Textbook definition for assessment is described as: the process for obtaining information that is used for making decisions about students, curricula and programs, and educational policy. There are a large number of assessment techniques that may be used to collect this information. For example, these techniques include informal and formal observations, oral questions and discussions, classroom tests/exams, homework, class projects, and research papers. The most common way to assess a student is by a test, which can become controversial, for not all students are the same.
Shaun Longstreet, explained assessment in a variety of ways. He broke down different types of components, dimensions, and techniques as a way of "decoding" assessment and how to assess a student. He first tackled the four (4) dimensions of learning: 1. declarative, 2. procedural, 3. conditional, and 4. reflective. Declarative is the "what" process and is the basic foundation for the second level, procedural, also known as the "how" stage. The third stage is called the conditional stage and here a student questions "when" and "where" to apply learning objectives and how to analyze the subject. The last stage is known as reflective. Here the main question is "why." This includes the evaluation process, how students can become creative in the classroom with specific topics, and the value of learning for both the student and teacher; what we as educators value for our students.
The two (2) types of assessment are: 1. summative and 2. formative. According to the text summative assessment is "providing information for a final judgement of worth or accomplishment." For example, an exam or paper. This form of assessment, provides an instructor with the knowledge of "gaps" in the classroom, it also helps with student achievement. The second type of assessment is formative assessment, the "providing of information for improvement." This is typically an on-going process, where observation and feedback on students work is crucial. This type of assessment also allows a teacher to intervene with assistance.
Types of techniques commonly used for assessment, includes: probe and the muddiest point techniques. A probe is used to discover what a student(s) thinks or knows about a specific topic or subject that will be discussed. This also provides the instructor with information on where his or her students are for that subject matter and how to approach the topic. The muddiest point is a technique used after a ceretain subject is addressed. This provides the educator with unclear elements being taught.
Although there are several types of techniques used to assess children in the classroom, the most important technique to use is communication. Through communication an educator can provide a rationale, explaining how a student can achieve in the class, strive for clarity, plan for consistency, keeping the course objectives in mind, and respond quickly by explaining changes along the way and make improvments when needed.
Source: You Tube video: Classroom Assessment Techniques and Text: Assessment and Grading in Classrooms, Brookhart, Susan and Anthony Nitko.
Excellent and thorough posting!
ReplyDeleteWhat type of assessments do you prefer?
You had alot of information on assessment. It was very interesting and informative. I also had some of this information in my blog.
ReplyDeleteThe more I read about assessment, the more I feel it needs to be communicated differently to students. If this blog was printed out and handed to students to read, it would give them a better understanding of why they are taking these tests, and how they are being "graded." Now that I am no longer in school, I have come across jobs where they use a PEO to administer assessment tests so they can get a better understanding of your personality and your skills. It's easy to understand this process outside of education. If students see assessment in that way, maybe it will become easier, and not as stressful.
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