ASSESSMENT AND

EVALUATION
 How are they different?
 Assessment
 gathering information about
individuals to better understand them

 Evaluation
 placing a judgment on work;
assigning a grade
St. Joseph's College EDU 360
 Twin purposes of assessment
 Provide feedback to students
 Answers the questions
 Did the students achieve the objective?

 If not, will the feedback he/she received help

improve the student’s performance?

 Diagnose for instruction
 Answers the questions
 Was my instruction effective?

 If not, how can I improve my instruction to meet

the needs of all students?

St. Joseph's College EDU 360
 Assessing during a lesson
 Ask questions
 Attend to verbal and nonverbal cues
 misunderstanding behind a question
 misunderstanding behind a statement
 facial expression
 body language
 Provide immediate feedback to problems
observed in guided or independent practice
St. Joseph's College EDU 360
 Assessing after a lesson
 Closure questions
 attend to thinking level
 extend thinking level
 Exit card
 Homework that appropriately assesses lesson
 attend to thinking level
 extend thinking level
 Review and follow-up in subsequent lessons
St. Joseph's College EDU 360
 Formative vs. Summative
Assessment/Evaluation
 Formative assessment/evaluation:
 before or during instruction
 assists teacher decision-making about feedback
and instruction

 Summative assessment/evaluation:
 after instruction
 assists making judgments about student (and
teacher) accomplishments

St. Joseph's College EDU 360

When should assessment become
evaluation?
 Do I grade formative evaluations?

 Should all grades have equal weight?

 What factors can be used to determine weight

of grades?

St. Joseph's College EDU 360

 Traditional Tests
MATCH THINKING LEVEL OF INSTRUCTION TO
THINKING LEVEL REQUIRED BY QUESTION
 Objective questions:
 True-False
 Matching
 Multiple choice
 Constructed-Response items
 Fill-in-the-blank
 Short answer
 Essay
St. Joseph's College EDU 360
 Using objective quizzes/tests
 Use frequent, small quizzes and tests in addition to end-of-unit
exams.
 Give students instant feedback on their performance (for
example, putting the correct answers up on an overhead after all
the tests are turned in.)
 Consider allowing students to take quizzes first as individuals
and then the same quiz again in groups.
 Multiple-choice questions are easiest to write when there is a
definitively right or wrong answer. Multiple-choice testing of
more interpretive material should always include an appeal
mechanism in which students can and must make an evidence-
supported case for their answer

St. Joseph's College EDU 360

 Essay question grading

Test Question: Read the following poem and write an

essay in which you provide an interpretation of the
poem’s theme. In your analysis, include a discussion
of two sound devices used by the poet which support
your interpretation. (25 points)

St. Joseph's College EDU 360

 Essay question grading
 Holistic Method
 Overall impression of paper in consideration of Focus, usage,
organization, clarity, detail, and accuracy.
 Use of Exemplars

 Focus Correction Areas

 Addresses specific requirements or components

 Limited to assessing only specific components

Focus Correction Areas:

Organization (4)
Meaning (6)
Development of ideas involving sound devices (10)
Conventions of Written English (5)
St. Joseph's College EDU 360
Alternative Assessments
 Projects

 Performance Assessment

 Authentic Assessment

 Portfolios

St. Joseph's College EDU 360

 Scoring Rubrics
A scoring rubric is a detailed description of
some type of performance and the criteria
that will be used to judge it.
Types:
 Holistic

 Analytic

 Weighted

St. Joseph's College EDU 360

 RUBRICS: Scales

 Excellent 5 4 3 2 1 Poor

 A B C D F

 Above Grade On Grade Below Grade

 Excellent Very Good Good Poor

St. Joseph's College EDU 360
 Unit Project: Poetry Reading
WHAT ELEMENTS NEED TO BE
ASSESSED?
 Oral Interpretation
 Visual and/or Auditory Accompaniment
 Overall Quality and Preparedness
 Voice Quality: volume, pace, clarity
(pronunciation and enunciation)

St. Joseph's College EDU 360

 GREAT WEBSITE!!
 http://teachnology.com/

St. Joseph's College EDU 360

 ORAL INTERPRETATION

4 Uses voice inflection, stress, and pauses to enhance

meaning and effect of poetry.

3 Consistently uses voice inflection, stress, and pauses to

communicate meaning and effect of poetry.

2 Some use of voice inflection, stress, and pauses to

communicate meaning and effect of poetry

1 Little, if any, use of voice inflection, stress, and pauses

to interpret poetry; may be monotone or choppy.
St. Joseph's College EDU 360
 But what’s my grade?
One option:

Oral Interpretation 4 X 25 = 100

Visual/Audit. Accompmt. 3 X 25 = 75
Voice Quality 3 X 25 = 75
Overall Quality 4 X 25 = 100

GRADE (AVERAGE of 4 grades) 88

St. Joseph's College EDU 360
Another option: weighted rubric
 Oral Interpretation 4 X 10 = 40
 Vis/Aud Accmpt 3 X 3= 9
 Voice quality 3X 4 = 12
 Overall quality 4 X 8 = 32

GRADE: 93

St. Joseph's College EDU 360

 Advantages of using analytic rubrics:
 Provide objective criteria to English teachers who often
grade students’ work subjectively.

 They are less time-consuming than detailed

explanations of grades on an individual basis.

 Patterns or trends of mistakes can be identified and

addressed.

 Focuses grades on the stated criteria.

 Students have a better understanding of what

specifically is expected.

St. Joseph's College EDU 360

 Portfolios
 Evaluates a sample of students’ work and other
accomplishments over time
 Requires performance in context
 Can be formative and instructional: work chosen by
student; becomes showcase for exemplary work that
shows growth over time
 Can be summative and evaluative: entries required by
the teacher and chosen to allow students to demonstrate
mastery of particular objectives.
 Can include tests, quizzes, evaluated classroom
assignments, performance tasks (essays), projects
St. Joseph's College EDU 360
 Sample project: Writing Portfolio
 Select, edit and present four previous pieces of
writing representing four different types of writing.
 Develop an introduction explaining what was learned
and exhibited by each of the selections. Discuss
growth as a writer.
 Create a cover, and a table of contents.
 Place pages in plastic holders and bind them in a
plastic cover.
 All work will be word processed in class time.
St. Joseph's College EDU 360
ASSESSMENT AND
EVALUATION
Any Questions?