Assessment techniques

Innovative Assessment Techniques

1. Innovative Assessment Techniques BY DR.SHAZIA ZAMIR

2. At the end of this session the participants shall be able to: s tate the meaning of assessment e xplain the need for assessment d iscuss different types of innovative assessment techniques.

3. Assessment Role of assessment in learning Types of innovative assessment techniques

4. Assessment is the systematic gathering and analyzing of information (excluding course grades ) to inform and improve student learning or programs of student learning in light of goal-oriented expectations

5. Key Steps Where the learner is going Where the learner is right now How to get there

6. Purposes of A ssessment Diagnostic Assessment Tells us what the student needs to learn. Teachers identify the nature of a pupil’s learning difficulties and use this information to plan interventions to address the issues discovered.

7. Formative Assessment (Assessment for Learning) is part of the everyday teaching and learning process to : tell us how well the student is doing as work progresses.

8. Summative Assessment tells us how well the student did at the end of a unit/task

9. Why is it important to assess? To find out what the students know(knowledge ). To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process). To find out how students feel about their work (motivation, effort).

10. What are A ssessment Techniques? Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students' comprehension

11. Types of Assessment Techniques • E ffective questioning • T eacher observation • Classroom Tests Discussions Presentation Marking pupil works

12. Exit Cards Before students leave at the end of class, ask them a question or pose a problem for them to solve

13. Peer Assessment Students can assess another student’s piece of writing and provide feedback about what they observe.

14. It involves students reflecting about their own learning in relation to unit goals or outcomes. Checklists or open-ended questions can be used to assist students with their reflections.

15. Student Composed Questions Use Quizzes Give a short quiz at the end of class to check for comprehension. Thumbs up/thumbs down

16. O pen-ended questions that gets them writing/talking

17. Think-pair-share

18. Concept Map A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics

19. Socratic Seminar

20. Socratic Seminar

21. Socratic Seminar

22. Journal Reflections Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student journals, teachers can identify class and individual misconceptions and successes.

23. Word Know It Well Have Seen or Heard It Have No Clue                     Knowledge Rating Scale Self-Marking Quizzes Create a number of quizzes that contain higher and lower level questions. Allow students to take these quizzes and use a key to mark the quizzes themselves. Students are able to determine their level of understanding regarding a particular topic or unit of study

24. Portfolio Assessment is an assessment form that learners do together with their teachers, and is an alternative to the classic classroom test. A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects and shows growth over time.

25. Aptitude vs Achievement Tests Aptitude Tests Predict a student’s ability to learn a skill or accomplish a task . Achievement Tests Measure what the student has learned or mastered .

26. Personality Test Tests for personality are designed to measure characteristics of individual along a number of dimensions and to assess feelings and attitudes towards self, others, and a variety of other activities, institutions, and situations. Most tests of personality are non-projective, or self-report measures; such tests ask an individual to respond to a series of questions or statements.

27. Internal and External Locus of Control

28. Interpreting the Briggs-Myer Extraversion: sociability, energized by people, lonely when alone (75%) Sensation: practical, trusts facts; learns through experience ; wants to deal with what’s real Thinking: prefers the objective, logical, analytical Judging: prefers closure, wants deadlines, feels more comfortable once a decision has been made. Introversion: territorial, enjoys being alone, private, drained by people (25%) Intuition: innovative , fantasizes; future more attractive than the present Feeling : prefers the subjective, personal, values Perceiving: resists closure, wants more & more data; values the open-ended; pressure to decide stressful

29. Scoring the Briggs-Myers See in class!

30. Projective Tools Of Assessing The   Rorschach test  consists of a series of ten inkblots Psychologists ask subjects to look at the inkblots and describe what they see…… The Rorschach  inkblot Test

31. The Thematic Apperception Test (TAT) Morgan & Murray

32. There are 31 picture cards in the standard form of the TAT. Some of the cards show male figures, some female, some both male and female figures, some of ambiguous gender, some adults, some children.One card is completely blank TAT

33.   A personality test can benefit your students by:         Increasing productivity         Help students realize their full potential        Identify teaching strategies for students         Help students to appreciate other personality types Useful for Teachers Teachers can administer a personality test in class to help your children discover their strengths and developmental needs.

34. http://jayce-o.blogspot.com/2010/11/left-brain-right-brain-personality-test.html

35. Interest Inventories An interest inventory asks an individual to indicate personal likes and dislikes, such as the kinds of activities he or she performs to engage in. The most widely used type of standardized interest measure is the vocational interest inventory.

36. Holland Interest inventory

37. Performance Standards Performance standards are the criterion to which the results of measurement are compared in order to interpret them. Norm-Referenced S tandards Any test, standardized or locally-developed, which reports and interprets each score in terms of its relative position with respect to other scores on the same test, is norm-referenced. Norm-referenced tests do not indicate what a person knows and can do, or does not know and cannot do.

38. Application of NRTs

39. Criterion-referenced standards Any test which reports and interprets each score in terms of absolute standard is criterion-referenced. Interpretation of one person’s score has nothing to with anybody else’s score; the comparison is with the standard of performance, not scores of other persons

40. A criterion-referenced test (CRT) is “one that is deliberately constructed to yield measurement that is directly interpretable in terms of specified performance standards”. According to this definition, CRT is used to compare a person’s performance with a well-defined behavior domain .

41. Application of CRTs CRTs are probably most appropriate as locally-developed measures since they are developed to measure exactly what was taught. For certain instructional systems (e.g., mastery, individualized) CRTs are the only appropriate measurement devices since attention is focused on what each student can or cannot do. The results of CRT also provide valuable input for program revision. ---------------------------------

42. Learning Targets Appropriate Assessment Method Cognitive Target Skills, Competencies and Abilities Target Output, Product and Project Target Written-Response Instrument Oral Questioning Performance Tests Observation and Self-Report Product Rating Scales