Measurement

and
Assessment
in Teaching ERM 405

Amy L. Rose

1
 Agenda

Who am I?
Who are you?
Quick around the room

Our first Assessment

Review the syllabus
Intro to Assessment
What is it
Why you need it
What you need

2
 A Little About ME: Professor Amy L. Rose
The Three P’s:

◼ Amy Rose – Professor at UNCG- ERM 401, 402, 403, 405, 604 & 605
◼ Personal: Busy House: Married to my husband Brian. We have 5 Children:
Vivian – 3 years old, Ethan – 5 years old, Caroline – age 11, Abigail – age 15,
and Miranda – age 17. A FULL HOUSE!
◼ Professional: I am currently working from home for NCVPS (Instructional
Leader and Teacher). I previously have taught middle school for Guilford
County and have also worked in assessments – I wrote EOGs for DPI and
benchmarks for local counties.
◼ Peculiar: My husband was married previously, but his wife passed away – As a
result the three oldest girls in our house are technically my stepdaughters, but
they LOOK LIKE ME – It is amazing how often strangers tell me how much my
girls look like me yet I didn’t give birth to them!

3
MY FAMILY
 A Little About ME: Professor Amy L. Rose
My Educational Career
◼ Undergraduate Degree – Washington and Jefferson
College (Washington, PA) – English and Psychology
◼ NC STATE (M.Ed. Reading Education)
◼ Licensed to teach K-12
◼ Middle School Teacher – Language Arts
◼ Online OCS English 2 Teacher and Instructional Leader -
NCVPS
◼ ELA Educational Consultant – NC State TOPS
◼ Test and Measurement Specialist - DPI
◼ Formative Assessment Specialist – Wake County/Guilford
County
 Who Are You?
Name

Program of Study

What subject do/will you teach?

What about assessment, measurement, or

evaluation do you think, know, or find interesting?

6
 A Low Stakes Assessment

◼We are going to do a short self-test addressing your

perceptions of assessment

◼This 10-item test was taken from another text:

▪Popham, W. J. (2011). Classroom Assessment: What
Teachers Need to Know (Sixth Edition). Boston: Allyn
&Bacon.

7
 Self Test about Testing

1. Let’s first take a quick test to see what your

initial views are on testing (this may
change by the end of this course)
2. Answer Strongly Agree, Agree, Uncertain,
Disagree, or Strongly Disagree to each
statement
 Question 1

The chief reason that teachers

should give classroom tests is to
determine students’ grades.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 2
Teachers should typically plan
instruction that focuses on the
skills or knowledge represented by
a test.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 3

In their classroom tests, teachers

should only use items that can be
scored objectively
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 4
There are other legitimate indicators
of a teacher’s instructional
effectiveness besides students’ test
scores.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 5

A teacher has no business in

measuring students’ confidence in
their ability to do schoolwork.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 6
Today’s nationally standardized
achievement tests should never be used
to supply evidence about how well
teachers are instructing children.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 7

Teachers really don’t need to determine

the reliability of their own classroom
tests.

Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 8

It is impossible to judge the quality of

students’ written compositions with
any meaningful accuracy.

Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 9
The enormous pressure to boost students’
scores on important tests permits
teachers to employ almost any sort of
score-improvement preparation activities.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 Question 10

Significant classroom tests should

typically be built before a teacher
plans instruction.
Strongly Agree
Agree
Uncertain
Disagree
Strongly Disagree
 What do your test results say?

The highest possible score is a 50 and

the lowest is a 10!

The higher your total score, the more

sensible your view of educational
testing.
 Student Assessment is an ESSENTIAL part of TEACHING!
GOOD TEACHING cannot EXIST without GOOD STUDENT
ASSESSMENT!

Standards for Teacher Competence in Educational Assessment of Students

• Choosing assessment methods appropriate for instructional decisions

• Developing assessment methods appropriate for instructional decisions

• Administering, scoring, and interpreting the results of both externally produced and
teacher-produced assessment methods

• Using assessment results when making decisions about individual students, planning
teaching, developing curriculum and school improvement

• Developing valid pupil grading procedures that use pupil assessments

• Communicating assessment results to students, parents, other lay audiences and other
educators

• Recognizing unethical, illegal and otherwise inappropriate assessment methods and

misuses of assessment information
21
~~ Appendix G
 SYLLABUS HIGHLIGHTS
(But you need to read through the entire document!)

◼Me
▪ E-mail is the best way to get me
▪alrose2@uncg.edu
▪ Office Hours: By Appointment
▪ I will be happy to meet as needed
22
 SYLLABUS HIGHLIGHTS
(But you need to read through the entire document!)

McMillan, James H.
(2013)
Classroom Assessment:
Principles and Practice
for Effective Standards-
Based Instruction
(6th Edition)
 CANVAS

• Everyone familiar with canvas?

• I will organize everything under
“Modules” (landing page)
• Let’s take a look…

• Let me know if you do not have

access
 SYLLABUS HIGHLIGHTS
(But you need to read through the entire document!)

Requirements:
Complete all readings (textbook, articles,
webpages, etc)
Journals
Assessment Project
Exams
 Assessment Project

 Designed around the edTPA Assesment Tasks

(primarily Task 1)
 We will develop the project step by step each
week of the course
 Each piece will be submitted for either a grade
or feedback
 Final project will be submitted at the end of the
course
 Assessment Project

Unit Description
In a paragraph or two, provide relevant context information on
the unit of study in which your lesson plans and assessment will
be based
identify the grade level and subject the unit will be based upon
identify the learning segment to plan, teach, and analyze
student learning
clearly connect the standards to the unit of study
determine the central focus of your unit (lesson plans and
assessment)
use enough detail that it is clear what concepts your unit will
focus on
use correct grammar and spelling
 Assessment Project

Standards
Identify 3-5 standards (at least 3 must be
Apply or above) to be taught in your unit of
study.
make it a bulleted list
include at least one performance standard
select standards that work well together
 Assessment Project

Deconstruct Standards
 Choose 1 of the standards selected
 Use the template provided
 Key concepts are identified (all nouns within the wording of the
standard – nothing outside of the wording)
 Learning targets are identified (all verbs within the wording of the
standard – nothing outside of the wording)
 Content boundaries are established
 Terms are clarified
 Learning progression is constructed with student friendly “I can”
statements
 Level of rigor for each building block has been identified
 Assessment Project

Lesson Plans
Create 3-5 consecutive lessons
Your lesson plans should be detailed enough that a substitute teacher or other
professional adult could understand them well enough to implement on their
own
Each lesson plan must:
Include all the content standards that are the target of student learning with
the lesson (include exact wording of the standard)
Learning objectives associated with the content standards
Informal and formal assessments used to monitor student learning (include
the type of assessment and what is being assessed)
Instructional strategies and learning tasks that support diverse student
needs
Instructional resources and materials needed to engage students in the
learning (such as class handouts, assignments, slides, etc)
 Assessment Project

Test Blue Print

Grading System

Modifications
 Assessment Project

Pre-Assessment
Create a short pre-assessment that targets the concepts
of your unit to get a baseline measure of student learning
Format is open to what works best for your unit

Formative Assessment
List and describe how and when you intend to implement
formative assessments during the unit of instruction
You must include at least two formative assessments in
each lesson of the unit
 Assessment Project

Summative Assessment: 25 Items Total (minimum)

Selected Response Items (20 items)
Combination of Multiple Choice, T/F and
Matching
Short Answer (2 items)
Essay (1 item)
1 Performance Task (1 item)
 NEW MISSION: NEW BELIEFS:
ASSESSMENT FOR LEARNING

Watch:
Stiggins Video: Part One and Part Two
In Canvas, go to Modules> January 8th>Stiggins Video Part One
In Canvas, go to Modules>January 8th>Stiggins Video Part Two
Take notes…
Major points, ah-ha moments,
discussion points.
 Checklist

Read through the syllabus so you are aware of all

expectations
Submit JOURNAL ON ASSESSMENT
You will need to read/view the following resources to
complete the journal (all resources can be found under the
January 8th Module)
Assessment Manifesto (Stiggins)
New Assessment Beliefs for a New School Mission
Read Chapter 1