Student

Assessment

September 17, 2014

Using Student
Assessment to
Support Student
Learning

(Quickwrite/Brainstorming/TPS/Elbow Partners)

How can student

assessment be
used to support
student learning?

Why Do We Assess
Students?
What Administrators Want to Know:
n
n

Whether students should be promoted

Whether instructors were successful

What Students Want to Know:

n
n

Whether they are making progress

Where they are in relation to peers

What Professors Want to Know:

Student readiness, skill levels, aptitudes, and interests
What students already know; what knowledge/skills they need
n Whether they are making progress
n What students achieved
n
n

POST

PRE

by Vikki Costa, Professor

California State University Fullerton

PRE/POST ASSESSMENT

Effective Assessment

Effective assessment is planned, sequential, and

aligned with learning goals, outcomes, and activities.

ASSESSMENT EVALUATION
Assessment is more than evaluation.
n Evaluation summative; measures progress at defined
points in the semester.
n Assessment formative and summative; formative
component provides instructor and student with
ongoing feedback about student understanding.
Catalyst Center, California State University Fullerton

Vikki Costa (vcosta@fullerton.edu)

Student Assessment

September 17, 2014

Layers of Assessment

Research on Formative
Assessment
Forma&ve assessment is most eec&ve when:
n Students

are given a clear picture of what they need to

learn.
n Students receive continuous feedback about progress.
n Students self-assess their own progress.
n Instructors provide instruction in the specific steps
students must take to be successful.

Use of forma&ve assessments produce signicant

learning gains.
n This

kind of assessment improves the learning of all

students, especially low achievers.

Examples of Formative
Assessments (in class)

Entry Level

Progress
Monitoring

Examples of Summative
Assessments

Products

Student Questions/Teacher Response

Teacher Questions/Student Response

Self-Assessments

Brainstorming

Pre/Post Questions

Think-Pair-Share or Elbow Partners

One-Minute Paper/Quick Write

Collaborative Quick Problem-Solving or

Case Study Analysis

WHICH ONES DO YOU ALREADY USE?

Catalyst Center, California State University Fullerton

Vikki Costa (vcosta@fullerton.edu)

Summative

Examinations
Reports/Essays
Designs/Constructions
Print or Multi Media

Performances

Presentations
Skill Demonstrations
Artistic/Creative Performances
Simulations
Portfolios

WHICH ONES DO YOU ALREADY USE?

Catalyst Center, California State University Fullerton

Student Assessment

CREATE:
Design a scoring guide for one of
your assignments.

What are the 4 Cs?

analysis
and
evaluation
of an issue
in order to
form a
judgment
or solve a
problem
the use of the
imagination or
original ideas
to make new
things

September 17, 2014

YOUR TURN:

EVALUATE: Would a scoring

guide or a rubric be the best
choice for your course
assignment?

the act of
working
with
someone to
create or
produce
something

ANALYZE:
How could you add more
collaboration and communication
to your course?
APPLY: Develop a learning
objective in each category.

means of
conveying
information and
connecting with
others

TPS/QuickWrite/
Elbow Partners/Self Assessment

Where do students do these things in your course?

What formative and summative assignments could you
add to help your students do more?

UNDERSTAND: Provide an
example of a formative assessment
you could use in your course.
REMEMBER: What is the
definition of creativity?

How Do We Ensure that Students

Create a GREAT Product or
Performance?
Assignment
Checklist - checklist
Assignment
students can
Examples - examples of
use to check
previous student
work

Assignment Rubric or
Scoring Guide - detailed information about how the
assignment will be evaluated.

Assignment
Directions

Vikki Costa (vcosta@fullerton.edu)

off completed
items and
identify what
remains to be
done

- general information on what the assignment

requires.

Student Assessment

September 17, 2014

+ Rubrics and Scoring Guides

Comparison/Contrast

IdenDfy the criteria for the characterisDcs of the

product or skills that will be evaluated and how the

grade will be determined.

IdenDfy the point distribuDon.

Note: The scoring guide for an exam provides the point

distribuDon for each quesDon.

Provide an objecDve way to assess student work.

Provide students with the means to self-evaluate their

work.

Enable instructors to grade student work more

eciently and consistently.

Catalyst Center, California State University Fullerton

EDSC%304%

Your Turn!

SCORING%GUIDE%FOR%TEACHER%WEBSITE%%
Criteria%
o

WHICH DO YOU PREFER?

Would your students be more successful if you used
one of these?
Which assignments could you improve with a scoring
guide/rubric?

Rubric

Scoring Guide

Site%Design%and%
Format%
o
o
o

About%Your%
Teacher/About% o
this%Class%

Checklist

About%this%
Space%
Classroom%
Rules%and%
Policies%
What%is%Subject%
Matter?%

o
o
o

Digital%
Interactives%

Useful%Links%

Internet%Use%

Vikki Costa (vcosta@fullerton.edu)

TOTAL!
!

Scoring%Details!
Site!has!appropriate!name!and!professional!design!and!format.!On!the!Welcome!
Page,!there!are!at!least!two!images,!links,!gadgets,!or!videos!on!your!homepage!
that!engages!students!and!helps!English!learners!understand!what!the!page!is!
about.!Site!includes!a!homepage!and!at!least!three!subpages.!%
Site!is!PUBLIC!and!PUBLISHED!and!was!accurately!added!to!the!Teacher!Website!
Database!by!the!due!date.%
Sidebar!includes!organized!navigation.%
About!Your!Teacher!includes!minimum!of!four!sentences!about!you!and!your!
professional!qualifications.!Text!is!appropriately!worded!for!your!student!
audience.!%
About!the!Class!includes!definition/description!of!at!least!two!classes!that!you!
might!teach!in!your!content!area.!(Hint:!Use!your!Content!Standards!document,!
found!in!Slice!1,!to!identify!course!descriptions.)%
About!this!Space!includes!minimum!50Sword!explanation!of!what!can!be!found!
on!this!site.!%
Contact!Information!includes!at!least!two!ways!for!parents!and!students!to!
contact!you!(fake!the!info!if!you!need!to).%
Classroom!Rules!and!Policies!includes!minimum!300!words!of!information!on!
appropriate!rules!for!classroom!conduct!and!work,!absent!students,!extra!credit,!
or!other!policies!and!at!least!two!relevant!images,!links,!gadgets,!or!videos.%
What!is!(English,!History,!Science,!Algebra)?!page!includes!minimum!300!word!
description/definition!of!content!area!and!at!least!two!relevant!images,!links,!
gadgets,!or!videos.!This!page!should!be!very!engaging!and!interesting.!
Digital!Interactives!page!includes!links!to!and!explanation/directions!for!at!least!
four!digital!interactive!tools!that!support!learning!in!your!content!area.!At!least!
two!are!CONTENTSSPECIFIC.!
Each!interactive!includes!at!least!100!words!of!explanation.!At!least!two!relevant!
images,!links,!gadgets,!or!videos!are!provided!to!engage!students!and!support!
English!learners.!
Useful!Links!includes!links!to!a!minimum!of!10!resources!for!secondary!students,!
organized!into!at!least!three!categories.!Note:!these!are!not!lesson!plan!links!for!
teachers;!but!instead!are!links!for!your!students!and/or!their!families.!Examples!
might!include!contentSspecific!resources,!or!school!and!community!resources.!
Each!resource!includes!a!minimum!10Sword!description!of!what!can!be!found!at!
the!link.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!
engage!students!and!support!English!learners.!
Internet!Use!page!provides!a!300Sword!summary!of!the!importance!of!Internet!
safety.!At!least!two!relevant!images,!links,!gadgets,!or!videos!are!provided!to!
engage!students!and!support!English!learners.!
Internet!Use!page!includes!a!minimum!of!three!tools!for!students!to!use!the!
Internet.!Each!tool!should!include!a!10Sword!description!of!what!can!be!found!at!
the!link.!

PTS%

4%

4%

4%

4%
4%

10%

10%

10%

4
50%

Student Assessment

September 17, 2014

SCORING(RUBRIC(FOR(GRADUATE(WRITING(SAMPLE(
Criteria(

Exceeds(Expectation(
(5B6)(

Meets(Expectation(
(4)(

Below(Expectation(
(1B3)(

May&treat&the&topic&casually,&
simplistically&or&repetitively;&lacks&
Completeness(of( Addresses&the&topic&clearly&and&
Addresses&the&topic&clearly,&but&may& focus,&or&demonstrates&confused&or&
Response(and(
responds&effectively&to&all&aspects&of&
respond&to&some&aspects&of&the&task& simplistic&thinking;&often&fails&to&
Quality(and(
the&task;&ideas&are&well&developed;&
more&effectively&than&others;&shows& communicate&ideas;&distorts&or&
Clarity(of(
explores&the&issues&thoughtfully&
some&depth&and&clarity&of&thought.& neglects&aspects&of&the&task;&
Thought(
and&in&depth.&
presents&generalizations&without&
adequate&and&appropriate&support.&
Organization&is&excellent&in&terms&of&
bridges&and&transitions;&paper&
remains&focused&with&no&wandering&
Organization,(
to&unrelated&topics;&minor&points&
Sequence(of(
are&related&to&the&thesis;&ideas&flow&
Ideas,(and(Focus(
in&sensible&sequence;&discussion&of&
area&is&complete&before&
transitioning&to&another.&

Generally&good&presentation&with&
either&bridges&or&headings&but&not&
all&the&time;&paper&is&generally&
focused&with&text&following&the&
order&presented&in&the&
introduction;&relationship&of&ideas&
made&evident.&

Few&clues&are&used&so&that&text&
organization&is&a&challenge&to&
reader;&relationship&of&ideas&to&
thesis&is&vague;&text&jumps&from&
topic&to&topic;&reader&must&work&to&
keep&up&with&flow&of&ideas.&

Accuracy(of((
Content(and((
Vocabulary(

Information&is&accurate&and&
attributed&to&correct&resources;&
pragmatic&suggestions&are&
appropriate&to&question;&
appropriate&terms&are&employed&
and&well&defined.&

Information&is&accurate&in&
description&but&some&resources&or&
definitions&are&weak.&
&

Errors&are&present&in&content&
and/or&resources&and&examples;&
response&contains&poorly&defined&
terms;&definitions&are&faulty;&
information&attributed&to&incorrect&
sources.&

Resources,(
Support,(and(
Examples(

Authorities&are&thoughtfully&
selected&from&a&wide&array&of&
sources&and&applied&appropriately&
to&content;&examples&are&given&and&
well&developed&for&the&topic.&

Ideas&generally&supported&by&
professionally&sound&resources&
however,&only&general&resources&
repeatedly&cited;&too&few&or&too&
many&examples&are&provided.&

Few&resources&presented&or&
resources&cited&limited&to&class&
texts;&examples&are&given&but&no&
definitions&or&explanations&are&
provided.&

TOTAL(POINTS((24(possible;(16(required(to(pass(
with(minimum(score(of(4(in(each(criteria.)&

&

&

PRE/POST ASSESSMENT

POST
PRE

How can student

assessment be
used to support
student learning?

You can help students succeed by . . .

Making sure objecDves, content and

assessments are aligned.
Adding formaDve assessments during
class.
Requiring the 4 Cs creaDvity,
collaboraDon, communicaDon,
and criDcal thinking.
Providing clear direcDons for
assignments.
Using scoring guides, checklists, and
rubrics.

Note: Items in red throughout presentation are examples of formative assessments.

Vikki Costa (vcosta@fullerton.edu)