At the beginning of the course, I realized that I knew very little about assessment. My idea of assessment was limited to the report cards, transcript of school records and results of standardized tests which I encounter everyday in my job as Director of Admissions and Registrar.  After completing my EDS 113 learning journey, I am now confident that I can give a balanced and fair assessment of each student's application. I plan to require applicants to submit other evidence of learning in the form of portfolios, projects, blogs, etc. to help me decide (hopefully in their favor) on whether to admit to our school or not. Armed with the concepts, theories and their application that I learned from this course, I believe I can now do my job more efficiently.

On a personal note, I can now better appreciate not just the grades that my own children receive but also their efforts and willingness to learn as evidenced by other forms of assessments such as their class portfolios, class projects, learning journals, etc. that I must admit I just took for granted before thinking they were not as important as grades or test results.

Thank you Teacher Malou for opening my mind and generosity in sharing your wisdom and knowledge. There were times when I kept asking myself what am I doing going back to school but it's teachers like you and classmates I had in this course who make learning enjoyable, fun and priceless. Although we have never met one another personally, I can feel the energy and spirit of camaraderie through our online discussions. It seems that we are all inspired to learn, share our ideas, ask questions and respect one another's opinions and beliefs. What a great learning environment! I am excited to apply what I have learned in this course and share them with my colleagues.

These are the four ways in which I would continue the assigned essay.

"...students,"

…fail to see grades as the means to an end and not the end.

…fail to realize that learning itself is the reward not the punishment.

… fail to experience the genuine happiness and self-discovery that come with learning. 

…fail to discover the true meaning of learning and the joy it brings.


As I pondered on these statements, I began to think about all the readings, materials and exercises I have come across in this course and started to see how naïve my own beliefs and opinions about grades and assessment in general have been.  

The Finnish Education Model: Excellence v. Equity

There is a buzz among educators about the Finnish education system which focuses on equity versus excellence. In the Finnish education model, narrative feedback instead of alphabetical or numeric grades are given by teachers to each individual student. Finnish students take only one standardized test given at age 16. Their focus is on learning, not ranking in terms of comparing grades or results of standardized tests to those of other students thereby eliminating open competition among them. This promotes individuality and at the same time equality in terms of learning opportunities which in turn inspires creativity, risk-taking, collaboration and cooperation among students. Contrary to what many scholars on the subject posit, the Finnish education model is beginning to gain ground not because it proposes to abolish the handing out of grades. It merely asks educators to present grades in an innovative way. By training teachers in our schools to learn about the different types of assessment, how and when to use them, we might be able to shift our focus from excellence to equity in learning.

Grades and What They Mean

I came across this statement in my readings which I think sums up my current thoughts on grades. In an article in The Chronicle of Higher Learning, Ahmad Afzal (2012) writes,

                 “Grades do not represent an objective measure of students’                                           intelligence, capabilities, talents, or potential, nor do they                                           capture the essence of their character, soul or worth as                                           human beings.”

Having three children of my own, I can see how the above statement is so true. My eldest, a junior in High School, has always been the high flyer, the straight A student, the “perfect child” who never gets in trouble, never fails to turn in her work, never forgets an assignment, always participates in class and so on and so forth. Reading her report card makes me feel proud that I have brought someone into this world whom teachers describe as “a pleasure to teach”, “a model student”, “brilliant”, “most likely to succeed”.  Then I have an 8th grader, a laid-back young fellow who barely speaks but when he does, his uttered statements are like sudden flashes of light in their brilliance, depth and meaning. He is an average student whose report card has a sprinkling of B’s and C’s and occasional A’s. (maybe even a D+ at some point). Teachers describe him as “sweet”, “well-behaved”, “calm”, “everybody’s friend”. Although he turns his work in on time, never misses an assignment, behaves in class, his teachers think he has not reached his full potential, would benefit more from speaking up and participating in oral discussions to earn “better grades”. Then there’s my youngest. She is the life of the party, the dancer, the sociable one, the charming one, the one who seems to think the world revolves around her, yet being the youngest, she has had to find her place in the family. She has the loudest voice and the biggest presence. Her grades are A’s and B’s yet at ten years old, she has seen the impact of grades on popularity, on the pecking order among peers, on the acceptance of family members and friends and most importantly for her, on the praise or lack of praise that her teachers give her.

As both a parent and an educator, I sometimes tend to see my own children as mere students through the eyes of their teachers. I am guilty of praising and rewarding them (yes, financially or materially) for getting “good” grades and talking down to them (even grounding them) when they earn “bad” grades. Just like their teachers, I tend to lose track of their learning and focus solely on their grades. I forget that my “model student” is not just wonderful academically but is a gifted performer and dreams of becoming a thespian, a stage actress someday, or that my “laid-back” young man is passionate about soccer and has the critical-thinking skills to analyze the results of soccer matches and can even tell me how he could have scored a “hat trick” if he were one of the players on his favorite team, and let’s not forget my charming dancer who has failed to realize that friends are drawn to her not because of her “good” grades but because of her effervescent charm, her endless but amusing stories and her knack for making everyone around her feel special.

Purposes of Assessment

Then I asked myself, how do we as educators see our students? Do we promote unhealthy competition among them? Do we enhance their learning by giving assignments that help them develop not just academic skills but also critical thinking skills? At the beginning of each course, do we clearly identify and explain what the learning outcomes are? Do we provide our students with rubrics that provide specific areas or content that we intend to assess in a performance, project or presentation? Most importantly, what is the impact of giving grades on student motivation and learning? By learning about the different purposes of assessment, educators might now practice assessment with intention. Students must be given the opportunity to ask not “How can I earn a better grade?” but rather “How can I improve my academic performance.” This shifts students’ focus from grades as the end to grades as an indicator of their learning progress.

Conclusion

While some members of the academe are leaning towards the abolition of grades, others are finding out ways to use them with purpose and intention. As long as grades continue to be required by schools, parents, administrators and students themselves, educators must learn how to use grades synergistically with other forms of assessment. Use grades as a tool purposefully to enhance learning by allowing students to self-reflect and self-assess. Students must see grades as a means to an end, not as an end in itself. Students must realize that learning is their reward, not their punishment. Students must experience the self-discovery and self-fulfillment that come with learning. Finally, students must be able to discover the true meaning of learning and the joy it brings.

 
References

Afzal, A. (July 11, 2012) Grading and its discontents. The Chronicle of Higher Education. Retrieved March 6, 2013 from

http://chronicle.com/article/GradingIts-Discontents/132789/

Ellis, J. (2012) Do grades do any good? Retrieved March 7, 2013 from http://www.education.com/magazine/article/Grades_Any_Good/

Kohn, A. (March 1999) From degrading to de-Grading. High School Magazine.

Retrieved March 7, 2013 from http://www.alfiekohn.org/teaching/fdtd-g.htm

Maes, B. (February 24, 2010) What makes education in Finland that good? 10 reform principles behind the success (wordpress.com) Retrieved March 7, 2013 from http://bertmaes.wordpress.com/2010/02/24/why-is-education-in-finland-that-good-10-reform-principles-behind-the-success/

Quinn, T. (December 2011) A crash course on giving grades: Grades tell students how well they did in comparison to each other, but almost nothing of what they need to work on to get better. Phi Delta Kappan. Retrieved March 7, 2013 from http://myportal.upou.edu.ph/course/view.php?id=312

Basic Guidelines On How To Choose Data Collection Methods in Assessment

Once faculty and administrators have agreed on the learning outcomes and objectives of a program or course and have identified an important assessment question, they then have to choose the appropriate data collection method/s they will use to answer that question.

Here are some tips on choosing data collection methods:

1. Appropriateness of method/s- Choose a method or methods that will answer the assessment question identified and prioritized by your group or department. Quality of the information gathered is the goal not the quantity.
2. Combination of method/s- consider using not just one but rather a combination of methods whenever possible to measure different learning outcomes.
3. Modify existing method/s- make an inventory of data already gathered about student learning and perceptions about the course that already exist.
4. Feasibility of method/s- ensure that the method/s chosen is/are feasible in light of your school’s or department’s resources including budget, faculty members, administrators and staff who are willing to commit their time to the assessment exercise or activity.

 References

 Allen, Mary; Noel, Richard, C.; Rienzi, Beth, M.; and McMillin, Daniel, J. (2002). Outcomes Assessment Handbook. California State University, Institute for Teaching and Learning, Long Beach, CA. Retrieved Ferbuary 27, 2013 from http://www.academicprograms.calpoly.edu/assessment/assessplanguide.htm

Assessment How To University of Hawii Manoa retrieved February 27, 2013 from http://manoa.hawaii.edu/assessment/howto/methods.htm

Shermis, M. & Di Vesta, F.J. (2011). Classroom Assessment in Action. NY: Rowman & Littlefield Publishers. Chapter 12. Grading

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved February 24, 2013 from http://PAREonline.net/getvn.asp?v=7&n=25

Rubric Use and Development. http://www.bused.org/rsabe/rsabe05.pdf

Andrade, H. G. Understanding Rubrics. http://www.jcu.edu/academic/planassess/pdf/Assessment%20Resources/Rubrics/ Other%20Rubric%20Development%20Resources/rubric.pdf

Quinn, T. (2011). A Crash Course on Giving Grades. Phi Delta Kappan, 93(4), 57-59.

http://www.questia.com/library/1G1-282444033/a-crash-course-on-giving- grades-grades-tell-students

Cross, Lawrence H. (1995). Grading students. Practical Assessment, Research & Evaluation, 4(8). http://PAREonline.net/getvn.asp?v=4&n=8

Evaluating: Grading and Scoring

http://www.eduplace.com/rdg/res/ch11.html

Robertson, G. K. A Process for Writing Anecdotal Reports. http://www.wsd1.org/PC_EarlyChild/Report%20Writing.pdf

Popham. (1997). What’s Wrong and What’s Right with Rubrics. (Available online)

Introduction to Rubrics. http://www.cal.org/twi/rubrics/Intro.pdf

How to Create Rubrics. http://assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf

Creating A Rubric for a Given Task.

http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html

A common misconception among educators is that the role of providing feedback belongs exclusively to teachers. A simple shift in perspective which provides students with opportunities to monitor their own progress and reflect on their own learning empowers students and motivates them to learn. Marzano (2006) posits that there are three assessment techniques that encourage learning: 1) students tracking their own progress, 2) encouraging self-reflection and 3) focusing on learning at the end of the grading period.  

The first two assessment techniques allow students to engage in self-assessment. In the first instance, the author suggests the use of an individual line graph (for each student) which provides students with a visual representation of their progress during the grading period. It also provides them with a means to create their own learning goals and to determine their own meaning of success in terms of their own learning versus their rank in comparison to other members of the class.

In the second instance, a teacher can provide students with a simplified scoring scale whereby they score themselves on a scale of 0 to 4 (4 being he highest and 0 being the lowest) on each topic taken up during the grading period. Other means to encourage self-reflection is through the use of the "minute paper" and the "diagnostic learning log" introduced by K. Patricia Cross (1988). The minute paper requires students to answer the following questions briefly towards the end of class:

     1)    "What is the most important thing you learned in class today?" and

     2)  "What is the main unanswered question you leave class with today?" 
(p. 6) 

In the diagnostic learning log, students are asked to respond to the following questions:

      "1. Briefly describe the assignment you just completed. What do you think was the purpose of this assignment?

        2.  Give an example of one or two of your most successful responses. Explain what you did that made them successful.

        3.  Provide an example of where you made an error or where your responses were less complete? Why were these items incorrect or less successful?

         4.  What can you do different when preparing next week’s assignment?" (p. 9)

 After finishing this module, I realized that at our school, students are provided with many opportunities to practice self-assessment inside the classroom and outside the classroom on their own. With the introduction of Learning Management systems such as Schoology and Edmodo by our Computer Department, students can log-on in class or at home to see their grades online in real-time. They can leave notes and comments on each topic which they can come back to later to remind them of areas or topics where they need to improve or to do further research or study. Because feedback is instantaneous, they can set their own learning goals and define their own success without the pressure of comparing their progress to that of their classmates.   

References: 

Marzano, R. (2006) Classroom assessment & grading that work. Alexandria, VA: ASCD

Cross, K. P. (1998) Classroom research: Implementing the scholarship of teaching. In T. Angelo (Ed.), Classroom assessment and research: An update on uses, approaches and research findings (pp. 5-12). San Francisco, CA: Jossey-Bass

 

After reading the assigned materials, I realized that ideally, traditional and authentic assessment must be used together "synergistically" (to quote one of my classmates, Amric Mendoza) and the challenge for us educators is how to balance their use for classroom assessment purposes. In her book "Assessment as Learning: Using Classroom Assessment to Maximise Student Learning,(2003), Dr. Lorna Earl posits a revolutionary idea that assessment and learning are "intimately and inextricably intertwined." By discussing the three approaches to classroom assessment, namely Assessment of Learning, Assessment for Learning and Assessment as Learning, the importance of each, their purposes, contrasts and proper use, she was able to shed light on the different roles of the teacher and the student in the teaching-learning process. 

The following table shows the various features of each:
__________________________________________________________________
Approach              Purpose                    Reference Points          Key Assessor
__________________________________________________________________

Assessment of     Judgments about          Other students             Teacher
Learning               placement, promotion,
                           credentials, etc.

Assessment for    Information for              External standards        Teacher
Learning               teachers' instruc-          or expectations
                           tional decisions

Assessment as    Self-monitoring             Personal goals and         Student
Learning              and self-correction        external standards
                          or adjustments
__________________________________________________________________

Given the predominance of Assessment of Learning in most schools, she suggests that there must be a "reconfiguration" of the traditional assessment pyramid which looks like this:

Instead of emphasizing the use of Assessment of Learning, the emphasis now shifts to Assessment for and as Learning. Of course there will still be instances that call for the use of Assessment of Learning to measure students' performance at the end of a unit, grading period or in comparison with other students. The issue that Dr. Earl asks us is whether schools are over-utilizing Assessment of Learning leaving no room for Assessment for and as Learning. It will be an uphill battle but if teachers and administrators work together, they can convince  parents and students themselves that implementing this reconfiguration will contribute greatly towards optimizing the learning opportunities and success of the students. This is the challenge that I wish to bring to the table at our school. I will start by contributing articles such as those of Dr. Katz and Dr. Earl on Rethinking Classroom Assessment and Purposes of Assessment to our faculty resources and use our school website and online school newspaper to highlight students' authentic assessment such as their art work, portfolios, journals, literary pieces, etc. to make the whole school community aware of the need to revolutionize the assessment culture at our school.

References

DCSF, National Strategies and QCA, & Chartered Institute of Educational Assessors. The Assessment for Learning Strategy. http://www.eriding.net/resources/sec_strat/network_meetings/afl/090115_s griffiths_secstrat_meet_assess_for_learn.pdf

Earl, L. (2003) Assessment as Learning: Using Classroom Assessment to Maximise Student Learning. Thousand Oaks, Ca. Corwin Press. 

Mueller, J. Authentic Assessment Toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Stiggins, R. (2002). Assessment Crisis: The absence of assessment FOR learning. Phi Delta Kappan, vol. 83, no. 10, pp. 758–765, http://electronicportfolios.org/afl/Stiggins-AssessmentCrisis.pdf

Stiggins, R. Assessment For Learning Defined. http://ati.pearson.com/downloads/afldefined.pdf

Stiggins, R. Assessment through the Student's Eyes. Educational Leadership, pp. 22-26. http://coe.winthrop.edu/millerk/ Assessment%20through%20a%20student's%20Eyes.pdf

Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: Path to success in standards-based schools. Phi Delta Kappan, vol. 87, no. 4, pp. 324–328. http://www.artfulassessment.org/wp- content/uploads/2009/02/fromformativeassessment.pdf

Stiggins, R. (2004). New Assessment Beliefs for a New School Mission. Phi Delta Kappan, 86(1), pp. 22-27. http://michigan.gov/documents/mde/ Stiggins_Article_NewBeliefs_189511_7.pdf

Stiggins, R. (2005). Rethinking the Motivational Dynamics of Productive Assessment. Manitoba Association of School Superintendents Journal, pp. 8–12. http://ati.pearson.com/downloads/ massjournal-spring05.pdf

Stiggins, R. & Chappuis, J. (2005). Putting Testing in Perspective: It’s FOR Learning. PL, pp. 20-25. http://ati.pearson.com/downloads/ pl10-05chappuis.pdf

Stiggins, R. & Chappuis, J. (2006). What a difference a word makes. JSD, 27(1), pp. 10-14. http://ati.pearson.com/downloads/What-a-difference-a- word-makes.pd

Purposes of Assessment

As I was answering the guide before watching the webcast by Dr. Lorna Earl, I told myself that I was at the emergent level of the assessment continuum because of the fact that I don’t actually teach. I began to feel once again that I didn’t deserve to be called an educator in every sense of the word because of this. I could barely relate to the questions being asked in the guide, let alone answer them, so I was skeptical about watching the webcast. Thinking it was a required activity for the course, I watched it anyway and I’m glad I did!

I actually felt empowered after hearing Dr. Earl talk about the different purposes of assessment. I don’t actually perform the assessment myself but being on the receiving end of the assessment, knowing what I know now has helped me look at assessment in a whole new light. By knowing the purpose behind the assessments submitted for my consideration, I am better able to interpret, analyze, apply and evaluate them to help me decide whether to accept or reject a prospective student.

Our school’s admissions process involves the submission of many documents – report cards, official transcript of school records, teacher, principal and counselor recommendation and evaluation forms, student portfolios (sometimes), psych reports (sometimes). In addition, we also require students to take entrance exams (standardized tests) and go through three interviews - one with the Guidance Counselor, one with the Principal and the last one with the Director of Admissions. My job as Admissions Director requires me to screen applications, evaluate documents submitted, interpret exam results, consider the counselor and principal’s comments based on their interviews with the applicant, conduct my own interview and finally decide whether to accept or reject the applicant.

After watching the webcast and reading the assigned articles, I now feel that I can actually do a better job of weighing the odds of each and every applicant for admissions. Whereas before I relied mostly on report cards and test results (assessment of learning), I can now better appreciate the other documents submitted to me (other types of assessment) such as teacher, principal and counselor recommendations that not only rank students but also describe what type of learners they are and how they have succeeded or struggled in reaching the goals set out for them by themselves, their teachers and other members of their school community. The challenge for me now is to modify, create, add or delete questions asked in our application forms and admissions interviews to better reflect the different purposes of assessment in order to gain more insight into a student’s learning journey and whether that student will be a good fit for our school’s mission and vision.


References

Viewing and Discussion Guide (VDG) for the webcast on “Rethinking Classroom Assessment with Purpose in Mind”. Retrieved from http://resources.curriculum.org/secretariat/files/A pril27Guide.pdf.

Earl, L. (2006) Webcast on “Rethinking classroom assessment with purpose in mind.” Curriculum Services Canada. Retrieved from http://www.curriculum.org/secretariat/april27.sht ml

Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western & Northern Canadian Protocol for Collaboration on Education. Retrieved from http://www.google.com/search?q=Rethinking+Cl assroom+Assessment+With+Purpose+in+Mind% 2C+Earl&ie=utf-8&oe=utf- 8&aq=t&rls=org.mozilla:en- US:official&client=firefox-a

I enjoyed reading the assigned article "Rethinking Classroom Assessment with Purpose in Mind" by Dr. Lorna Earl and Dr. Steven Katz. What grabbed my attention the most was a section in the final chapter that discusses the role of school leaders in implementing policies that encourage rethinking classroom assessment in schools. In discussions on assessment, it is often the teacher's role that is emphasized. Being a school administrator myself, I am glad that I came across an article that also discusses the role of school leaders in classroom assessment.

At our school, we start the week with an administrator's meeting on Mondays. We then send minutes of the meetings vie email to all teachers in preparation for Thursday faculty meetings. We start classes one hour later on Thursday mornings to allow us to hold regular faculty and department meetings. This is an opportunity for us to exchange ideas and opinions about certain departmental policies, work on our rubicon atlas (curriculum mapping) and discuss school issues including students with failing grades, discipline issues, etc. It is in these meetings that we see a lot of collaboration happening among teachers and between teachers and administrators. It is also here where we see different types of assessment being used and presented to the rest of the admin team and faculty. So far we have been doing peer assessments (teachers assess each other's lesson plans), peer editing of report cards and teacher-parent correspondences, exchanging student portfolios among different grade levels and presentation of professional development opportunities such as conferences, workshops, webinars, books and resources. I feel fortunate to work in a school where administrators and teachers collaborate freely so that our students can have the best learning environment possible and that includes providing them with assessment that enhances teaching and student learning. 


Reference

Earl, L. & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western & Northern Canadian Protocol for Collaboration on Education. Retrieved from 
http://www.google.com/search?q=Rethinking+Classroom+Assessment+With+Purpose+in+Mind% 2C+Earl&ie=utf-8&oe=utf- 8&aq=t&rls=org.mozilla:en- US:official&client=firefox-a

How to Determine What Type of Traditional Assessment to Use

Earlier readings and discussions in this course have shown me the importance of aligning assessments with objectives and instruction for teachers to gain enough evidence to determine whether students have indeed learned and met the objectives set out for them to learn. A teacher’s intended objectives should direct his or her choice of what type of assessment to use in which case educators suggest the use of a test blueprint. A test blueprint is defined by Suskie as “an outline of the test that lists the learning goals that students are to demonstrate”. (Suskie, L.  2009, p. 167) and according to Walvoord and Anderson, test blueprinting is “the process of linking tests to learning goals.” (Walvoord, B. & Anderson, V. 2010, p. 13)  Also, to accurately represent the degree to which a student has attained an educational objective, the form of the test item/s must be suitable for the objective (Burton, S. et al. 1991); thus, a teacher must also consider the following factors:

1. What is to be measured? Is it factual recall, memorization of names, dates, procedures or steps?
2. Class size – is a teacher giving a test to 20 or 200 students
3. Available time to prepare and score the test – for example, while multiple choice tests are easy to score, they are time-consuming to construct 

Also, one cannot overemphasize the use of Bloom’s Taxonomy of Learning as a guide to determine what activities may be used to assess the different types of  learning objectives and the appropriate assessments  that correspond to each objective. (Assessment Basics) 

Further, it is a common misconception that most types of traditional assessment (TA) only test the lower level of Blooms taxonomy of learning. By reading the different examples in the assigned materials and the examples given by other students in this course, I have realized that most TA can test multiple levels of Blooms taxonomy. For example, depending on the question/s asked, a multiple choice test can measure knowledge, comprehension, application and analysis of concepts taught in class. I also realized that by using different types of TA in one test or exam, almost all if not all the levels of Blooms taxonomy may be measured thus maximizing teaching and learning.

Taking all of the above into consideration, i would start by making a test blueprint using the following legend:

Level of Difficulty: E-Easy, M-Medium, D - Difficult                 

Blooms Taxonomy: K-Knowledge, C-Comprehension, App-Application, An-Analysis, S-Synthesis, E-Evaluation

Type of Test Items:  MC-Multiple Choice, M-Matching, T-F-True-False Items, CT-Completion Tests

Number of items: 1-100

Then, I would choose the corresponding type of test depending on the learning goal/s I wish for my students to meet, the level/s of Blooms taxonomy I wish to measure, the level of difficulty and the weight of each test item.

The following are common examples of objective assessment, their uses, advantages and disadvantages:

(1) MULTIPLE-CHOICE TESTS – are used when the objective is to have students choose a response to a statement or question from a given list of several alternative responses. They are considered the most versatile in measuring almost all levels of cognitive skills, can be machine-scored quickly and accurately, reduced guessing compared to True or False tests. However, they are difficult and time-consuming to construct, they may lead teachers to focus only on measuring low-level thinking skills, and they may still encourage guessing though to a lesser degree.

 Example: 

Learning objective: KNOWLEDGE- memorization of Vocabulary words and their meanings

Test Directions: In questions 1-15 each sentence has a word or phrase underlined. Below each sentence there are four other words or phrases, marked (A), (B), (C), and (D). You are to choose the one word or phrase that best keeps the meaning of the original sentence if it is substituted for the underlined word or phrase. (Davy, E. & Davy, K. 2006)

 13. A familiar adage says that the early bird gets the worm.

(A)   proverb

(B)    lady

(C)    gentleman

(D)  book

(2) TRUE-FALSE ITEMS – are used to measure the recall of factual knowledge such as names, events, definitions, dates, etc.  They are easy to write and provide a wide sampling of content at a time. However, they are prone to guessing and test items are often vague due to the difficulty of writing statements which are absolutely true or false.

Example:

Learning objective:  KNOWLEDGE, COMPREHENSION– measure recall of facts about food safety and understand meaning of facts learned

Test Directions:  Read the following statements. Decide whether a statement is True or False. Write T for statements which are True and F for statements which are False. (http://www.thebody.com/content/art13863.html) If FALSE, rewrite the sentence to make it TRUE 

1.  Perishable foods should not be left at room temperature longer than

              six hours. __________   (http://www.thebody.com/content/art13863.html)

Rewrite: __________________________________________________________________
________________________________________________________________.

 (3) MATCHING TESTS – are used when there are a series of homogeneous items and a teacher wishes to combine them into a single matching item to make efficient use of testing time. They are easy to write but do not require more than simple recall of factual knowledge.

Example:

Learning objective:  KNOWLEDGE, COMPREHENSION - know the definitions of words and their synonyms

Test Directions: Put the number of the definition or synonym in Column B beside the appropriate word in Column A.

                                         A                             B

 __________ a.     stereotype                     1. Elementary, iniital

 __________ b.     meander                        2. Fixed pattern representing a type of person

___________c.     augment                        3. Natural locality of plant or animal

___________d.    habitat                            4. Make complete

___________e.    rudimentary                     5.  Move slowly and aimlessly

(4)  COMPLETION TESTS – requires students to answer a question or complete a sentence or paragraph by filling in a blank/s with the correct word/s or phrase/s. They provide a wide sampling of content and minimize guessing compared to multiple-choice and true-false tests. However, they are difficult to write and more time- consuming to prepare and score. They can hardly be used to measure more than simple recall of information.

Example: 

Learning Objective: KNOWLEDGE, COMPREHENSION – know vocabulary words and their meaning, know how to use the vocabulary words above in a sentence.

Test Directions:  Choose the appropriate word from the words above to complete the following sentences.

1.  On Sundays, I love to ___________________ through the woods and bird watch.

2.  Comprehending calculus is impossible if you have only a ___________________

knowledge of mathematics.

3.  Wildlife sanctuaries protect the _______________________of birds and the plants on which they feed.

4.  Absent-minded and thoughtful, Dr. James is the ________________________of a college professor.

5.  He will have to find a second job to ____________________his income.

My ideal test would include a combination of at least two to three types of TA mentioned above. By doing this, I can align my student's learning objectives, , my classroom instruction and assessment to offer the best teaching-learning experience possible for my students and I.


References

Cohen & Wollack. Handbook on Test Development: Helpful Tips for Creating Reliable and Valid Classroom Tests retrieved January 28, 2013 from http://testing.wisc.edu/Handbook%20on%20Test% 20Construction.pdf

IS THIS A TRICK QUESTION? A Short Guide to Writing Effective Test Questions  retrieved Januray 28, 2013 fromhttp://www.ksde.org/LinkClick.aspx?fileticket=6P mcGOcdLB8%3D&t.. 

Burton, S. et al., How to Prepare Better Multiple-Choice Test Items: Guidelines for University Faculty (Utah: Brigham Young University Testing Services Utah)

Linda Suskie, Assessing Student Learning: A Common Sense Guide, 2nd  ed (San Francisco: Jossey-Bass, 2009), 167. 

Barbara E. Walvoord and Virginia Johnson Anderson, Effective Grading: A Tool for Learning and Assessment in College, 2nd ed (San Francisco: Jossey-Bass, 2010), 13.

Assessment Basics retrieved  January 28, 2013 from http://www.cmu.edu/teaching/assessment/basics/alignment.html

 Davy, E. & Davy, K., Master TOEFL Vocabulary (New Jersey: Peterson’s A Nelnet Company, 2006)

 The Body http://www.thebody.com/content/art13863.html

When are informal assessments useful (versus formal assessments)? How valuable are informal assessments? Can informal assessments be good replacements for formal assessments?

When one thinks of assessment, grades and test results are what easily come to mind. Unless we have units or a degree in Education, we may not be aware that we are also using informal assessment. It is easier to discuss the value of formal assessments in as much as they are  “used to assess overall achievement, to compare a student’s performance with others at their age or grade, or identify comparable strengths and weaknesses with peers”. (Weaver, 2007 p. 1) Formal assessments are typically comprised of standardized tests that have prescribed norms for conducting the test, means of scoring and interpretation. While ease of use, reliability, its value as a basis for comparing student performance against students in the same age or grade level are among its advantages, formal assessment has its disadvantages as well. They are criticized for being overused, biased against a certain ethnicity or student with limited English proficiencies, heavily reliant on multiple choice type questions and may have low content validity especially for bilingual learners. (Navarete, et al. 1990)

On the other hand, “Informal assessments are not data-driven but rather content and performance driven”. (Weaver, 2007 p. 1) Information gathered from informal assessments are “used to make judgments about children’s learning behavior and characteristics or programs using means other than standardized instruments”.  (Morrison, 2008 p.1) Informal assessments take into account students’ levels of ability in performing specific tasks. These tasks, in turn, are appropriately selected so that students are expected to perform them reasonably. Informal assessments also aim to pinpoint the strengths and weaknesses of students as individuals regardless of age or grade level standards. (Navarete, et al. 1990) Forlizzi (2004) recognizes the importance of informal assessment in instruction because it provides instructional staff with frequent monitoring and guidance in answering the questions “How are we doing?” and “Where are we going?”.

Although informal assessments are time-consuming because they are conducted over a period of time, the value, it seems of informal assessment, lies in its ability to provide immediate feedback, ongoing and continuous measure of student progress, areas of strengths and weaknesses, and its role in determining future courses and teaching strategies. Further, it is adoptable and adaptable to tailor to student’s, teacher’s administrator’s, school board’s needs.

Having discussed the advantages and disadvantages, characteristics and value of each, I don’t think that informal assessments can effectively replace formal assessments. Rather, both types of assessment should be used together to provide educators with enough insight to as to a student’s mastery of a topic or skill and the areas where he or she may need help. Also, data and information gathered from both may be useful for students to know their levels of achievement and what they need to do in order to meet the learning goals and objectives set out by their teacher or by their school. What I have come to realize from reading the prescribed and additional materials in this course is that no assessment is perfect in itself and that educators must not judge the abilities, talents, weaknesses and needs of a student based on testing alone. They must also give importance to assessments which may seem casual, simple or time-consuming, but also indicative of the direction in which classroom instruction is bound to go.

Although I have been using assessment for a number of years as a big part of my job, I have never really given it much thought until now. I always took for granted that it was part of our school’s application requirements or given at the end of a school year. Results of standardized tests, report cards with numeric and/or letter grades, teacher and principal evaluations, class observations, student portfolios, interviews and the like are just some of the assessments used at our school. Enrolling in this class, has made me aware of the different types of assessment, their uses, differences, advantages, disadvantages and most especially their value. By examining both formal and informal assessment, I can now better appreciate and determine which one to use at different stages of our school’s admissions process, and which results to share with faculty, fellow administrators, students, parents and the school board.

Is reflective teaching a necessary skill for informal assessment to effectively facilitate teaching-learning? (What does it mean to reflect about teaching?)

Reflective teaching is a necessary skill for informal assessment to effectively facilitate teaching-learning. In How We Think  (1910), John Dewey describes reflective practice as “an active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends”. Applying this to teaching, the “grounds” or basis of the decisions teachers make regarding instruction and curriculum are gathered from the informal assessments they make use of.  As established in the discussion of the value of informal assessment earlier, such assessment is indicative of the individual needs of students and how to help them develop their abilities and reach their full potential.  But it is not enough for teachers to know their students’ strengths and weaknesses. What they do with this information is what is crucial to the progress of their students and the direction in which their teaching will take.

Dewey further writes that “Reflection involves not simply a sequence of ideas, but a consequence  - a consecutive ordering in such a way that each determines the next as its proper outcome, while each in turn leans back on its predecessors” (Dewey 1910  p. 8) Here, Dewey talks about reflective action, reflection that inspires change. When teachers reflect about their teaching, they open their classroom teaching  experiences to scrutiny, use the information they gather about their students to carefully examine their students’ learning experiences in the classroom and make the changes necessary to provide the best teaching practices to and the most conducive learning experiences for their students.

References

Weaver, B. (2007). Formal versus informal assessments. Retrieved January 22, 2013 from http:// http://www.scholastic.com/teachers/article/formal-versus-informal-assessments

Navarete, C. et al. (1990). Informal assessment in educational evaluation. Retrieved January 22, 2013 from http://www.finchpark.com/courses/assess/informal.htm

Forlizzi, L. (2004) Informal assessment: the basics. Retrieved January 22, 2013 from http://aded.tiu11.org/disted/FamLitAdminSite/fn04assessinformal.pdf

Morrison, G. (2008) Informal methods of assessment. Retrieved January 23, 2013 from http://www.education.com/reference/article/informal-methods-assessment/

Dewey, J. (1910). How we think.  New York, NY: D.C. Heath & Co.