that multiple measures ‘enhance construct validity and decision validity’. This is because they provide the assessor with much more meaningful information about a particular student’s understanding and can also assist them in deciding what would be more advantageous for them to teach in any given lesson. Moreover, multiple measures are important in gauging a student’s success because the use of a single test is a ‘narrow’ way of measuring performance of students. Thus, single test measures can be considered to be ineffectual. Classroom rubrics which contain extraneous measures can also be termed as ineffectual. This is because they result to inaccurate reporting (Brookhart, 2009). Several misunderstandings such as accountability and lack of rubric understanding among students, parents and even teachers may occur while teachers are using multiple measures (McMillan, 2009). References Brookhart, S. (2009). The Many meanings of Multiple Measure, retrieved 27th July 2012 from, http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/The-Many-Meanings-of-%C2%A3Multiple-Measures%C2%A3.aspx McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education Portfolio Sample 4: Summative assessment According to McMillan (2011 pp.156), Summative assessment refers to the evaluation of current student proficiency after learning has taken place. Summative assessments are normally used to assess the success of instructional curriculums and services during the closing stages of an academic year or after a pre-determined period of time (McMillan, 2011 pp.64). According to McMillan (2011 pp.61), the main objective of summative assessments is to make a conclusive verdict of the level of student competency after an instructional period is over. One can relate McMillan’s explanation to the summative assessments carried out in Florida, where the Florida Comprehensive Assessment Test, FCAT is administered annually (Burke 2010 pp.62). The FCAT is used to judge every student’s proficiency using pre-determined points over that period of time in the State of Florida (Burke 2010 pp.64). Rubrics are important and efficient tools for summative assessment because they enable the teacher to lay down the assessment guidelines before the assignment is issued to students (McMillan, 2011 pp.162). This enables the students to be aware of what is expected of them. However, good rubrics are challenging to create (McMillan, 2011 pp.162). Summative assessments are important because of several reasons: First, summative assessments are used to determine whether students have understood the specific competencies (McMillan, 2011 pp.163). If students do well in summative assessments, the teacher/ assessor can be confident that the students grasped the specific skills they were taught throughout that period. Without summative assessments, the assessor can only guess the level of student understanding of the skills in question (Burke 2010 pp.61). Thus, summative assessments are important in determining mastery of specific skills. Secondly, summative assessments avail a simplified technique by which students’ skills can be ranked (McMillan, 2011 pp.160). By ranking learners on the basis of their summative assessment scores, assessors/teachers can define a range of students’ expertise (Burke 2010 pp.63). Thus, summative assessments can provide a more effective way of ranking students in future lessons based on this range of student expertise. According to McMillan (2011 pp.157), summative assessments help to determine the overall value of a learning program. This is because the number of students who pass or fail in a summative assessment can be used to measure a program's achievement or failure. References Burke, K. (2010). Balanced Assessment: From Formative to Summative. Bloomington, USA: Solution Tree publishers McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education Portfolio Sample 5: Formative assessment According to McMillan (2011 pp.136), formative assessment refers to the type of evaluation which focuses on monitoring student response with respect to the learning process. William (2005 pp.21) echoes McMillan’s definition of formative assessment by stating that this kind of evaluation focuses on ‘measuring student understanding rather than just results’. Both McMillan (2011 pp. 136) and William (2005 pp.22) agree that formative assessment is very crucial in the learning process. In his article, William discusses four elements of competent formative assessment: immediate/effective/constant feedback, extensive questioning, informal observation and self assessment on the part of students. According to Brookhart (2007 pp.55), providing students with immediate feedback can give teachers a deeper understanding of the progress of student learning. Moreover, feedback can enable the teachers to change the syllabus accordingly (Brookhart, 2007 pp.56). If assessors make the necessary adjustments on the syllabus based on the student feedback, students can have better understanding of the curriculum (Chappius & Chappius 2007 pp.15). McMillan also shares the same views by stating that “Once students reach their senior year, this will enable them to adapt to using scoring rubrics and criteria, and also self-assessment” (McMillan, 2011, pp.143). William (2005 pp.29) too shares the same opinion by stating that “improved formative assessment helps lower achievers more than other students- and so reduces the range of achievement while raising achievement overall”. Extensive questioning is an integral part of formative assessment because it facilitates positive results in the learning process. According to Brookhart (2007), questioning during lesson time enhances student attention and thinking as well as assisting the teachers in gauging the students understanding and progress. McMillan (2011, pp.129) also shares the same point of view by stating that “question can conveniently and efficiently grab students’ attention and engage them in the lesson”. William (2005, pp.24) does not fail to point out the crucial role of extensive questioning in formative assessment by stating that extensive questions “produces measurable increases in learning” (William, 2005, p. 24). Informal observation and student self assessment are important elements of formative assessment. McMillan (2011) as well as William (2005) point out that student self assessment has many advantages such as helping the students to “develop reflective thought” in addition to helping them become “self directed learners”. However, William does discuss in detail the advantages and disadvantages of informal assessment. He however points out that sharing criteria with learners is important because “it helps students to understand the standards against which their work is being assessed” (William 2005, pp.29). References Brookhart, S. (2007). Feedback that Fits. Educational Leadership, 64(4), pp. 54-59. Chappius, S. & Chappius, J. (2007). The Best Value in Formative Assessment. Educational Leadership, 65(4), pp. 14-19 McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education William, D. (2005). Keeping Learning on Track: Formative Assessment and the Regulation of Learning. Making Mathematics Vital, pp.20-34, retrieved 28th July 2012 from, http://www.transitionmathproject.org/pro-development/09summer-institute/doc/wiliam-learning-on-track.pdf Portfolio Sample 6 Transformative assessment Transformative Assessment is the type assessment whereby evaluation is based on many institutional goals and uses various levels to change the mode of learning and teaching in schools. It mainly focuses on the quality of assessment instruments that are used. According to William (2005, pp.26), for praise to be considered effective, it should be done according to the students’ performance that is attributed to genuine behavior. William (2005, pp.26) believes that praise is ‘not necessarily a good thing’. According to William (2005, pp.26), “praise is far more effective if it is infrequent, credible, contingent, specific and genuine”. Generally, William (2005) believes that timely feedback is more effective than praise (pp. 27). On the other hand Popham (2008) believes that a teacher should provide appropriate praise and recognition when a student displays appropriate behavior. McMillan (2011) also believes that praise goes a long way in motivating students, but the teacher should find a balance between praise and criticism. The teacher in this video was using specific praise to build the children’s confidence by telling them what they were doing well. The teacher says that “specific praise helps the children to complete a challenge rather than giving up on specific points in it” (Specific praise, 2011). The teacher also uses specific praise to encourage the children to solve a problem on their own. According to the teacher in the video, the use of specific praise enables the students to proceed and answer the second part of a question if they got the first part right (Specific praise, 2011). It is clear that the teacher believes that specific praise helps to minimize ‘spoon feeding’. The educational analyst in the video supports the teacher’s argument by stating that specific praise goes a long way in promoting on task behavior and encouraging students to persist in times of difficulty (Specific praise, 2011). The analyst goes ahead and claims that specific praise helps the students to work together as a group as well as helping them to remember what they have learnt. Moreover, the analyst believes that specific praise can help the children to transfer what they have learnt in school and apply it in real life situations. The teacher’s use of praise in the video contradicts with William’s recommendations. However, it is more in line with Popham’s and McMillan’s recommendations. References McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education Popham, W.J. (2008). Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Pp.57-63 Specific Praise. (2011). Specific Praise. Retrieved 29th July from, http://www.creativeeducation.co.uk/videos/watch-video.aspx?id=3613 William, D. (2005). Keeping Learning on Track: Formative Assessment and the Regulation of Learning. Making Mathematics Vital, pp.20-34, Retrieved 28th July from, http://www.transitionmathproject.org/pro-development/09summer-institute/doc/wiliam-learning-on-track.pdf Portfolio Sample 7 – Key Principles for quality assessment For high quality assessment to take place, the following key principles must be followed: First, assessments should be relevant. Quality assessments should measure the student’s knowledge and how well they understand the learning outcomes (Killen, 2005, pp.98). Accuracy is also a key principal of quality assessment. Accuracy in assessment is vital as it reflects on the student’s skills and understanding of the tasks done both in and out of class (Winger, 2009, pp.73). Assessment should also be an ongoing process that shows development stages. This means that assessment should be integrated into a teaching and learning cycle (McMillan, 2011, pp.204). Teachers are therefore advised to permit students to monitor themselves as this gives them motivation to perform other tasks. There should be a purpose for the assessment (Winger, 2009, pp.74). The targets for the work should be clear and appropriate. Moreover, quality assessments should be valid, reliable and fair (Killen, 2005, pp.98). Finally, assessments should be practical and efficient. Performance based methods have over time been used to assess but they are contentious in terms of validity and reliability. Performance goes hand in hand with activities in the classroom which are task specific. For the students’ work to be highly rated and have validity, it should entail time consuming tasks that bring out a great understanding with short yet structured activities (McMillan, 2011). Reliability is another way in which teachers assess whether student work is good (Gibbs & Simpson, 2004, pp.13). According to most teachers, reliability refers to consistency and freedom in the interpretation of tasks and activities. For an assessment to be considered reliable, the same results should not appear taking into consideration when the assessment was done. Another thing that teachers look for in an assessment is the skills and knowledge applied in assessments (Winger, 2009, pp.75). This involves the memory of the student and their comprehension of the work given. In this the teacher wants to find out if the student can recall past topics which are accompanied by reasoning skills and the ability in integrating and organization of points. A teacher can assess the strengths in a student by checking on how quick they can grasp information and how they are able to apply them in basic skills (Gibbs & Simpson, 2004, pp.15). For an assessment to be good, it should have minimal weaknesses. In this case, a teacher can look at the validity, meaningfulness, spelling and grammar skills applied (McMillan, 2011, pp.220). References McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education Winger, T. (2009). Grading what Matters. Education Leadership, 67(3), 73-75 Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning. South Melbourne: Thompson Gibbs, G. & Simpson, C. (2004). Conditions Under Which Assessment Supports students’ learning. Learning and Teaching in Higher Education, 1, pp. 3-31 Portfolio Sample 8 – Assessing Student Affect There are key elements that have to be followed in learning assessment. They include linking curriculum instruction and assessment. This is because assessment work is related to curriculum principles that are involved in the development of the child in social, intellectual, physical and spiritual terms. Instructional practices of the teacher give the students an environment to demonstrate equally their skills (McMillan, 2011, p.288). Another element is the principles of classroom assessment that involves guidelines for fair practices among the teacher, student and parent. Effective assessment practices are also another element that ensures a balanced goal to all teachers. This element helps them develop a balanced technique at all levels of learning and teaching (Popham, 2009, 85). Classroom assessment practices falls under this element. Under this, there is performance assessment that shows the learning and skills applied when it comes to problem solving situations. According to an Achiever Rubric document, scoring rubrics is also under effective assessment which describes the criteria of student’s performance at various levels. Using self assessment goes a long way in effective practices as they introduce the student to a situation in which they can analyze themselves (McMillan, 2011, p.290). The final element is using assessment information in that the purpose of information in assessment is formative and summative and the results gathered should be used to teach and improve the learning processes. It is also useful when it comes to reporting the progress of the students (Popham, 2009, 85). The recording process involves principles that show that the students learning has to be related to the curriculum and follow the principle of the assessments being valid, reliable and fair in their presentation. The records of students’ shows multiple approaches used in assessing their learning. Social /emotional rating scale Childs name Khan Childs age 5yrs Observer Teacher Jane Behavior never Sometimes usually Always Shows increased willingness to cooperate Is patient Expresses anger verbally rather than physically Has strong desire to please Is eager to make friends and develop strong friendships Respects property of others The tool used in the above illustration is a ‘collecting sample’ of children’s behavior over a period of time. This table provides information regarding the developmental stages of a child. This is the best suited sample because the records can be collected over time and easy assessment can be done with regard to each student. This checklist assessment tool is easy to use as it helps identify different items to be observed in a child which include development in their physical, social and cognitive behaviors (Popham, 2009, 86). A checklist like the one above can be used in the analysis of a child or a group of children. One advantage in making a checklist is that there is no limitation of time and the information can be collected as other programs are taking place. Check lists are easy, efficient and its analyzing is easy making most teachers go for this as an assessment instrument. This is a kind of performance assessment that include performing special skills that are not necessarily class related, performing specific tasks that require one to be a critical thinker and finally a set of reality problems to experience like in situations that require sharing of class resources(Popham, 2009, 86). The reason behind choosing this tool is that it is more direct than all other forms and it offers a higher level of judgment. It is however considered to be accurate than all the other forms. References McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education Popham, W.J. (2009). Assessing student affect. (p.85-86). Educational Leadership (67)1,   Portfolio 9 For feedback to be effective, as a teacher one needs to focus on the main areas of discussion where a student figures out how to connect with the strategies given. Feedback should contain a direct comparison of the various criteria used and the use of proper references. Several steps should be used using small points to support the facts as proper vocabulary should be observed. This will indicate clear definition of statements (Brookhart, 2008, p.102). The illustration given in figure 6.5 of a student essay in the topic of a rising in the sun, introductory paragraph and the conclusion is okay as the student has made a statement of what the topic is about. The student has laid focus on the work by underlining the topic of discussion. The explanations are clear using supportive tones that are specific to the comparisons. Each paragraph has a clear explanation of what is being talked about though there are no much details, the student has made good progress from one discussion to another. In all the paragraphs, the student has acted as an agent using clear and specific criticisms to support what is to be the next line of activity. The comparison is clearly cited and the description is clear. There is flow of the sentences in this piece ensuring smooth reading and the use of supportive tones goes a long way in indicating clear and specific functioning of the article (Wilson,2009, p.58-62) Peer assessment is beneficial for authentic assessment. This is because it is not only focused in the class situation but will be of help in the future where they will need to consult with colleagues in the workplace(Mc Millan,2011,p.310). Hence peer assessment helps in later life. The following are the key element that make peer feedback beneficial. Students get to know more out of a feedback. By using authentic assessment, it gives students a more diverse approach to design their work. In their work, they may notice points that are worth of praise and in their interaction; other peers might pose questions that the teacher might find difficult to ask. Most of the times a student does not take much emphasis on the feedback given by the teacher but pays more attention to what their fellow peers tell them (Reynolds,2009,p.54).Using peer assessment, the discussions become lively because they are involved in a classroom environment that is more active than individual work. Using group work builds in more confidence as it demands for participation. Using group discussions, students learn to express their ideas and give results in a detailed way. Transformation is seen as a product of peer assessment where students feel comfortable in a classroom environment (Reynolds, 2009, p.56). Shy students develop to be eloquent speakers with time as they are given a platform to critically assess other students and in class, they become self assured students in the long run. Another benefit of peer assessment is that it creates a trusting community where students feel treasured by other people and their views are respected. Lastly students are trained on being leaders where they make critical yet informed decisions. This is helped by the comments and suggestions of other classmates (Reynolds, 2009, p.57). References Brookhart, S. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD. McMillan, J. (2011). Classroom Assessment: Principles and Practice for Effective Standards Based Instruction. Sydney: Pearson Education Reynolds, A. (2009) why every student needs critical friends. Educational Leadership 67(3) p. 54-57. Wilson, M. (2009). Responsive writing assessment. Educational Leadership 67(3) p.58-62. Read More