Effective Assessment

Effective
Assessment
Team D
Introduction
"We plan. We develop. We deliver. We
assess and evaluate the results of the
assessment. We revise, deliver the revised
material, and assess and evaluate again.
Perfection is always just out of reach; but
continually striving for perfection
contributes to keeping both our instruction
fresh and our interest in teaching piqued."
-E.S. Grassian (sunyorange, 2016)
Assessment evaluates the ability of someone to meet goals or objectives. To
gather that information, effective strategies should be used. The following
presentation will review those strategies and examine why and how they are
used.
Assessment Strategies
Scoring Rubrics
Focus
Content
Instructional Rubrics
Presentations
Written
Oral
Concept Maps
Portfolios
Co-operative learning: assessment
Peer-to-peer learning
Individual
Groups
Comparison of Traditional and Authentic

Assessment
Traditional Assessment
Authentic Assessment
Definition: The conventional

methods of testing which usually
produce a written document such
as quiz, exam, or paper.
Definition: Authentic assessment

refers to assessment tasks that
resembles reading and writing in the
real world and in school (Hiebert,
Valencia & Afflerbach, 1994;
Wiggins, 1993)
When and Why?

To measure what the students
have learned. School
improvements for next year, etc.
Examples: High school graduation
test. Standardized yearly test for
students.
When and Why?

Authentic assessments help to
analyze what students have
learned and how they can apply it.
Examples: Powerpoint presentations.
Oral presentations, video.
Assessments that help improve instruction and

learning
Example Assessments:
Diagnostic assessment
In a baking class, an
instructor may ask students
if they have used an oven
before. They may also ask
if they know what basic
tools they are familiar with.
Examples may include
measuring cups, teaspoons
and tablespoons, etc. and
how much experience the
student has with baking.
Formative assessment
In the same baking class, the
instructor may ask students
to make muffins. The
formative assessment may
include indicators of success
such as the muffins not being
burned. It may also include if
the texture is moist, dried out
or undercooked. This allows
the instructor to see how well
the students are doing so far
and allow for changes.
Summative assessment
At the end of the baking
class, the instructor will
review final products and
score based on a
predetermined rubric.
The rubric may evaluate
the taste quality of the
product, ability to use
tools without direction
and visual appeal.
Example Rubric #1
Example Rubric #2
Criteria
How many Sources
DATA SOURCE
ORDER/NEATNESS
REFERENCE
1-3
4-7
8-10
Example Rubric #3
Final presentation
Original Design Ability

(25 points)
Identification and use of supplies

and tools
(25 points)
Construction
(25 points)
Overall baking knowledge

(25 points)
Excellent
Acceptable
Below Expectations
(25 Points)
(15 points)
(5 points)
Points Earned
Comments
Very attractive and unique. Original

style, genuine effort made.
Attractive and unique. Common style

used. Genuine effort made.
Somewhat attractive, same style as

most retail designs, little to no effort
made for originality.
Ability to name and use all tools and

supplies to make baked goods without
assistance.
Ability to name and use some tools

and supplies to make baked goods
without assistance.
Ability to name and use few tools and

supplies to make baked goods without
assistance.
Baked goods constructed very well

made. Little to no errors. Excellent
craftsmanship. Can easily be eaten or
sold.
Baked goods constructed can be

eaten, some minor errors, can still be
eaten or sold.
Baked goods unusable. Cannot be

eaten or sold.
Shows mastery of how to make

original baking recipes and good that
are attractive, well made, and can be
sold
Shows good understanding of how to

make original baked goods that are
attractive, well made, and can be sold
Shows little knowledge of how to make

original baked goods that are attractive,
well made, and can be sold
Summary
To provide effective
assessment, strategies
are available to allow for
the most accurate
assessment. The purpose
of assessment is to
continue improving
learning. Using effective
strategies help guide and
focus the assessment
process.
"If we always do what

we've always done,
we will get what
we've always got."
-Adam Urbanski
(sunyorange, 2016)
References
Science Education Resource Center, How to Use Assessment Strategies, Retrieved

from http://serc.carleton.edu/introgeo/assessment/strategies.html
4Teachers, ALTEC at University of Kansas,
(2000-2008)., Rubistar, Create Rubrics for your Project-Based Learning
Activities,
Retrieved from http://rubistar.4teachers.org/index.php
Suskie, L., Banta, T. Assessing Student Learning: A Common Sense Guide, 2nd
Edition. Jossey-Bass, (2009). VitalBook file.
sunyorange. (2016). Assessment Quotes. Retrieved from
http://www.sunyorange.edu/assessmentapa/docs/AssessmentQUOTES.pdf
Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993

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Effective

Comparison of Traditional and Authentic

Definition: The conventional

Definition: Authentic assessment

When and Why?

When and Why?

Assessments that help improve instruction and

How many Sources

Original Design Ability

Identification and use of supplies

Overall baking knowledge

Very attractive and unique. Original

Attractive and unique. Common style

Somewhat attractive, same style as

Ability to name and use all tools and

Ability to name and use some tools

Ability to name and use few tools and

Baked goods constructed very well

Baked goods constructed can be

Baked goods unusable. Cannot be

Shows mastery of how to make

Shows good understanding of how to

Shows little knowledge of how to make

"If we always do what

Science Education Resource Center, How to Use Assessment Strategies, Retrieved

Hiebert, Valencia & Afflerbach, 1994; Wiggins, 1993

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