ASSESSMENT TECHNIQUES

UNIVERSIDAD MARIA ANO GALVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS S ASSESSMENT TECHNIQUES LICDA. EVELYN QUIRO OA

ASSESSMENT TECHNIQUES PORTFOLIO

MARITZA ARACELY ELIZABETH GUERRA G SUCUC CARNE: 0769966 GUATEMALA, NOVEMBER 3rd. 20111

INTRODUCTION

PART ONE: CLASS LOG

PART TWO: TEACHER´S DOCUMENTS STUDENTS PRESENTATIONS

PART THREE: CHART PER DOMAINS BLUE PRINT EVALUATION

CONCLUSION

This job is about exercises, summaries, presentations and charts that we did during the semester.

The purpose of these activities is to have a bank of exercises and examples in order to use them when we need and save time. We as teachers can modify them when it is necessary based on the topics that we are teaching or the student´s level.

We did them because we have to recall acquiring knowledge, and improving our teaching process; practicing the necessary methods and techniques that a teacher needs at job.

It includes also some information that teacher sent us to recall and practice.

MARITZA ARACELY GU UERRA 0769966 ASSESSMENT TECHNIQ NIQUES LICDA. EVELYN QUIROA OA

MY FIRST DAY OF CLASSES Teacher started the class cl saying welcome to us and giving uss some s instructions for the course.

After that she read the course content and said us some specia cial instructions about it.

It was nice to share with wi partners when we did the vocabulary ry because b it let us to listen others ideas and nd recall topics or words that we don´t reme member. Some words were difficult to explain, exp but we used our own point of view w and we based our answers according to our experience as teachers.

Teacher gave us feed edback because, she told us the answers s or o meanings of the words, then we could ld compare and contrast some of them and nd we realized some mistakes that we ha had had.

I think it was perfectt to recall topics or special words that we are ar going to use during the course, and th the most interesting was that we could clar larify our doubts and learned for the partne tners.

I am sure this course e iis going to be very hard, but it is necessa sary to become a great professional teache her.

July 23rd, 2011 Differences between assessment and evaluation Types of tests Maritza Aracely Guerra Carnet: 0769966

SECOND CLASSES DAY: It was a very nice class, teacher started to recall the syllabus instructions for the students that were absent the first classes day, and we had the opportunity to ask some doubts we had.

After that we saw a power point presentation about: DIFFERENCES BETWEEN ASSESSMENT AND EVALUATION: This time I understood that assessment can be any activity that I do with my students in the classroom, and evaluation is a formal structure in where we are going to know about the strengths or weakness of our students.

It is not necessary that we assess in a written form, only with a question, a picture, a sentence or a game we are going to know if our students are applying and understand the topics they are learning.

TYPES OF TESTS: Here I learned about all kinds or types of evaluation that we as teachers can make according to the level of our students to know how they are acquiring the knowledge we are teaching them.

It is important to do a diagnostic test at the beginning and at the end of a course, to know what the things students know about a topic are and what things we have to reinforce with them.

Others types of evaluation are, summative and formative tests that are like knowledge and attitudes.

There are formal and informal tests that refer to formal written form and activities and games. But the most important is that teachers always have to give feed back to the students in order to improve their mistakes.

At the end of the class teacher, gave the summary and students have to make an activity writing and explaining formal and informal tests.

July 30th, 2011 Formal and Informal Test Maritza Aracely Guerra Carnet: 0769966

CLASS LOG THIRD CLASSES DAY: Teacher recalled students what formal and informal tests are, and she asked if was clear for us or not. Students gave some examples and explanation about the topic and teacher answer our doubts. We watched some examples that she brought about activities for informal and formal test that she made with her students for the school. Activities were very funny and creative.

When she finished repeating and explaining some activities for each of the kinds of tests, she showed us the practice that we had to do in the classroom. She told us that we had to get in groups and make a plan with two different activities.

One for formal and one for informal test, and we would present the next Saturday.

We got in our groups and started to think about these activities, and prepare the plan to present as teacher wanted next week.

Teacher finished the class and I could understand and differ between formal and informal test, and when I shared with my partners I understood better how to make these tests.

August 6th, 2011 Formal and Informal Assessment Presentations Maritza Aracely Guerra Carnet: 0769966

CLASS LOG FOURTH CLASSES DAY: Teacher explained each of the Checklist Criteria that we had to use to check our partners in their groups.

The class was very interesting, because we had the opportunity to present different assessment activities in formal and informal way, and I could learn different techniques and methods my partners have to teach.

Some students present different activities, they talk about health, volcanoes, chemical changes, properties of matter, they presented and showed written worksheets, games and TPR activities.

I understood and practiced different activities I can teach to my students depending on the level they have. In addition I could comprehend the differences between formal and informal assessment.

The class was very motivated and creative because all students participated explaining and making like experiments.

Another important point was that we had to check the different groups that presented the topics, and it was very nice to give our point of view and give feedback others. Because we had the opportunity to see the mistakes and comprehend things we have and we don´t have to do.

August 20th, 2011 Objectives and Competences Maritza Aracely Guerra Carnet: 0769966

CLASS LOG

Teacher started explaining and correcting tasks that we presented from the last week.

She gave the answers and asks questions to the students. At the beginning students didn´t participate we were in silence, but teacher said that she was taking account our opinion for extra points, then some students participated.

When checking homework teacher explained some situations about the topics. After checking she started to explain differences between objectives and competences, I was clear on that because in my school we plan based on competences. We were exposing situations that we have in our job about texts and contents.

We have different techniques to work but it is important to follow the curriculum because it is something necessary to organize and present our topics.

Teacher explained the difference between objectives and competences, she said that objectives y something that we establish to get our goals and competences is something that students are going to make after teacher teach a new topic.

Competences are built or construct and they are necessary to develop in any skill that we want. Finally teacher gave a task. Students should make a Venn diagram writing the differences and similarities between objective and competence. We had to make this task individually, when we finished, class had already finished.

CONTENT

# OF WEEK

# OF PERIODS

NOUNS

1

5

2

1

2

VERBS

2

10

2

2

ADJECTIVES

1

5

2

ADVERBS

3

15

PRONOUNS

1

1

TOTAL

8 WEEKS

REMEMBERING UNDERSTNADING

APPLYING

ANALYSING

EVALUATING

2

2

2

1

1

1

3

2

3

2

3

1

1

1

1

1

CREATING

2

BLUE PRINT CLASSWORK CONTENT

# OF WEEK

# OF PERIODS

NOUNS

1

5

2

1

2

VERBS

2

10

2

2

ADJECTIVES

1

5

2

ADVERBS

3

15

3

PRONOUNS

1

5

8 WEEKS

40 PERIODS

TOTAL

REMEMBERING UNDERSTNADING

APPLYING

ANALYSING

EVALUATING

2

2

2

1

1

1

2

3

2

3

1

1

1

1

2

# OF ITEMS ON TEST: 75

CONTENT

# OF WEEK

CELL THEORY 1 TYPES OF 1 CELLS CELL PARTS 3 MITOSIS 2 MEIOSIS 1 TOTAL 8 WEEKS # OF ITEMS ON TEST: 60

# OF PERIODS 5 5 15 10 5 40 PERIODS

REMEMBERING UNDERSTNADING

APPLYING

3 2

2 2

1

5 2 1

3 2 1

2 2 1

CREATING

ANALYSING

EVALUATING

CREATING

2 2 1

1 2 1

2

CONTENT

# OF WEEK 1

GREGOR MENDEL PEA 1 EXPERIMENT TRAITS 2 PUNNET 3 SQUARE PEDIGREE 1 TOTAL 8 WEEKS # OF ITEMS ON TEST: 90

# OF PERIODS 5

REMEMBERING UNDERSTNADING

APPLYING

ANALYSING

EVALUATING

CREATING

1 2

1 2

1 1

5

5

3

2

10 15

2 2

2 2

3 6

5 40 PERIODS

1

1

3

September 10th, 2011 Objectives and Competences Maritza Aracely Guerra Carnet: 0769966

CLASS LOG Teacher started the class saying good morning and preparing the information on the computer that she was going to present. After she continued asking us how we evaluate and how many points do we have to give to our tests? Some students answered different things and share about their evaluation criteria.

Then teacher presented us the test blueprint and she asked us which of the domains are more important for us, and the items that we decided to give to our tests. It was very interesting because I haven’t seen that before, it was new for me.

We have a similar criteria checking our tests and activities but they different and they are not with complicated formulas, we write the scores on an excel chart and it makes the formula.

Teacher explained us how to use this chart and the steps we have to follow, we have to know the items we are going to set in a test and points we need for that. In some cases we have to use our own ideas and criteria. Being sincere it was too difficult for me understood the process doing the chart, but I asked to one partner how to did it again and he explained me slower.

I could understand but I need to practice more because I think that only practicing and doing several times we can really acquire this type of knowledge.

October 22nd, 2011 Types of items/Multiple Choice Maritza Aracely Guerra Carnet: 0769966

CLASS LOG Teacher started the class saying good morning and preparing the information on the computer that she was going to present. She wanted to use the projector but we didn´t have because there wasn´t the cable.

Then teacher presented types of items but she emphasizes in Multiple Choice items, because we have to present others types, in groups and we select what we wanted.

Teacher explained us how to use these items and the steps we have to follow. I understood that multiple-choice items are best used for checking whether students have learned facts and routine procedures that have one, clearly correct answers.

However, an item may have two reasonable answer options. Therefore test directions usually ask test taker to select the best answer.

In some objects, carefully written multiple-choice items with good distracters can fairly accurately distinguish students who grasp a basic concept from those who do not. It is possible that multiple choice correct without knowing much or doing any real thinking. Because the answers are in front of the students, I thinks they are guess items.

Then I think multiple choice items are an inexpensive and efficient way to check on factual knowledge and routine procedures. However they are nor useful to assessing critical or higher order thinking in a subject, the ability to write, or the ability to apply knowledge or solve problems.

November 3rd, 2011 Types of assessment evaluation Maritza Aracely Guerra Carnet: 0769966

CLASS LOG Teacher explained us the important of assessment and different points of view and ways to evaluate the contents. She started with a presentation, but the equipment didn´t function, then she decided only explain that she had.

She talked to us about different types of tests, for example matching, true or false, essay questions, short answer, and performance assessment. She only gave us ideas, because we presented each of them. Teacher focused and emphasized in multiple choice items, because they required a lot of special characteristics to work on it.

The whole presentations were briefly and valid, according to the aspects we have to know. We learned about the uses of each one and what things are correct to do and what not.

It was very interesting because as teachers we have to know how to do a reliable test and the structure and guidelines we have to keep on mind.

UNIVERSIDAD!MARIANO!GALVEZ!DE!GUATEMALA! FACULTAD!DE!HUMANIDADES!ESCUELA!DE!IDIOMAS! ESCUELA!DE!IDIOMAS! LICDA.!EVELYN!R.!QUIROA! !

PROFESORADO!EN!EL!IDIOMA!INGLES!! ! !

CURSO:!EVALUATION!AND!ASSESSMENT!TECHNIQUES! !

COURSE!DESCRIPTION! This! course! is! dedicated! in! the! study! of! the! principle! theories! that! inbound! evaluation! and! assessment! in! the! classroom.! A! critical! analysis! will! be! held! in! order! to! critique! and! put! into! practice! the! different! perspectives,! techniques! and! styles! related! to! performance"based! assessment,!summative!and!formative!feedback!methods!to!assess!and!evaluate!student!learning! in!the!classroom.!!

COURSE!GOAL! By! the! end! of! the! course,! students! will! be! able! to! plan! and! create! assessments! and! evaluations! that! provide! their! students! with! activities! closely! related! to! learning! objectives! and/or! competences.!!!

LEARNING!OUTCOMES!!

Upon!completion!of!the!course,!students!will!be!able!to:!!

1. Demonstrate!development!and!use!of!academic!standards!across!the!curriculum!and! application!of!standards!and!objectives!in!classroom!assessment!and!evaluation.!!

2. Match!assessment!to!learning!outcomes,!develop!rubric!criteria!and!select!appropriate! assessment!and!evaluation!choices!using!the!tools!proportioned!by!the!course.!!!

3. Apply!current!research!tools!to!create!authentic!assessment,!discourse!analysis,!self!and! peer!evaluation,!rubrics,!surveys,!tests!and!mini"quizzes!for!self"paced!tutorials.!

4. Evaluate!and!utilize!appropriate!tools!such!as!grade!books,!calendars,!spreadsheets!and! portfolios.!!

GENERAL!AND!SPECIFIC!EXPECTATIONS!OF!THE!COURSE! !

Student!Assessment!and!Evaluation! !

General!Expectation!1:!to!communicate!an!overview!of!evaluation!frameworks!and!processes.! !

Specific!Expectations:! !

1. Identify!the!following:!a)!the!purposes!of!evaluation,!b)!key!terms!relative!to!evaluation,!c)! types!of!evaluation,!d)!links!between!planning!and!evaluation!!

2. Develop!student!assessment!and!practice!within!a!philosophical!framework!!

3. Understand!equity!issues!in!evaluation!and!assessment.!! !!

General!Expectation!2:!to!understand!the!purposes!of!various!types!of!evaluation!strategies.! !

Specific!Expectations:! !

1. Differentiate!between!diagnostic,!formative,!and!summative!evaluation!!

2. Compare!the!purpose!and!function!of!different!information!sources!for!evaluation!!

3. Identify!a!variety!of!evaluation!and!assessment!procedures,!their!purposes,!strengths,!and! weaknesses!!

4. Discriminate!between!traditional!and!authentic!assessment!and!appropriate!application!in! teaching/learning!!

5. Incorporate!appropriate!assessment!and!evaluation!strategies!into!your!teaching!practice.!! !!

General!Expectation!3:!to!place!evaluation!strategies!in!the!context!of!a!unit!of!study.! !

Specific!Expectations:! !

1. Design!student!assessment!instruments!(including!rubrics)!for!a!unit!of!study!!

2. Accommodate!the!needs!of!exceptional!students!within!the!unit!and!its!evaluation! component.!!

3. Enhance!research!in!teaching!to!improve!their!own!practice.!!

4. Be!capable!of!doing!self!assessment.!!

5. Share!the!knowledge!acquired!to!benefit!the!school!community!to!which!they!belong.!! !

EXPECTATIONS:! ! ! Students!are!expected!to!attend!all!classes.!Class!attendance!will!be!a!part!of!the!final! evaluation.!! ! Students!are!expected!to!arrive!for!class!on!time.!Any!student!who!arrives!late!will!not!be! given!additional!time!to!complete!quizzes,!exams,!or!in"class!assignments.! ! Students!are!expected!to!submit!all!assignments!on!time.!Late!submissions!will!be! penalized!or!not!be!accepted!depending!on!the!particular!case.! ! Students!are!expected!to!come!to!class!having!read!and!completed!all!assignments.! ! Students!are!expected!to!participate!in!class!discussions.! ! Students!are!expected!to!complete!all!quizzes!and!examinations!in!class!on!the!date! specified!by!the!teacher.! ! Students!are!expected!to!word!process!assignments!as!required,!handwritten!work!will! not!be!excepted!unless!it!is!a!test!blueprint.!! !

CONTENTS:! !

EXAM!DATE! CONTENT! ! ! The!difference!between!evaluation!and!assessment! ! ! Types!of!evaluation!(Diagnostic,!Formative!&!Summative)! ! ! Establishing!High"Quality!(Validity,!Reliability!etc.!)!

08"27"11! ! Becoming!aware!of!content,!context!and!learners! ! Curriculum!and!Evaluation! ! Visualizing!your!actions:!planning!and!testing! ! Objectives!vs.!Competences! ! Blooms!Taxonomy! ! Designing!a!blueprint! ! ! Test!type!items! ! ! Test!item!type!instructions! ! ! Organizing!test!type!items!according!to!competencies!and!domain!

10"08"11! levels!! ! Analyzing!test!! ! Creating!different!core!content!tests! ! ! ! Assessment!strategies! ! ! Self!Improvement!through!self!assessment! ! ! Self!assessment!tools:!rubrics,!checklists,!portfolios!etc.!

11"19"11! ! Differentiated!learning!! ! Declarative!and!procedural!knowledge!based!assessment! ! Reflective!Teaching!and!Learning! ! Administering!and!interpreting!standardized!tests! ! !

NOTE:!Additional!content!may!be!added!to!list.!! ! ! ! ! ! ! ! !

!

MEANS!TO!ACHIEVE!OUR!GOALS:! !

1. Summary!on!subject!matter!must!be!turned!in!weekly.!(Except!when!having!test)!

2. Teacher!and!student!exchange!of!knowledge!and!experiences.!

3. Group!discussions.!!Students!must!read!the!material!in!advance.!

4. Individual!research!and!enrichment.!!

5. Multimedia!presentations.!

6. Teaching!Project!

7. Portfolio!

8. Exams! ! !

EVALUATION:! !

Attendance!80%!to!apply!for!final!term! !

TOTAL!ZONE…………………….……………………………………………10!PTS! ! QUIZZES! ! CLASS!ACTIVITIES! ! PRESENTATIONS! !TWO!MIDTERMS…….…………………………………………………….40PTS! PORTFOLIO!…….…………………………………………………………….!20!PTS! FINAL!EXAM!….…………..………………………………………………….!30!PTS! TOTAL!…………………………………………………………………………..100PTS! !

REFERENCES:! ! ! !

1. LANGUAGE!PROGRAM!EVALUATION,!Brian!K.!Lynch!Cambridge!University!applied! linguistics! !

2. REFLECTIVE!PLANNING,!TEACHING!AND!EVALUATION.!Judy!W.!Eby,!Adrienne!L.!Herrell! &!Jim!Hicks!3rd.!Edition!Merill"Prentice!Hall.!London!2002! !

3. PLANNING!LESSONS!AND!COURSES.!Tessa!Woodward.!Cambridge!University!Press.!

Cambridge!2001! !

4. CLASSROOM!ASSESSMENT,!PRINCIPLES!AND!PRACTICES!FOR!EFFECTIVE!INSTRUCTION,!

James!H.!McMillan.!McMillan!Press.!Virginia!2001! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

CLASS!REQUIREMENTS!AND!GUIDELINES! !

Submitting!Assignments:!! !

All! assignments! either! have! or! will! have! an! identified! “due! date”.! Extensions! beyond! the! designated!due!date!are!not!granted! except!in!the!most!extenuating!of!circumstances.!With!the! exception!of!an!immediate!and!pressing!“emergency”,!all!requests!for!an!extension!will!be!written,! signed,!dated,!and!delivered!in!person!to!me,!as!your!Professor,!before!the!specified!due!date!and! in!time!for!me!to!respond!to!your!request!in!writing.! !!

All!assignments!are!to!include!a!title!page!that!clearly!identifies!the!assignment!topic/title,!course! name! and! number,! the! date! submitted,! the! teacher’s! name,! and! the! student’s! name! and! I.D.! number.! All! assignments! are! to! be! given,! in! person,! directly! to! the! teacher.! I! will! take! no! responsibility! for! assignments! that! are! given! to! other! students! or! given! to! the! personnel! in! the!

“Escuela!de!Idiomas”!office.!While!I!have!not!yet!lost!any!student!assignment;!there!is!always!the! first!time!!Therefore,!you!would!be!well!advised!to!back!up!your!assignment!electronically!and!if! feasible,!in!hard!copy.! !!!

An!assignment!will!be!considered!late!if!it!is!not!directly!handed!to!me,!as!your!Professor,!by!the! end! of! class! on! the! specified! “due! date”.! Late! assignments! will! be! penalized! 5%! for! each! day! or! part!thereof!following!the!specified!“due!date”![including!Saturday(s)!and!Sunday(s)].!! !!

Attendance!and!Participation:! ! !!

Attendance! will! be! taken! at! the! beginning! of! each! class! period.! Attendance! in! each! class! is! mandatory;!however,!there!is!a!proviso!in!the!University!regulations!that!students!are!permitted! to!miss!the!equivalent!of!3!classroom!contact!hours.!!Beyond!this!limit,!the!student!will!be!issued!a! warning!that!any!more!absences!may!result!in!being!excluded!from!writing!the!final!examination.!

Regular!attendance,!being!prepared,!and!constructively!participating!in!classroom!activities,!are!all! seen!as!integral!components!in!the!growth!and!development!of!becoming!a!professional!teacher! and!in!the!establishment!of!a!meaningful!community!of!learnership!in!our!class.!!!!! !!

Tardiness!!! !!

This!can!be!extremely!disruptive!and!disrespectful!to!members!who!strive!to!be!on!time.!Naturally,! we!all!encounter!circumstances!that!occasionally!cause!us!to!be!late!–!but!habituated!tardiness!is! not! acceptable.! If! you! are! late! for! class,! no! material! will! be! repeated.!! Therefore,! you! need! to! contact!your!classmates!to!be!filled!in!on!the!material!covered.!!If!you!arrive!after!attendance!has! been!taken!and!you!have!no!excuse,!you!will!be!marked!as!absent.!!! !

Class!Policy!on!Cell!Phones! !

Cell!phones!must!be!turned!off!at!all!times.!If!you!are!expecting!an!emergency!call!make!sure!to! talk!to!me!before!class.! !

Class!Policy!on!Laptop!Computers!!!! !

You!may!bring!your!laptop!to!class,!but!all!work!done!on!laptop!computers!must!be!related!to!the! class!work!of!that!day.!!! !

Academic!Dishonesty! !

Academic! honesty! is! fundamental! to! the! activities! and! principles! of! the! University,! and! more! broadly!to!society!at!large.!All!members!of!the!academic!community!must!be!confident!that!each! person’s!work!has!been!responsibly!and!honorably!acquired,!developed,!and!presented.!!!

References! !

Use!the!A.P.A!format!5th!Edition.!!

UNIVERSIDAD!MARIANO!GALVEZ!DE!GUATEMALA! FACULTAD!DE!HUMANIDADES!ESCUELA!DE!IDIOMAS! ESCUELA!DE!IDIOMAS! LICDA.!EVELYN!R.!QUIROA! !

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ASSESSMENT!AND!EVALUATION!VOCABULARY! (DIAGNOSTIC)! !

Action!Research!

Affective!Outcomes!!

Annual!Report!

Assessment!!

Assessment!Cycle!!

Assessment!Tool!!

Assessment!Literacy!!

Authentic!Assessment!!

Benchmark!!

Cohort!!

Course"embedded!assessment!!

Course"level!assessment!!

Course!mapping!!

Criterion!Referenced!Tests!!

Curriculum!Map! Diagnostic!Evaluation!!

Direct!Assessment!!

Educational!Goals!!

Formative!assessment!!

General!Education!Assessment!!

Holistic!Scoring!!

Learning!outcomes!!

Measurable!Criteria!!

Metacognition!!

Norm!!

Portfolio!!

Primary!Trait!Method!!

Process!!

Program!assessment!!

Reliability!!

Rubric!!

Self"efficacy!!

Senior!Project!!

Summative!assessment!!

Validity!!

Chapter 9. Assessment Vocabulary The definitions in this list were derived from several sources, including: • • • • • •

Glossary of Useful Terms Related to Authentic and Performance Assessments. Grant Wiggins SCASS Arts Assessment Project Glossary of Assessment Terms The ERIC Review: Performance-Based Assessment. Vol. 3 Issue 1, Winter, 1994.

Assessment: How Do We Know What They Know? ASCD. 1992.

Dissolving the Boundaries: Assessment that Enhances Learning. Dee Dickinson http://www.newhorizons.org/strategies/assess/terminology.htm

Accountability – The demand by a community (public officials, employers, and taxpayers) for school officials to prove that money invested in education has led to measurable learning.

"Accountability testing" is an attempt to sample what students have learned, or how well teachers have taught, and/or the effectiveness of a school's principal's performance as an instructional leader. School budgets and personnel promotions, compensation, and awards may be affected.

Most school districts make this kind of assessment public; it can affect policy and public perception of the effectiveness of taxpayer-supported schools and be the basis for comparison among schools. It has been suggested that test scores analyzed in a disaggregated format can help identify instructional problems and point to potential solutions.

Action Plans – The statement that indicates the specific changes that a given area plans to implement in the next cycle based on assessment results. "The biology faculty will introduce one special project in the introductory class that will expose the students to the scientific method."

"Career Services is implementing a software program called ‘1st Place’. This software will allow better tracking of job openings."

Action Research – Classroom-based research involving the systematic collection of data in order to address certain questions and issue so as to improve classroom instruction and educational effectiveness.

Affective Outcomes – Outcomes of education that reflect feelings more than understanding; likes, pleasures, ideals, dislikes, annoyances, values.

Annual Report: A report from each academic program based on its assessment plan that is submitted annually, which outlines how evidence was used to improve student learning outcomes through curricular and/or other changes or to document that no changes were needed.

Assessment – The systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. In general

terms, assessment is the determination of a value, or measurement, based on a "standard." We often refer to this standard as a "target." Standard-based measurement, or assessment, is useful in education for both the placement of students in initial course work and ascertaining the extent of students' acquisition of skills/knowledge.

Assessment Cycle – The assessment cycle in higher education is generally annual and fits within the academic year. Outcomes, targets and assessment tools are established early in the fall semester; data is collected by the end of spring semester; results are analyzed during the summer and early fall.

Assessment Tool – An instrument that has been designed to collect objective data about students' knowledge and skill acquisition. An appropriate outcomes assessment test measures students' ability to integrate a set of individual skills into a meaningful, collective demonstration. Some examples of assessment tools include standardized tests, end-of-program skills tests, student inquiries, common final exams, and comprehensive embedded test items.

Assessment Literacy – The possession of knowledge about the basic principals of sound assessment practice, including terminology, the development and use of assessment methodologies and techniques, familiarity with standards of quality in assessment. Increasingly, familiarity with alternatives to traditional measurements of learning.

Authentic Assessment – A circumstance in which the behavior that the learning is intended to produce is evaluated and discussed in order to improve learning. The concept of model, practice, feedback in which students know what excellent performance is and are guided to practice an entire concept rather than bits and pieces in preparation for eventual understanding. A variety of techniques can be employed in authentic assessment.

Benchmark – Student performance standards (the level(s) of student competence in a content area).

Cohort – A group whose progress is followed by means of measurements at different points in time.

Course-embedded assessment – A method in which evidence of student learning outcomes for the program is obtained from assignments in particular courses in the curriculum.

Course-level assessment – Assessment to determine the extent to which a specific course is achieving its learning goals.

Course mapping – A matrix showing the coverage of each program learning outcome in each course. It may also indicate the level of emphasis of each outcome in each course.

Criterion Referenced Tests – A test in which the results can be used to determine a student's progress toward mastery of a content area. Performance is compared to an expected level of

mastery in a content area rather than to other students' scores. Such tests usually include questions based on what the student was taught and are designed to measure the student's mastery of designated objectives of an instructional program. The "criterion" is the standard of performance established as the passing score for the test. Scores have meaning in terms of what the student knows or can do, rather than how the test-taker compares to a reference or norm group.

Curriculum Map – A matrix showing where each goal and/or learning outcome are covered in each program course.

Direct Assessment – Assessment to gauge student achievement of learning outcomes directly from their work.

Educational Goals – The knowledge, skills, abilities, capacities, attitudes or dispositions students are expected to acquire as a result of completing your academic program. Goals are sometimes treated as synonymous with outcomes, though outcomes are the behavioral results of the goals, and are stated in precise operational terms.

Formative assessment – The assessment of student achievement at different stages of a course or at different stages of a student’s academic career. The focus of formative assessment is on the documentation of student development over time. It can also be used to engage students in a process of reflection on their education.

General Education Assessment – Assessment that measures the campus-wide, general education competencies agreed upon by the faculty. General education assessment is more holistic in nature than program outcomes assessment because competencies are measured across disciplines, rather than just within a single discipline.

Holistic Scoring – In assessment, assigning a single score based on an overall assessment of performance rather than by scoring or analyzing dimensions or traits individually. The product is considered to be more than the sum of its parts and so the quality of a final product or performance is evaluated rather than the process or dimension of performance. A holistic scoring rubric might combine a number of elements on a single scale. Focused holistic scoring may be used to evaluate a limited portion of a learner's performance.

Indirect Assessment – Assessment that deduces student achievement of learning outcomes through the reported perception of learning by students and other agents.

Institutional assessment – Assessment to determine the extent to which a college or university is achieving its mission.

Learning outcomes – Operational statements describing specific student behaviors that evidence the acquisition of desired goals in knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational goals of a program, and, ultimately, whether overall program goals are being successfully met. Outcomes are sometimes treated as synonymous with objectives, though objectives are usually more general statements of what

students are expected to achieve in an academic program.

Measurable Criteria – An intended student outcome, or administrative objective, restated in a quantifiable, or measurable, statement. "60% of biology students will complete an experiment/project using scientific methods in fall 2003;" "75% of responding MU students will indicate on a survey in fall 2003 that they have read materials about career opportunities on campus."

Metacognition – The knowledge of one's own thinking processes and strategies, and the ability to consciously reflect and act on the knowledge of cognition to modify those processes and strategies.

Norm – A distribution of scores obtained from a norm group. The norm is the midpoint (or median) of scores or performance of the students in that group. Fifty percent will score above and fifty percent below the norm.

Performance-Based Assessment – Direct, systematic observation and rating of student performance of an educational objective, often an ongoing observation over a period of time, and typically involving the creation of products. The assessment may be a continuing interaction between teacher and student and should ideally be part of the learning process. The assessment should be a real-world performance with relevance to the student and learning community.

Assessment of the performance is done using a rubric, or analytic scoring guide to aid in objectivity. Performance-based assessment is a test of the ability to apply knowledge in a reallife setting or performance of exemplary tasks in the demonstration of intellectual ability.

Portfolio – A systematic and organized collection of a student's work that exhibits to others the direct evidence of a student's efforts, achievements, and progress over a period of time. The collection should involve the student in selection of its contents, and should include information about the performance criteria, the rubric or criteria for judging merit, and evidence of student self-refection or evaluation.

Portfolio Assessment – Portfolios may be assessed in a variety of ways. Each piece may be individually scored, or the portfolio might be assessed merely for the presence of required pieces, or a holistic scoring process might be used and an evaluation made on the basis of an overall impression of the student's collected work. It is common that assessors work together to establish consensus of standards or to ensure greater reliability in evaluation of student work.

Established criteria are often used by reviewers and students involved in the process of evaluating progress and achievement of objectives.

Primary Trait Method – A type of rubric scoring constructed to assess a specific trait, skill, behavior, or format, or the evaluation of the primary impact of a learning process on a designated audience.

Process – A generalizable method of doing something, generally involving steps or operations which are usually ordered and/or interdependent. Process can be evaluated as part of an assessment, as in the example of evaluating a student's performance during prewriting exercises

leading up to the final production of an essay or paper.

Program assessment – Assessment to determine the extent to which students in a departmental program can demonstrate the learning outcomes for the program.

Reliability – An assessment tool’s consistency of results over time and with different samples of students.

Rubric – A set of criteria specifying the characteristics of a learning outcome and the levels of achievement in each characteristic.

Self-efficacy – Students’ judgment of their own capabilities for a specific learning outcome.

Senior Project – Extensive projects planned and carried out during the senior year as the culmination of the undergraduate experience. Senior projects require higher-level thinking skills, problem-solving, and creative thinking. They are often interdisciplinary, and may require extensive research. Projects culminate in a presentation of the project to a panel of people, usually faculty and community mentors, sometimes students, who evaluate the student's work at the end of the year.

Summative assessment – The assessment of student achievement at the end point of their education or at the end of a course. The focus of summative assessment is on the documentation of student achievement by the end of a course or program. It does not reveal the pathway of development to achieve that endpoint.

Triangulation – The collection of data via multiple methods in order to determine if the results show a consistent outcome Validity – The degree to which an assessment measures (a) what is intended, as opposed to (b) what is not intended, or (c) what is unsystematic or unstable

UNIVERSIDAD!MARIANO!GALVEZ!DE!GUATEMALA! FACULTAD!DE!HUMANIDADES!ESCUELA!DE!IDIOMAS! ESCUELA!DE!IDIOMAS! LICDA.!EVELYN!R.!QUIROA! !

Assessment and Evaluation Defined Assessment!is!the!act!of!gathering!information!on!a!daily!basis!in!order!to!understand!individual!students'! learning!and!needs.!!

Evaluation! is! the! culminating! act! of! interpreting! the! information! gathered! for! the! purpose! of! making! decisions!or!judgments!about!students'!learning!and!needs,!often!at!reporting!time.!!

Assessment!and!evaluation!are!integral!components!of!the!teaching"learning!cycle.!The!main!purposes!are! to!guide!and!improve!learning!and!instruction.!Effectively!planned!assessment!and!evaluation!can!promote! learning,!build!confidence,!and!develop!students'!understanding!of!themselves!as!learners.!!

Assessment!data!assists!the!teacher!in!planning!and!adapting!for!further!instruction.!As!well,!teachers!can! enhance!students'!understanding!of!their!own!progress!by!involving!them!in!gathering!their!own!data,!and! by! sharing! teacher"gathered! data! with! them.! Such! participation! makes! it! possible! for! students! to! identify! personal!learning!goals.!!

This! curriculum! advocates! assessment! and! evaluation! procedures! which! correspond! with! curriculum! objectives!and!instructional!practices,!and!which!are!sensitive!to!the!developmental!characteristics!of!early! adolescents.!Observation,!conferencing,!oral!and!written!product!assessment,!and!process!(or!performance)! assessment!may!be!used!to!gather!information!about!student!progress.!!

Guiding Principles The!following!principles!are!intended!to!assist!teachers!in!planning!for!student!assessment!and!evaluation:!! !

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Assessment!and!evaluation!are!essential!components!of!the!teaching"learning!process.!They!should! be!planned,!continuous!activities!which!are!derived!from!curriculum!objectives!and!consistent!with! the!instructional!and!learning!strategies.!!

A!variety!of!assessment!and!evaluation!techniques!should!be!used.!Techniques!should!be!selected! for! their! appropriateness! to! students'! learning! styles! and! to! the! intended! purposes.! Students! should!be!given!opportunities!to!demonstrate!the!extent!of!their!knowledge,!abilities,!and!attitudes! in!a!variety!of!ways.!!

Teachers! should! communicate! assessment! and! evaluation! strategies! and! plans! in! advance,! informing!the!students!of!the!objectives!and!the!assessment!procedures!relative!to!the!objectives.!

Students!should!have!opportunities!for!input!into!the!evaluation!process.!!

Assessment! and! evaluation! should! be! fair! and! equitable.! They! should! be! sensitive! to! family,! classroom,!school,!and!community!situations!and!to!cultural!or!gender!requirements;!they!should! be!free!of!bias.!!

Assessment! and! evaluation! should! help! students.! They! should! provide! positive! feedback! and! encourage! students! to! participate! actively! in! their! own! assessment! in! order! to! foster! lifelong! learning!and!enable!them!to!transfer!knowledge!and!abilities!to!their!life!experiences.!!

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Assessment! and! evaluation! data! and! results! should! be! communicated! to! students! and! parents/guardians!regularly,!in!meaningful!ways.!!

Using! a! variety! of! techniques! and! tools,! the! teacher! collects! assessment! information! about! students'! language!development!and!their!growth!in!speaking,!listening,!writing,!and!reading!knowledge!and!abilities.!

The! data! gathered! during! assessment! becomes! the! basis! for! an! evaluation.! Comparing! assessment! information! to! curriculum! objectives! allows! the! teacher! to! make! a! decision! or! judgment! regarding! the! progress!of!a!student's!learning.!!

Types of Assessment and Evaluation There! are! three! types! of! assessment! and! evaluation! that! occur! regularly! throughout! the! school! year:! diagnostic,!formative,!and!summative.!!

Diagnostic! assessment! and! evaluation! usually! occur! at! the! beginning! of! the! school! year! and! before! each! unit!of!study.!The!purposes!are!to!determine!students'!knowledge!and!skills,!their!learning!needs,!and!their! motivational!and!interest!levels.!By!examining!the!results!of!diagnostic!assessment,!teachers!can!determine! where! to! begin! instruction! and! what! concepts! or! skills! to! emphasize.! Diagnostic! assessment! provides! information! essential! to! teachers! in! selecting! relevant! learning! objectives! and! in! designing! appropriate! learning!experiences!for!all!students,!individually!and!as!group!members.!Keeping!diagnostic!instruments!for! comparison! and! further! reference! enables! teachers! and! students! to! determine! progress! and! future! direction.!!

Diagnostic!assessment!tools!such!as!the!Writing!Strategies!Questionnaire!and!the!Reading!Interest/Attitude!

Inventory!in!this!guide!can!provide!support!for!instructional!decisions.!!

Formative! assessment! and! evaluation! focus! on! the! processes! and! products! of! learning.! Formative! assessment!is!continuous!and!is!meant!to!inform!the!student,!the!parent/guardian,!and!the!teacher!of!the! student's! progress! toward! the! curriculum! objectives.! This! type! of! assessment! and! evaluation! provides! information! upon! which! instructional! decisions! and! adaptations! can! be! made! and! provides! students! with! directions!for!future!learning.!!

Involvement! in! constructing! their! own! assessment! instruments! or! in! adapting! ones! the! teacher! has! made! allows!students!to!focus!on!what!they!are!trying!to!achieve,!develops!their!thinking!skills,!and!helps!them!to! become! reflective! learners.! As! well,! peer! assessment! is! a! useful! formative! evaluation! technique.! For! peer! assessment!to!be!successful,!students!must!be!provided!with!assistance!and!the!opportunity!to!observe!a! model!peer!assessment!session.!Through!peer!assessment!students!have!the!opportunity!to!become!critical! and! creative! thinkers! who! can! clearly! communicate! ideas! and! thoughts! to! others.! Instruments! such! as! checklists!or!learning!logs,!and!interviews!or!conferences!provide!useful!data.!!

Summative!assessment!and!evaluation!occur!most!often!at!the!end!of!a!unit!of!instruction!and!at!term!or! year!end!when!students!are!ready!to!demonstrate!achievement!of!curriculum!objectives.!The!main!purposes! are!to!determine!knowledge,!skills,!abilities,!and!attitudes!that!have!developed!over!a!given!period!of!time;! to!summarize!student!progress;!and!to!report!this!progress!to!students,!parents/guardians,!and!teachers.!!

Summative! judgments! are! based! upon! criteria! derived! from! curriculum! objectives.! By! sharing! these! objectives! with! the! students! and! involving! them! in! designing! the! evaluation! instruments,! teachers! enable! students!to!understand!and!internalize!the!criteria!by!which!their!progress!will!be!determined.!!

Often!assessment!and!evaluation!results!provide!both!formative!and!summative!information.!For!example,! summative!evaluation!can!be!used!formatively!to!make!decisions!about!changes!to!instructional!strategies,! curriculum! topics,! or! learning! environment.! Similarly,! formative! evaluation! assists! teachers! in! making! summative! judgments! about! student! progress! and! determining! where! further! instruction! is! necessary! for! individuals!or!groups.!The!suggested!assessment!techniques!included!in!various!sections!of!this!guide!may! be!used!for!each!type!of!evaluation.!!

The Evaluation Process Teachers! as! decision! makers! strive! to! make! a! close! match! between! curriculum! objectives,! instructional! methods,!and!assessment!techniques.!The!evaluation!process!carried!out!parallel!to!instruction!is!a!cyclical! one!that!involves!four!phases:!preparation,!assessment,!evaluation,!and!reflection.!!

In! the! preparation! phase,! teachers! decide! what! is! to! be! evaluated,! the! type! of! evaluation! to! be! used! (diagnostic,! formative,! or! summative),! the! criteria! upon! which! student! learning! outcomes! will! be! judged,! and!the!most!appropriate!assessment!techniques!for!gathering!information!on!student!progress.!Teachers! may!make!these!decisions!in!collaboration!with!students.!!

During! the! assessment! phase,! teachers! select! appropriate! tools! and! techniques,! then! collect! and! collate! information! on! student! progress.! Teachers! must! determine! where,! when,! and! how! assessments! will! be! conducted,!and!students!must!be!consulted!and!informed.!!

During! the! evaluation! phase,! teachers! interpret! the! assessment! information! and! make! judgments! about! student!progress.!These!judgments!(or!evaluation)!provide!information!upon!which!teachers!base!decisions! about!student!learning!and!report!progress!to!students!and!parents/guardians.!Students!are!encouraged!to! monitor! their! own! learning! by! evaluating! their! achievements! on! a! regular! basis.! Encouraging! students! to! participate! in! evaluation! nurtures! gradual! acceptance! of! responsibility! for! their! own! progress! and! helps! them!to!understand!and!appreciate!their!growth!as!readers!and!writers.!!

The!reflection!phase!allows!teachers!to!consider!the!extent!to!which!the!previous!phases!in!the!evaluation! process!have!been!successful.!Specifically,!teachers!evaluate!the!utility,!equity,!and!appropriateness!of!the! assessment!techniques!used.!Such!reflection!assists!teachers!in!making!decisions!concerning!improvements! or!adaptations!to!subsequent!instruction!and!evaluation.!!

Student!Assessment!and!Evaluation!

When!implementing!assessment!and!evaluation!procedures,!it!is!valuable!to!consider!the!characteristics!of! early! adolescents.! Developmentally,! Middle! Level! students! are! at! various! cognitive,! emotional,! social,! and! physical! levels.! Assessment! and! evaluation! must! be! sensitive! to! this! range! of! transitions! and! address! individual! progress.! It! is! unrealistic! and! damaging! to! expect! students! who! are! at! various! stages! of! development!to!perform!at!the!same!level.!It!is!necessary!to!clarify,!for!Middle!Level!students,!the!individual! nature!of!the!curriculum!and!the!assessment!strategies!used;!students!should!recognize!that!they!are!not!

being!compared!to!their!peers,!but!that!they!are!setting!their!own!learning!goals!in!relation!to!curriculum! objectives.!!

Insensitive!evaluation!of!the!early!adolescent!can!result!in!the!student!feeling!low!self"worth!and!wanting!to! give!up.!Regular,!positive!feedback!is!a!valuable!part!of!the!learning!process!and!helps!students!identify!how! well! they! have! achieved! individual! goals! and! curriculum! objectives.! As! students! begin! to! achieve! success,! their! sense! of! self"esteem! increases! and! the! need! for! extrinsic! rewards! gives! way! to! the! development! of! intrinsic!motivation.!!

Early!adolescents!are!vulnerable!to!peer!approval!or!rejection,!and!they!harbor!a!strong!sense!of!fairness! and!justice.!Because!Middle!Level!students!find!it!more!satisfying!to!strive!for!immediately!achievable!goals! rather! than! long"term! goals,! they! will! respond! positively! to! a! system! of! continuous! assessment! and! evaluation.!!

Effective! evaluators! of! Middle! Level! students! are! astute! observers! who! use! a! variety! of! monitoring! techniques! to! collect! information! about! students'! knowledge,! skills,! attitudes,! values,! and! language! competencies.! Well! organized,! concise,! and! accessible! records! accommodate! the! large! quantities! of! data! likely!to!be!collected,!and!assist!teachers'!decision!making!and!reporting.!!

Some! effective! techniques! for! monitoring! student! progress! in! the! areas! of! oracy! and! literacy! include! the! following:!! !

! ! ! ! ! ! !

Make!video!and!audio!recordings!of!a!variety!of!formal!and!informal!oral!language!experiences,!and! then! assess! these! according! to! pre"determined! criteria! which! are! based! upon! student! needs! and! curriculum!objectives.!!

Use!checklists!as!concise!methods!of!collecting!information,!and!rating!scales!or!rubrics!to!assess! student!achievement.!!

Record! anecdotal! comments! to! provide! useful! data! based! upon! observation! of! students'! oral! activities.!!

Interview! students! to! determine! what! they! believe! they! do! well! or! areas! in! which! they! need! to! improve.!!

Have!students!keep!portfolios!of!their!dated!writing!samples,!and!language!abilities!checklists!and! records.!!

Keep!anecdotal!records!of!students'!reading!and!writing!activities!and!experiences.!!

Have!students!write!in!reader!response!journals.!!

Confer! with! students! during! the! writing! and! reading! processes,! and! observe! them! during! peer! conferences.!!

Self"assessment! promotes! students'! abilities! to! assume! more! responsibility! for! their! own! learning! by! encouraging!self"reflection!and!encouraging!them!to!identify!where!they!believe!they!have!been!successful! and!where!they!believe!they!require!assistance.!Discussing!students'!self"assessments!with!them!allows!the! teacher!to!see!how!they!value!their!own!work!and!to!ask!questions!that!encourage!students!to!reflect!upon! their!experiences!and!set!goals!for!new!learning.!!

Peer! assessment! allows! students! to! collaborate! and! learn! from! others.! Through! discussions! with! peers,!

Middle!Level!students!can!verbalize!their!concerns!and!ideas!in!a!way!that!helps!them!clarify!their!thoughts! and!decide!in!which!direction!to!proceed.!!

The! instruments! for! peer! and! self"assessment! should! be! collaboratively! constructed! by! teachers! and! students.! It! is! important! for! teachers! to! discuss! learning! objectives! with! the! students.! Together,! they! can! develop!assessment!and!evaluation!criteria!relevant!to!the!objectives,!as!well!as!to!students'!individual!and! group!needs.!!

Assessment and Evaluation Strategies Assessment!data!can!be!collected!and!recorded!by!both!the!teacher!and!the!students!in!a!variety!of!ways.!

Through! observation! of! students,! and! in! interviews! or! conferences! with! students,! teachers! can! discover! much!about!their!students'!knowledge,!abilities,!interests,!and!needs.!As!well,!teachers!can!collect!samples! of! students'! work! in! portfolios! and! conduct! performance! assessments! within! the! context! of! classroom! activities.!When!a!number!of!assessment!tools!are!used!in!conjunction!with!one!another,!richer!and!more!in" depth!data!collection!results.!Whatever!method!of!data!collection!is!used,!teachers!should:!! ! !

meet!with!students!regularly!to!discuss!their!progress!! adjust!rating!criteria!as!learners!change!and!progress.!!

Observation Observation! occurs! during! students'! daily! reading,! writing,! listening,! and! speaking! experiences.! It! is! an! unobtrusive! means! by! which! teachers! (and! students)! can! determine! their! progress! during! learning.!

Observations!can!be!recorded!as!anecdotal!notes,!and!on!checklists!or!rating!scales.!When!teachers!attach! the! data! collection! sheets! to! a! hand"held! clipboard,! data! can! be! recorded! immediately! and! with! little! interruption! to! the! student.! Alternatively,! adhesive! note! papers! can! be! used! to! record! data! quickly! and! unobtrusively.!!

Anecdotal Records Anecdotal!records!are!notes!written!by!the!teacher!regarding!student!language,!behavior,!or!learning.!They! document!and!describe!significant!daily!events,!and!relevant!aspects!of!student!activity!and!progress.!These! notes! can! be! taken! during! student! activities! or! at! the! end! of! the! day.! Formats! for! collection! should! be! flexible!and!easy!to!use.!!

Guidelines!for!use!include!the!following:!! !

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Record!the!observation!and!the!circumstance!in!which!the!learning!experience!occurs.!There!will!be! time!to!analyze!notes!at!another!time,!perhaps!at!the!end!of!the!day,!or!after!several!observations! about!one!student!have!been!accumulated.!!

Make! the! task! of! daily! note! taking! manageable! by! focusing! on! clearly! defined! objectives! or! purposes,! and! by! identifying! only! a! few! students! to! observe! during! a! designated! period! of! time.!

However,!learning!and!progress!cannot!be!scheduled,!and!it!is!valuable!to!note!other!observations! of!importance!as!they!occur.!!

Record!data!on!loose"leaf!sheets!and!keep!these!in!a!three"ring!binder!with!a!page!designated!for! each!student!and!organized!alphabetically!by!students'!last!names!or!by!class.!This!format!allows! the!teacher!to!add!pages!as!necessary.!!

Write!the!notes!on!recipe!cards!and!then!file!these!alphabetically.!!

Use!adhesive!note!papers!that!can!be!attached!to!the!student's!pages!or!recipe!card!files.!!

Design!structured!forms!for!collection!of!specific!data.!!

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Use!a!combination!of!the!above!suggestions.!!

Teachers! may! choose! to! keep! running! written! observations! for! each! student! or! they! may! use! a! more! structured! approach,! constructing! charts! that! focus! each! observation! on! the! collection! of! specific! data.! A! combination! of! open"ended! notes! and! structured! forms! may! also! be! used.! It! is! important! to! date! all! observations!recorded.!!

Checklists!!

Observation!checklists,!usually!completed!while!students!are!engaged!in!specific!activities!or!processes,!are! lists!of!specific!criteria!that!teachers!focus!on!at!a!particular!time!or!during!a!particular!process.!Checklists! are! used! to! record! whether! students! have! acquired! specific! knowledge,! skills,! processes,! abilities,! and! attitudes.!Checklists!inform!teachers!about!where!their!instruction!has!been!successful!and!where!students! need!assistance!or!further!instruction.!Formats!for!checklists!should!be!varied!and!easy!to!use.!!

Guidelines!for!using!checklists!include!the!following:!! ! ! ! ! ! ! ! ! ! ! ! !

Determine!the!observation!criteria!from!curriculum,!unit,!and!lesson!objectives.!!

Review!specific!criteria!with!students!before!beginning!the!observation.!!

Involve!students!in!developing!some!or!all!of!the!criteria!whenever!it!will!be!beneficial!to!do!so.!!

Choose!criteria!that!are!easily!observed!to!prevent!vagueness!and!increase!objectivity.!!

Use!jargon"free!language!to!describe!criteria!so!that!data!can!be!used!in!interviews!with!students! and!parents.!!

Make! the! observation! manageable! by! keeping! the! number! of! criteria! to! less! than! eight! and! by! limiting!the!number!of!students!observed!to!a!few!at!one!time.!!

Have!students!construct!and!use!checklists!for!peer!and!self"assessments.!!

Summarize!checklist!data!regularly.!!

Use!or!adapt!existing!checklists!from!other!sources.!!

Use! yes"no! checklists! to! identify! whether! a! specific! action! has! been! completed! or! if! a! particular! quality!is!present.!!

Use!tally!checklists!to!note!the!frequency!of!the!action!observed!or!recorded.!!

Construct!all!checklists!with!space!for!recording!anecdotal!notes!and!comments.!!

Rating!Scales!and!Rubrics!!

Rating!scales!record!the!extent!to!which!specific!criteria!have!been!achieved!by!the!student!or!are!present!in! the! student's! work.! Rating! scales! also! record! the! quality! of! the! student's! performance! at! a! given! time! or! within!a!given!process.!Rating!scales!are!similar!to!checklists,!and!teachers!can!often!convert!checklists!into! rating!scales!by!assigning!number!values!to!the!various!criteria!listed.!They!can!be!designed!as!number!lines! or! as! holistic! scales! or! rubrics.! Rubrics! include! criteria! that! describe! each! level! of! the! rating! scale! and! are! used! to! determine! student! progress! in! comparison! to! these! expectations.! All! formats! for! rating! student! progress!should!be!concise!and!clear.!!

Guidelines!for!use!include!the!following:!! ! ! !

Determine! specific! assessment! criteria! from! curriculum! objectives,! components! of! a! particular! activity,!or!student!needs.!!

Discuss!or!develop!the!specific!criteria!with!students!before!beginning!the!assessment.!!

Choose!criteria!that!are!easily!observed!in!order!to!prevent!vagueness!and!increase!objectivity.!!

! ! ! ! ! !

Select! criteria! that! students! have! had! the! opportunity! to! practice.! These! criteria! may! differ! from! student!to!student,!depending!upon!their!strengths!and!needs.!!

Use!jargon"free!language!to!describe!criteria!so!that!data!can!be!used!effectively!in!interviews!with! students!and!parents.!!

Make! the! assessment! manageable! by! keeping! the! number! of! criteria! to! less! than! eight! and! by! limiting!the!number!of!students!observed!to!a!few!at!one!time.!!

Use!or!adapt!rating!scales!and!rubrics!from!other!sources.!!

Use! numbered! continuums! to! measure! the! degree! to! which! students! are! successful! at! accomplishing!a!skill!or!activity.!!

Use!rubrics!when!the!observation!calls!for!a!holistic!rating!scale.!Rubrics!describe!the!attributes!of! student!knowledge!or!achievements!on!a!numbered!continuum!of!possibilities.!!

Portfolios!

Portfolios! are! collections! of! relevant! work! that! reflect! students'! individual! efforts,! development,! and! progress! over! a! designated! period! of! time.! Portfolios! provide! students,! teachers,! parents,! and! administrators! with! a! broad! picture! of! each! student's! growth! over! time,! including! the! student's! abilities,! knowledge,!skills,!and!attitudes.!Students!should!be!involved!in!the!selection!of!work!to!be!included,!goal! setting! for! personal! learning,! and! self"assessment.! The! teacher! can! encourage! critical! thinking! by! having! students! decide! which! of! their! works! to! include! in! their! portfolios! and! explain! why! they! chose! those! particular!items.!Instruction!and!assessment!are!integrated!as!students!and!teachers!collaborate!to!compile! relevant!and!individual!portfolios!for!each!student.!!

Guidelines!for!use!include!the!following:!! ! ! ! !

!

Brainstorm!with!students!to!discover!what!they!already!know!about!portfolios.!!

Share!samples!of!portfolios!with!students.!(Teachers!may!need!to!create!samples!if!student!ones! are!not!available;!however,!samples!should!be!as!authentic!as!possible.)!!

Provide!students!with!an!overview!of!portfolio!assessment!prior!to!beginning!their!collections.!!

Collaborate!with!students!to!set!up!guidelines!for!the!content!of!portfolios!and!establish!evaluation! criteria!for!their!portfolio!collections.!Consider!the!following:!! o What! is! the! purpose! of! the! portfolio?! (Is! it! the! primary! focus! of! assessment! or! is! it! supplemental?! Will! it! be! used! to! determine! a! mark! or! will! it! simply! be! used! to! inform! students,!teachers,!and!parents!about!student!progress?)!! o Who!will!be!the!audience(s)!for!the!portfolio?!! o What!will!be!included!in!the!portfolio!(e.g.,!writing!samples!only,!samples!of!all!language! processes)?!! o What! are! the! criteria! for! selecting! a! piece! of! work! for! inclusion?! When! should! those! selections!be!made?!! o Who! will! determine! what! items! are! included! in! the! portfolio! (e.g.,! the! student,! the! teacher,!the!student!and!teacher!in!consultation)?!! o When!should!items!be!added!or!removed?!! o How! should! the! contents! be! organized! and! documented?! Where! will! the! portfolios! be! stored?!! o What!will!be!the!criteria!for!evaluation!of!the!portfolio?!! o What! form! will! feedback! to! the! students! take! (e.g.,! written! summaries,! oral! interviews/! conferences)?!! o How!will!the!portfolio!be!assessed/evaluated!(e.g.,!list!of!criteria)?!!

Assemble! examples! of! work! that! represent! a! wide! range! of! students'! developing! abilities,! knowledge,!and!attitudes!including!samples!of!work!from!their!speaking,!listening,!reading,!writing,! representing,!and!viewing!experiences.!!

! !

!

Date!all!items!for!effective!organization!and!reference.!!

Inform! parents/guardians! about! the! use! and! purposes! of! portfolios! (e.g.,! send! letters! describing! portfolios!home,!display!sample!portfolios!on!meet"the"teacher!evening!to!introduce!parents!to!the! concept).!!

Consider!the!following!for!inclusion:!! o criteria!for!content!selection!! o table!of!contents!or!captioned!labels!that!briefly!outline!or!identify!the!contents!! o samples!of!student!writing!(e.g.,!pre"writing,!multiple!drafts,!final!drafts,!published!pieces)!! o sample!reading!logs!! o samples!of!a!variety!of!responses!from!reader!response!journals!(originals!or!photocopies! of!originals)!! o evidence!of!student!self"reflection!(e.g.,!summaries,!structured!reflection!sheets)!! o audiotapes!and!videotapes!of!student!work!! o photographs!! o collaborative!projects!! o computer!disks.!!

Formats!for!portfolio!assembly!should!be!easily!organized,!stored,!and!accessed.!Some!possibilities!include! the!following:!! ! ! !

Keep!file!folders!or!accordion!folders!in!classroom!filing!cabinet!drawers,!cupboards,!or!boxes.!!

Use!three"ring!binders!for!ease!of!adding!and!removing!items!as!students!progress.!!

Store!scrapbooks!in!boxes!or!crates.!!

Evaluating!Student!Portfolios!!

At!the!end!of!the!term/semester/year!when!the!portfolio!is!submitted!for!summative!evaluation,!it!is!useful! to!review!the!contents!as!a!whole!and!record!data!using!the!previously!set!criteria.!One!method!of!recording! data!is!to!prepare!a!grid!with!the!criteria!listed!down!one!side!and!the!checklist!or!rating!scale!across!the! top.! If! there! is! need! to! assign! a! numerical! grade,! designate! numbers! to! each! set! of! criteria! on! the! checklist/rating! scale! and! convert! the! evaluation! into! a! number! grade.! Some! examples! of! portfolio! assessment!and!recording!forms!follow.!The!teacher!can!adapt!these!sample!forms!or!create!new!ones.!! !

YORK UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O

TEACHING ASSESSMENT & EVALUATION INTRODUCTION

NEED FOR THE GUIDE

The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions.

Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice.

Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a particular course and setting. Informed judgements on teaching effectiveness can best be made when both assessment and evaluation are conducted, using several techniques to elicit information from various perspectives on different characteristics of teaching. There is no one complete source for information on one’s teaching, and no single technique for gathering it. Moreover, the techniques need to be sensitive to the particular teaching assignment of the instructor being assessed or evaluated, as well as the context in which the teaching takes place. If multiple perspectives are represented and different techniques used, the process will be more valued, the conclusions reached will be more credible, and consequently more valuable to the individual being assessed or evaluated.

CONTENTS • Introduction ....................................... 1 • Need for the Guide ............................ 1 • What is Quality Teaching? ................. 2 • Formative Assessment ...................... 2 • Summative Evaluation ....................... 2 • Overview of Assessment and Evaluation Strategies: 1.

2.

3.

4.

5.

6.

Teaching dossiers ........................ 3 Student ratings ............................ 4 Peer observations ........................ 5 Letters & individual interviews ...... 6 Course portfolios ......................... 6 Classroom assessment ............... 7

• Classroom Assessment Techniques .. 8

Current practices at York University are varied. In most departments and units, teaching is systematically evaluated, primarily for summative purposes. Individual instructors are free, if they wish, to use the data so gathered for formative purposes, or they may contact the Centre for the Support of Teaching which provides feedback and teaching analysis aimed at growth, development and improvement. Without denying the value of summative teaching evaluation, the main purpose of this Guide is to encourage committees and individuals to engage in reflective practice through the ongoing assessment of teaching for formative purposes and for professional development. Research indicates that such practice leads to heightened enthusiasm for teaching, and improvement in teaching and learning, both of which are linked to faculty vitality.

The Teaching Assessment and Evaluation Guide© is published by the Senate Committee on Teaching and Learning (SCOTL),York University www.yorku.ca/secretariat/senate/committees/scotl/ (revised January 2002)

Teaching Assessment and Evaluation Guide

WHAT IS QUALITY TEACHING?

consideration the level of the course, the instructor’s objectives and style, and the teaching methodology employed. Nonetheless, the primary criterion must be improved student learning. Research indicates that students, faculty and administrators alike agree that quality teaching:

All assessment and evaluation techniques contain implicit assumptions about the characteristics that constitute quality teaching. These assumptions should be made explicit and indeed should become part of the evaluation process itself in a manner which recognizes instructors’ rights to be evaluated within the context of their own teaching philosophies and goals. First and foremost then, “teaching is not right or wrong, good or bad, effective or ineffective in any absolute, fixed or determined sense.”¹ Instructors emphasize different domains of learning (affective, cognitive, psychomotor, etc.) and employ different theories of education and teaching methodologies (anti-racist, constructivist, critical, feminist, humanistic, etc.)². They encourage learning in different sites (classrooms, field locations, laboratories, seminar rooms, studios, virtual classrooms, etc.). They use different instructional strategies and formats (using case studies, coaching, demonstrating, facilitating discussions, lecturing, problemQUALITY TEACHING based learning, Put succinctly, quality teaching is online delivery, etc.), that activity which brings about the and they do this most productive and beneficial while recognizing learning experience for students and that students have promotes their development as diverse backgrounds learners. This experience may and levels of include such aspects as: preparedness. In one situation, instructors • improved comprehension of may see their role as and ability to use the ideas transmitting factual introduced in the course; information, and in • change in outlook, attitude and another as facilitating enthusiasm towards the discussion and discipline and its place in the promoting critical academic endeavour; thinking.

• intellectual growth; and • improvement in specific skills As variable and such as critical reading and diverse as quality writing, oral communication, teaching might be, analysis, synthesis, abstraction, generalizations may and generalization. nevertheless be made about its basic characteristics as described in the accompanying text box.

• • • • •

establishes a positive learning environment; motivates student engagement; provides appropriate challenges; is responsive to students’ learning needs; and is fair in evaluating their learning.

Concretely, indicators of quality teaching can include: effective choice of materials; organization of subject matter and course; effective communication skills; knowledge of and enthusiasm for the subject matter and teaching; • availability to students; and • responsiveness to student concerns and opinions.

• • • •

Some characteristics are more easily measured than others. Furthermore, since instructors are individuals and teaching styles are personal, it is all the more important to recognize that not everyone will display the same patterns and strengths.

ASSESSMENT OF TEACHING FOR FORMATIVE PURPOSES Formative assessment of teaching can be carried out at many points during an instructional period, in the classroom or virtual environment, to compare the perceptions of the instructor with those of the students, and to identify gaps between what has been taught and what students have learned. The purpose of assessment is for instructors to find out what changes they might make in teaching methods or style, course organization or content, evaluation and grading procedures, etc., in order to improve student learning. Assessment is initiated by the instructor and information and feedback can be solicited from many sources (for example, self, students, colleagues, consultants) using a variety of instruments (surveys, on-line forms, etc. - see classroom assessment below). The data gathered are seen only by the instructor and, if desired, a consultant, and form the basis for ongoing improvement and development.

The criteria for evaluating teaching vary between disciplines and within disciplines, and should take into

SUMMATIVE EVALUATION Summative evaluation, by contrast, is usually conducted at the end of a particular course or at specific points in an instructor’s career. The purpose is to form a judgment about the effectiveness of a course and/or an instructor.

The judgment may be used for tenure and promotion decisions, to reward success in the form of teaching awards or merit pay, or to enable departments to make

______ 1. Mary Ellen Weimer (1990). Improving College Teaching (CA: Jossey Bass Publishers), 202.

2. Adapted from George L. Geis (1977), “Evaluation: definitions, problems and strategies,” in Chris Knapper et al Eds., Teaching is Important (Toronto: Clarke Irwin in association with CAUT).

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• evidence of exceptional achievements and contributions to teaching in the form of awards, and committee work.

informed decisions about changes to individual courses, the curriculum or teaching assignments.

At most universities, summative evaluation includes the results of teaching evaluations regularly scheduled at the end of academic terms. However, to ensure that summative evaluation is both comprehensive and representative, it should include a variety of evaluation strategies, among them:

One’s teaching dossier (see below) is an ideal format for presenting these types of evaluation as a cumulative and longitudinal record of one’s teaching.

Important note: It is crucial that the two processes – summative evaluation and formative assessment – be kept strictly apart if the formative assessment of teaching is to be effective and achieve its purpose. This means that the information gathered in a program of formative assessment should not be used in summative evaluation unless volunteered by instructors themselves. It also means that persons who are or have been involved in assisting instructors to improve their teaching should not be asked to provide information for summative evaluation purposes.

• letters from individual students commenting on the effectiveness of the instructor’s teaching, the quality of the learning experience, and the impact of both on their academic progress; • assessments by peers based on classroom visits; • samples and critical reviews of contributions to course and curriculum development, as well as of contributions to scholarship on teaching; and

OVERVIEW OF STRATEGIES FOR ASSESSING AND EVALUATING QUALITY TEACHING AND STUDENT LEARNING This section describes six strategies that teachers may use to assess and evaluate the quality of their teaching and its impact on student learning: 1) teaching dossiers; 2) student ratings; 3) peer observations; 4) letters and individual interviews; 5) course portfolios; and 6) classroom assessment. These descriptions draw on current research in the field (available at the Centre for the Suppport of Teaching, 111 Central Square, www.yorku.ca/cst) and practices and procedures at other universities in Canada and abroad. All evaluation and assessment efforts should use a combination of strategies to take advantage of their inherent strengths as well as their individual limitations.

1. TEACHING DOSSIERS

Benefits: Dossiers provide an opportunity for instructors to articulate their teaching philosophy, review their teaching goals and objectives, assess the effectiveness of their classroom practice and the strategies they use to animate their pedagogical values, and identify areas of strength and opportunities for improvement. They also highlight an instructor’s range of responsibilities, accomplishments, and contributions to teaching and learning more generally within the department, university and/or scholarly community.

A teaching dossier or To focus on: portfolio is a factual description of an § Appraisal of instructor’s instructor’s teaching teaching and learning context achievements and contains documentation § Soundness of instructor’s approach to teaching and that collectively learning suggests the scope and quality of his or her § Coherence of teaching teaching. Dossiers can objectives and strategies be used to present § Vigour of professional evidence about teaching development, contributions quality for evaluative and accomplishments in the purposes such as T&P area of teaching. submissions, teaching award nominations, etc., as they can provide a useful context for analyzing other forms of teaching evaluation. Alternatively, dossiers can provide the framework for a systematic program of reflective analysis and peer collaboration leading to improvement of teaching and student learning. For further information on how to prepare a teaching dossier, please consult SCOTL’s Teaching Documentation Guide (available at the Centre for the Support of Teaching and from the SCOLT website).

Limitations: It is important to note that dossiers are not meant to be an exhaustive compilation of all the documents and materials that bear on an instructor’s teaching performance; rather they should present a selection of information organized in a way that gives a comprehensive and accurate summary of teaching activities and effectiveness. _______ For further information on teaching dossiers see: Teaching Documentation Guide (1993, Senate Committee on Teaching and Learning).

Peter Seldin “Self-Evaluation: What Works? What Doesn’t?” and John Zubizarreta “Evaluating Teaching through Portfolios” in Seldin and Associates (1999).

Changing Practices in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/ Tenure Decisions (MA: Anker Press).

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2. STUDENT RATINGS OF TEACHING Student ratings of To focus on: teaching or student evaluations are the most § Effectiveness of instructor commonly used source § Impact of instruction on of data for both student learning summative and § Perceived value of the course formative information. to the student In many academic units they are mandatory, and § Preparation and organization in several units, they are § Knowledge of subject matter also standardized. For and ability to stimulate purposes such as tenure interest in the course and promotion, data should be obtained over § Clarity and understandability time and across courses § Ability to establish rapport using a limited number and encourage discussion of global or summary within the classroom type questions. Such § Sensitivity to and concern data will provide a with students’ level of undercumulative record and standing and progress enable the detection of patterns of teaching development1. Information obtained by means of student ratings can also be used by individual instructors to improve the course in future years, and to identify areas of strength and weakness in their teaching by comparison with those teaching similar courses. Longer and more focussed questionnaires are also useful in a program of formative evaluation when designed and administered by an instructor during a course.

Benefits: The use of a mandatory, standardized questionnaire puts all teaching evaluations on a common footing, and facilitates comparisons between teachers, courses and academic units. The data gathered also serve the purpose of assessing whether the educational goals of the unit are being met. Structured questionnaires are particularly appropriate where there are relatively large numbers of students involved, and where there are either several sections of a single course, or several courses with similar teaching objectives using similar teaching approaches.

Limitations: While students’ perceptions provide valuable feedback to instructors, recent research has identified specific areas of teaching quality on which students are not able to make informed judgments. These include the appropriateness of course goals, content, 3 design, materials, and evaluation of student work. Thus, the use of a variety of techniques as described elsewhere in this document can help to address the gaps and shortcomings in the student rating data.

Further, recent research indicates that care should be taken to control for possible biases based on gender, race, discipline, and teaching approach, particularly for those using non-traditional teaching methods and curriculum.

Likewise, ratings can be affected by factors for which it is difficult to control, such as student motivation, complexity of material, level of course, and class size. Care should be taken, therefore, to create an appropriate context for interpreting the data in light of other sources of data and in comparison with other courses. One way to ensure fairness and equity is to ask students to identify the strengths of the instructor’s approach as well as weaknesses, and to ask for specific suggestions for improvement.

Teachers have such different perspectives, approaches, and objectives that a standardized questionnaire may not adequately or fairly compare their performance. For example, the implicit assumption behind the design of many evaluation forms is that the primary mode of instruction is the lecture method. Such a form will be inadequate in evaluating the performance of instructors who uses different teaching methods, for example collaborative learning. One way to overcome this limitation and to tailor the questionnaire to the objectives and approaches of a specific course or instructor is to design an evaluation form with a mandatory core set of questions and additional space for inserting questions chosen by the instructor.

Note: The Centre for the Support of Teaching has sample teaching evaluation forms from numerous Faculties and departments, as well as books and articles which are helpful resources for individuals and committees interested in developing questionnaires. In addition, web resources are posted on the SCOTL website. _____

Questionnaires are relatively economical to administer, summarize and interpret. Provided that students are asked to comment only on items with which they have direct experience, student responses to questionnaires have been found to be valid. While questionnaire forms with open-ended questions are more expensive to administer, they often provide more reliable and useful sources of information in small classes and for the tenure and promotion process. Also, open-ended questions provide insight into the numerical ratings, and provide pertinent information for course revision.

For further information on student ratings of teaching see: 1. Cashin, William (1995), “Student ratings of teaching: The research revisited.” Idea Paper, Number 32 (Kansas State University, Centre for Faculty Development) 2. See, for example, The Teaching Professor, Vol. 8, No. 4, 3-4 3. See also Theall, Michael and Franklin, Jennifer, Eds.(1990). Student Ratings of Instruction: Issues for Improving Practice, New Directions in Teaching and Learning, No. 43 (CA: Jossey-Bass Inc.).

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Teaching Assessment and Evaluation Guide

3. PEER OBSERVATIONS

Peer observation is especially useful for formative evaluation. In this case, it is important that the results of the observations remain confidential and not be used for summative evaluation. The process of observation in this case should take place over time, allowing the instructor to implement changes, practice improvements and obtain feedback on whether progress has been made. It may also include video-taping the instructor’s class. This process is particularly helpful to faculty who are experimenting with new teaching methods.

Peer observations offer To focus on: critical insights into an instructor’s § Quality of the learning performance, environment (labs, lecture complementing student halls, online discussion ratings and other forms groups, seminars, studios, of evaluation to etc.) contribute to a fuller § Level of student engagement and more accurate representation of § Clarity of presentation, and overall teaching quality. ability to convey course Research indicates that content in a variety of ways colleagues are in the § Range of instructional best position to judge methods and how they specific dimensions of support student teaching quality, understanding including the goals, § Student-instructor rapport content, design and organization of the § Overall effectiveness course, the methods and materials used in delivery, and evaluation of student work.

A particularly valuable form of observation for formative purposes is peer-pairing. With this technique, two instructors provide each other with feedback on their teaching on a rotating basis, each evaluating the other for a period of time (anywhere between 2 weeks and a full year). Each learns from the other and may learn as much in the observing role as when being observed. Full guidelines for using this technique, as well as advice and assistance in establishing a peer-pairing relationship, are available from the Centre for the Support of Teaching.

Benefits: Peer observations can complete the picture of an instructor’s teaching obtained through other methods of evaluation. As well, observations are an important supplement to contextualize variations in student ratings in situations, for example, where an instructor’s teaching is controversial because experimental or non-traditional teaching methods are being used, or where other unique situations exist within the learning environment.

Colleagues are better able than students to comment upon the level of difficulty of the material, knowledge of subject matter and integration of topics, and they can place the teaching within a wider context and suggest alternative teaching formats and ways of communicating the material.

Peer observation may be carried out for both summative and formative purposes. For summative evaluation, it is recommended that prior consensus be reached about what constitutes quality teaching within the discipline, what the observers will be looking for, and the process for carrying out and recording the observations. To ensure that a full picture of an instructor’s strengths and weaknesses is obtained, some observers find checklists useful and some departments may choose to designate the responsibility of making classroom observations to a committee. Given the range of activities in a class, some observers find it helpful to focus on specific aspects of the teaching and learning that takes place. It is also advisable that more than one colleague be involved, and that more than one observation take place by each colleague. This will counteract observer bias towards a particular teaching approach and the possibility that an observation takes place on an unusually bad day. These precautions also provide for greater objectivity and reliability of the results.

Limitations: There are several limitations to using peer observations for summative purposes. First, unless safeguards are put in place to control for sources of bias, conflicting definitions of teaching quality, and idiosyncrasies in practice, inequities can result in how classroom observations are done1. For example, instructors tend to find observations threatening and they and their students may behave differently when there is an observer present. Also, there is evidence to suggest that peers may be relatively generous evaluators in some instances. A second limitation is that it is costly in terms of faculty time since a number of observations are necessary to ensure the reliability and validity of findings.

Since observers vary in their definitions of quality teaching and some tact is required in providing feedback on observations, it is desirable that observers receive training before becoming involved in providing formative evaluation. The approaches described above can help to minimize these inequities and improve the effectiveness of peer observation. Finally, to protect the integrity of this

Before an observation, it is important that the observer and instructor meet to discuss the instructor’s teaching philosophy, the specific objectives and the strategies that will be employed during the session to be observed, and the materials relevant to the course: syllabus, assignments, online course components, etc. Likewise, discussions of the criteria for evaluation and how the observations will take place can help to clarify expectations and procedures.

A post-observation meeting allows an opportunity for constructive feedback and assistance in the development of a plan for improvement.

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Teaching Assessment and Evaluation Guide

5. COURSE PORTFOLIOS

technique for both formative and summative purposes, it is critical that observations for personnel decisions be kept strictly separate from evaluations for teaching improvement. ______ For further information on colleague evaluation of teaching see: 1. DeZure, Deborah. “Evaluating teaching through peer classroom observation,” in Peter Seldin and Associates (1999). Changing Practices in Evaluating Teaching: A Practical Guide to Improved Faculty Performance and Promotion/Tenure Decisions (MA: Anker Press).

4. LETTERS AND INDIVIDUAL INTERVIEWS Letters and/or individual interviews may be used in teaching award nominations, tenure and promotion files, etc. to obtain greater depth of information for the purpose of improving teaching, or for providing details and examples of an instructor’s impact on students.

To focus on: § Effectiveness of instructor through detailed reflection § Impact of instruction on student learning and motivation over the longer term § Preparation and organization § Clarity and understandability § Ability to establish rapport and encourage discussion

§ Sensitivity to and concern with students’ level of Benefits: Interviews understanding and progress and letters elicit information not readily available through student ratings or other forms of evaluation. Insights, success stories, and thoughtful analyses are often the outcomes of an interview or request for a written impressions of an instructor’s teaching.

Students who are reluctant to give information on a rating scale or in written form, often respond well to a skilled, probing interviewer.

A course portfolio is a To focus on: variant on the teaching dossier and is the § Appropriateness of course product of focussed goals and objectives inquiry into the learning § Quality of instructional by students in a materials and assignments particular course. It § Coherence of course represents the specific organization, teaching aims and work of the strategies and modes of instructor and is delivery structured to explain what, how and why § Comprehensiveness of students learn in a class. methods for appraising It generally comprises student achievement four main components: § Level of student learning and 1) a statement of the contribution of teaching to aims and pedagogical students’ progress strategies of the course and the relationship § Innovations in teaching and between the method and learning outcomes; 2) an analysis of student learning based on key assignments and learning activities to advance course goals; 3) an analysis of student feedback based on classroom assessment techniques; and 4) a summary of the strengths of the course in terms of students’ learning, and critical reflection on how the course goals were realised, changed or unmet. The final analysis leads to ideas about what to change in order to enhance student learning, thinking and development the next time the course is taught.1 Course portfolios have been described as being closely analogous to a scholarly project, in that: “a course, like a project, begins with significant goals and intentions, which are enacted in appropriate ways and lead to relevant results in the form of student learning. Teaching, like a research project, is expected to shed light on the question at hand and the issues that shape it; the methods used to complete the project should be congruent with the outcomes sought.

The course portfolio has the distinct advantage of representing – by encompassing and connecting planning, implementation and results – the intellectual integrity of teaching as reflected in a single course.” 2

Limitations: The disadvantage of letters is that the response rate can be low. The major disadvantage of interviews is time. Interviews can take approximately one hour to conduct, about 30 minutes to arrange, and another block of time for coding and interpretation. A structured interview schedule should be used to eliminate the bias that may result when an untrained interviewer asks questions randomly of different students.

Benefits: The focus on a specific course allows the portfolio to demonstrate student understanding as an index of successful teaching. For instructors, course portfolios provide a framework for critical reflection and continuous improvement of teaching, and deep insight into how their teaching contributes to students’ knowledge and skills.

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Teaching Assessment and Evaluation Guide

For departments, they can highlight cohesion and gaps within the curriculum and enable continuity within the course over time and as different instructional technologies are incorporated. As well, course portfolios can collectively promote course articulation and provide means of assessing the quality of a curriculum and pedagogical approaches in relation to the overall goals and outcomes of a program of study.

between what they teach and what students learn and enable them to adjust their teaching to make learning more efficient and effective. The information should always be shared with students to help them improve their own learning strategies and become more successful selfdirected learners.

There are a variety of instruments for classroom assessment, either in class or electronically, such as oneminute papers, one-sentence summaries, critical incident questionnaires, focus groups, and mid-year mini surveys (see page 8). Generally, the instruments are created, administered, and results analysed by the instructor to focus on specific aspects of teaching and student learning.

Although the instructor is not obligated to share the results of classroom assessment beyond the course, the results may usefully inform other strategies for evaluating teaching quality.

Limitations: Because course portfolios focus on one course, they do not reflect the full range of an instructor’s accomplishments, responsibilities, and contributions (such as curriculum development and work with graduate students) that would be documented in a teaching dossier.

Also, course portfolios take time to prepare and evaluate, and instructors should not be expected to build a portfolio for every course taught; rather they should concentrate on those courses for which they have the strongest interest or in which they invest the majority of their energy, imagination and time.3 ______ For further information on course portfolios see:

Classroom assessment can be integrated into an instructor’s teaching in a graduated way, starting out with a simple assessment technique in one class involving five to ten minutes of class time, less than an hour for analysis of the results, and a few minutes during a subsequent class to let students know what was learned from the assessment and how the instructor and students can use that information to improve learning. After conducting one or two quick assessments, the instructor can decide whether this approach is worth further investment of time and energy.

1. Cerbin, William (1994), “The course portfolio as a tool for continuous improvement of teaching and learning.”

Journal on Excellence in College Teaching, 5(1), 95-105.

2. Cambridge, Barbara. “The Teaching Initiative: The course portfolio and the teaching portfolio.” American Association for Higher Education.

3. Cutler, William (1997). The history course portfolio.

Perspectives 35 (8): 17-20.

Benefits: Classroom assessment encourages instructors to become monitors of their own performance and promotes reflective practice. In addition, its use can prompt discussion among colleagues about their effectiveness, and lead to new and better techniques for eliciting constructive feedback from students on teaching and learning.

6. CLASSROOM ASSESSMENT* Classroom assessment To focus on: is method of inquiry into the effects of § Effectiveness of teaching on teaching on learning. It learning involves the use of § Constructive feedback on techniques and teaching strategies and instruments designed to classroom/online practices give instructors ongoing feedback about § Information on what students the effect their teaching are learning and level of is having on the level understanding of material and quality of student § Quality of student learning learning; this feedback and engagement then informs their § Feedback on course design subsequent instructional decisions.

Unlike tests and quizzes, classroom assessment can be used in a timely way to help instructors identify gaps

Limitations: As with student ratings, the act of soliciting frank, in-the-moment feedback may elicit critical comments on the instructor and his/her approach to teaching. However, it is important to balance the positive and negative comments and try to link negative commentary to issues of student learning. New users of classroom assessment techniques might find it helpful to discuss the critical comments with an experienced colleague. ______ Adapted from Core: York’s newsletter on university teaching (2000) Vol 9, No. 3.

* “Classroom Assessment” is a term used widely by scholars in higher education; it is meant to include all learning environments. For examples, see references on page 8.

7

Teaching Assessment and Evaluation Guide

A SAMPLING OF CLASSROOM ASSESSMENT TECHNIQUES ONE-MINUTE PAPER

The One Sentence Summary technique involves asking students to consider the topic you are discussing in terms of Who Does/Did What to Whom, How, When, Where and Why, and then to synthesize those answers into a single informative, grammatical sentence. These sentences can then be analyzed to determine strengths and weaknesses in the students’ understanding of the topic, or to pinpoint specific elements of the topic that require further elaboration. Before using this strategy it is important to make sure the topic can be summarized coherently. It is best to impose the technique on oneself first to determine its appropriateness or feasibility for given material.

The One-Minute Paper, or a brief reflection, is a technique that is used to provide instructors with feedback on what students are learning in a particular class. It may be introduced in small seminars or in large lectures, in first year courses or upper year courses, or electronically using software that ensures student anonymity. The OneMinute Paper asks students to respond anonymously to the following questions: One-Minute Paper 1. What is the most important thing you learned today?

For further information on these and other classroom assessment strategies see:

2. What question remains uppermost in your mind?

Cross, K. P. and Angelo, T. A, Eds. (1988) Classroom Assessment Techniques: A Handbook for Faculty (MI: National Center for Research to Improve Post-Secondary Teaching and Learning).

Depending upon the structure and format of the learning environment, the One-Minute Paper may be used in a variety of ways: •

During a lecture, to break up the period into smaller segments enabling students to reflect on the material just covered.

•

At the end of a class, to inform your planning for the next session.

•

CRITICAL INCIDENT QUESTIONNAIRES The Critical Incident Questionnaire is a simple assessment technique that can be used to find out what and how students are learning, and to identify areas where adjustments are necessary (e.g., the pace of the course, confusion with respect to assignments or expectations).

On a single sheet of paper, students are asked five questions which focus on critical moments for learning in a course. The questionnaire is handed out about ten minutes before the final session of the week.

In a course comprising lectures and tutorials, the information gleaned can be passed along to tutorial leaders giving them advance notice of issues that they may wish to explore with students.

Critical Incident Questionnaire

THE MUDDIEST POINT

1. At what moment this week were you most engaged as a learner?

An adaptation of the One-Minute Paper, the Muddiest Point is particularly useful in gauging how well students understand the course material. The Muddiest Point asks students:

2. At what moment this week were you most distanced as a learner?

3. What action or contribution taken this week by anyone in the course did you find most affirming or helpful?

What was the ‘muddiest point’ for you today?

Like the One-Minute Paper, use of the Muddiest Point can helpfully inform your planning for the next session, and signal issues that it may be useful to explore.

4. What action or contribution taken this week by anyone in the course did you find most puzzling or confusing?

ONE SENTENCE SUMMARIES

5. What surprised you most about the course this week?

One Sentence Summaries can be used to find out how concisely, completely and creatively students can summarize a given topic within the grammatical constraints of a single sentence. It is also effective for helping students break down material into smaller units that are more easily recalled. This strategy is most effective for any material that can be represented in declarative form – historical events, story lines, chemical reactions and mechanical processes.

Critical Incident Questionnaires provide substantive feedback on student engagement and may also reveal power dynamics in the classroom that may not initially be evident to the instructor.

For further information on Critical Incident Questionnaires see Brookfield, S. J. and Preskill, S. (1999) Discussion as a Way of Teaching: Tools and Techniques for a Democratic Classroom.

(CA: Jossey Bass), page 49.

8

UNIVERSIDAD!MARIANO!GALVEZ!DE!GUATEMALA! FACULTAD!DE!HUMANIDADES!ESCUELA!DE!IDIOMAS! ESCUELA!DE!IDIOMAS! LICDA.!EVELYN!R.!QUIROA!

What!is!assessment!and!evaluation?!

Assessment! is! defined! as! data"gathering! strategies,! analyses,! and! reporting! processes! that! provide! information! that! can! be! used! to! determine! whether! or! not! intended! outcomes! are! being!achieved:!Evaluation!uses!assessment!information!to!support!decisions!on!maintaining,! changing,!or!discarding!instructional!or!programmatic!practices.!These!strategies!can!inform:! !

The!nature!and!extent!of!learning,!

!

Facilitate!curricular!decision!making,!

!

Correspondence!between!learning!and!the!aims!and!objectives!of!teaching,!and!!

!

The!relationship!between!learning!and!the!environments!in!which!learning!takes!place.!

Evaluation!is!the!culminating!act!of!interpreting!the!information!gathered!for!the!purpose!of! making!decisions!or!judgments!about!students'!learning!and!needs,!often!at!reporting!time.!!

Assessment!and!evaluation!are!integral!components!of!the!teaching"learning!cycle.!The!main! purposes!are!to!guide!and!improve!learning!and!instruction.!Effectively!planned!assessment! and!evaluation!can!promote!learning,!build!confidence,!and!develop!students'!understanding! of!themselves!as!learners.!!

Assessment!data!assists!the!teacher!in!planning!and!adapting!for!further!instruction.!As!well,! teachers! can! enhance! students'! understanding! of! their! own! progress! by! involving! them! in! gathering!their!own!data,!and!by!sharing!teacher"gathered!data!with!them.!Such!participation! makes!it!possible!for!students!to!identify!personal!learning!goals.!!

Types!of!Assessment!and!Evaluation!

There!are!three!types!of!assessment!and!evaluation!that!occur!regularly!throughout!the!school! year:!diagnostic,!formative,!and!summative.!!

Diagnostic!assessment! and!evaluation!usually!occur!at!the!beginning!of!the! school!year!and! before!each!unit!of!study.!The!purposes!are!to!determine!students'!knowledge!and!skills,!their! learning! needs,! and! their! motivational! and! interest! levels.! By! examining! the! results! of! diagnostic!assessment,!teachers!can!determine!where!to!begin!instruction!and!what!concepts! or! skills! to! emphasize.! Diagnostic! assessment! provides! information! essential! to! teachers! in! selecting!relevant!learning!objectives!and!in!designing!appropriate!learning!experiences!for!all! students,!individually!and!as!group!members.!Keeping!diagnostic!instruments!for!comparison! and! further! reference! enables! teachers! and! students! to! determine! progress! and! future! direction.!!

Diagnostic! assessment! tools! such! as! the! Writing! Strategies! Questionnaire! and! the! Reading!

Interest/Attitude!Inventory!in!this!guide!can!provide!support!for!instructional!decisions.!!

Formative! assessment! and! evaluation! focus! on! the! processes! and! products! of! learning.!

Formative!assessment!is!continuous!and!is!meant!to!inform!the!student,!the!parent/guardian,! and! the! teacher! of! the! student's! progress! toward! the! curriculum! objectives.! This! type! of! assessment! and! evaluation! provides! information! upon! which! instructional! decisions! and! adaptations!can!be!made!and!provides!students!with!directions!for!future!learning.!!

Involvement!in!constructing!their!own!assessment!instruments!or!in!adapting!ones!the!teacher! has!made!allows!students!to!focus!on!what!they!are!trying!to!achieve,!develops!their!thinking! skills,! and! helps! them! to! become! reflective! learners.! As! well,! peer! assessment! is! a! useful! formative! evaluation! technique.! For! peer! assessment! to! be! successful,! students! must! be! provided! with! assistance! and! the! opportunity! to! observe! a! model! peer! assessment! session.!

Through! peer! assessment! students! have! the! opportunity! to! become! critical! and! creative! thinkers! who! can! clearly! communicate! ideas! and! thoughts! to! others.! Instruments! such! as! checklists!or!learning!logs,!and!interviews!or!conferences!provide!useful!data.!!

Summative! assessment! and! evaluation! occur! most! often! at! the! end! of! a! unit! of! instruction! and!at!term!or!year!end!when!students!are!ready!to!demonstrate!achievement!of!curriculum! objectives.!The!main!purposes!are!to!determine!knowledge,!skills,!abilities,!and!attitudes!that! have!developed!over!a!given!period!of!time;!to!summarize!student!progress;!and!to!report!this! progress!to!students,!parents/guardians,!and!teachers.!!

Summative!judgements!are!based!upon!criteria!derived!from!curriculum!objectives.!By!sharing! these!objectives!with!the!students!and!involving!them!in!designing!the!evaluation!instruments,! teachers!enable!students!to!understand!and!internalize!the!criteria!by!which!their!progress!will! be!determined.!!

Often!assessment!and!evaluation!results!provide!both!formative!and!summative!information.!

For!example,!summative!evaluation!can!be!used!formatively!to!make!decisions!about!changes! to! instructional! strategies,! curriculum! topics,! or! learning! environment.! Similarly,! formative! evaluation! assists! teachers! in! making! summative! judgements! about! student! progress! and! determining! where! further! instruction! is! necessary! for! individuals! or! groups.! The! suggested! assessment!techniques!included!in!various!sections!of!this!guide!may!be!used!for!each!type!of! evaluation.!! ! !

Revised Bloom’s Taxonomy Revised Bloom’s Taxonomy (RBT) employs the use of 25 verbs that create collegial understanding of student behavior and learning outcome.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Bloom’s Revised Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organise thinking skills into six levels, from the most basic to the more complex levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy • As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

Original Terms

New Terms

• Evaluation

•Creating

• Synthesis

•Evaluating

• Analysis

•Analysing

• Application

•Applying

• Comprehension

•Understanding

• Knowledge

•Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Change in Terms • The names of six major categories were changed from noun to verb forms.

• As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.

• The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganised.

• The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se.

Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.

• Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing.

Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

The Cognitive Dimension Process Level 1 - C1 Categories & Cognitive Processes Remember

Alternative Names

Recognizing

Identifying

Recalling

Retrieving

Definition Retrieve knowledge from longterm memory Locating knowledge in long-term memory that is consistent with presented material Retrieving relevant knowledge from long-term memory

Level 2 – C2 Categories & Cognitive Processes Understand

Interpreting

Exemplifying Classifying Summarizing Inferring

Comparing

Explaining

Alternative Names

Clarifying Paraphrasing Representing Translating Illustrating Instantiating Categorizing Subsuming Abstracting Generalizing Concluding Extrapolating Interpolating Predicting Contrasting Mapping Matching Constructing models

Definition Construct meaning from instructional messages, including oral, written, and graphic communication Changing from one form of representation to another

Finding a specific example or illustration of a concept or principle Determining that something belongs to a category Abstracting a general theme or major point(s) Drawing a logical conclusion from presented information

Detecting correspondences between two ideas, objects, and the like Constructing a cause and effect model of a system

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York. Longman Publishing.

Level 3 – C3 Categories & Cognitive Processes Apply

Alternative Names

Executing

Carrying out

Implementing

Using

Analyze

Differentiating

Organizing

Attributing

Discriminating Distinguishing Focusing Selecting Finding coherence Integrating Outlining Parsing Structuring Deconstructing

Evaluate Checking

Coordinating Detecting Monitoring Testing

Critiquing

Judging

Definition Applying a procedure to a familiar task Applying a procedure to a familiar task Applying a procedure to an unfamiliar task Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material Determining how elements fit or function within a structure

Determine a point of view, bias, values, or intent underlying presented material Make judgments based on criteria and standards Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a procedure as it is being implemented Detecting inconsistencies between a product and external criteria; determining whether a product has external consistency; detecting the appropriateness of a procedure for a given problem

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York. Longman Publishing.

Categories & Cognitive Processes Create

Alternative Names

Generating

Hypothesizing

Planning

Designing

Producing

Constructing

Definition Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure Coming up with alternative hypotheses based on criteria Devising a procedure for accomplishing some task Inventing a product

The Knowledge Dimension Dimension Factual Knowledge

Conceptual Knowledge

Procedural Knowledge

Metacognitive Knowledge

Definition The basic elements students must know to be acquainted with a discipline or solve problems in it The interrelationships among the basic elements within a larger structure that enable them to function together How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy. New York. Longman Publishing.

Potential Activities and Products

Remembering: Potential Activities and Products • • • • • • • •

• • • • • • • • • • • • • • • • •

Make a list of the main events of the story.

Make a time line of events.

Make a facts chart.

Write a list of any pieces of information you can remember.

What animals were in the story?

Make a chart showing…

Make an acrostic.

Recite a poem.

Understanding: Potential Activities and Products

Cut out, or draw pictures to show a particular event.

Illustrate what you think the main idea may have been.

Make a cartoon strip showing the sequence of events.

Write and perform a play based on the story.

Retell the story in your own words.

Write a summary report of the event Prepare a flow chart to illustrate the sequence of events.

Make a coloring book.

Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was.

Make a cartoon strip showing the sequence of events.

Write and perform a play based on the story.

Retell the story in your own words.

Write a summary report of the event Prepare a flow chart to illustrate the sequence of events.

Cut out, or draw pictures to show a particular event. Illustrate what you think the main idea was.

Make a cartoon strip showing the sequence of events.

Write and perform a play based on the story.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Applying: Potential Activities and Products • • • • • • • • • • •

Construct a model to demonstrate how it works Make a diorama to illustrate an event Make a scrapbook about the areas of study.

Make a papier-mache map / clay model to include relevant information about an event.

Take a collection of photographs to demonstrate a particular point.

Make up a puzzle or a game about the topic.

Write a textbook about this topic for others.

Dress a doll in national costume.

Make a clay model.

Paint a mural using the same materials.

Design a marketing strategy for your product using a known strategy as a model.

Analyzing: Potential Activities and Products • • • • • • • • •

Design a questionnaire to gather information.

Write a commercial to sell a new product Make a flow chart to show the critical stages.

Construct a graph to illustrate selected information.

Make a family tree showing relationships.

Devise a play about the study area.

Write a biography of a person studied.

Prepare a report about the area of study.

Conduct an investigation to produce information to support a view.

• Review a work of art in terms of form, color and texture.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Evaluating: Potential Activities and Products • Prepare a list of criteria to judge…

• Conduct a debate about an issue of special interest.

• Make a booklet about five rules you see as important. Convince others.

• Form a panel to discuss views.

• Write a letter to. ..advising on changes needed.

• Write a half-yearly report.

• Prepare a case to present your view about...

Creating: Potential Activities and Products • Invent a machine to do a specific task.

• Design a building to house your study.

• Create a new product. Give it a name and plan a marketing campaign.

• Write about your feelings in relation to...

• Write a TV show play, puppet show, role play, song or pantomime about..

• Design a record, book or magazine cover for...

• Sell an idea • Devise a way to...

• Make up a new language and use it in an example.

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Assessment

Questions for Remembering • • • • • • • • •

What happened after...?

How many...?

What is...?

Who was it that...?

Can you name ...?

Find the meaning of…

Describe what happened after…

Who spoke to...?

Which is true or false...?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

Questions for Understanding • • • • • • • • •

Can you write in your own words?

How would you explain…?

Can you write a brief outline...?

What do you think could have happened next...?

Who do you think...?

What was the main idea...?

Can you clarify…?

Can you illustrate…?

Does everyone act in the way that …….. does?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Questions for Applying • Do you know of another instance where…?

• Can you group by characteristics such as…?

• Which factors would you change if…?

• What questions would you ask of…?

• From the information given, can you develop a set of instructions about…?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

Question for Analysing • • • • • • • • • • •

Which events could not have happened?

If. ..happened, what might the ending have been?

How is...similar to...?

What do you see as other possible outcomes?

Why did...changes occur?

Can you explain what must have happened when...?

What are some or the problems of...?

Can you distinguish between...?

What were some of the motives behind..?

What was the turning point?

What was the problem with...?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

Questions for Evaluating • • • • • • • • • • • • • •

Is there a better solution to...?

Judge the value of... What do you think about...?

Can you defend your position about...?

Do you think...is a good or bad thing?

How would you have handled...?

What changes to.. would you recommend?

Do you believe...? How would you feel if. ..?

How effective are. ..?

What are the consequences..?

What influence will....have on our lives?

What are the pros and cons of....?

Why is ....of value?

What are the alternatives?

Who will gain & who will loose?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Questions for Creating • Can you design a...to...?

• Can you see a possible solution to...?

• If you had access to all resources, how would you deal with...?

• Why don't you devise your own way to...?

• What would happen if ...?

• How many ways can you...?

• Can you create new and unusual uses for...?

• Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Retrieved from: http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

OBJETIVOS vs.

COMPETENCIAS

Classwork Create

a Venn Diagram estableshing the differences and similarities between objectives and competences.

Mixtures

A mixture is a combination of two or more substances.

Substances in a mixture can be separated.

This means that they are not chemically combined.

Peas, carrots, and corn can be combined in a mixture.

In fact, you can buy a bag of frozen mixed vegetables at the store. Each vegetable can be sorted into separate piles.

The peas, carrots and corn taste the same whether they are separated or mixed together.

All substances in a mixture that are separated out have the same properties as before they were mixed.

Some substances can mix physically with other substances. The makeup of a mixture can vary.

A mixture does not necessarily contain a specific amount of each substance.

They are not joined together chemically, so each substance in the mixture keeps its own properties.

You can separate the substances of a mixture, but you cannot change the properties of any of the individual substances.

Solutions

In a solution, one or more substances are dissolved in another substance.

The most common kind of solution is a solid dissolved in a liquid such as slat in water. In this kind of solution, the substance that is dissolved is the solute. In a solution of salt and water, the salt is the solute

A solvent is the substance that takes in, or dissolves the other substance. Usually there is more solvent than solute. In salt water, the solvent is the water.

Ocean water is a solution. But a solution does not have to be a liquid. The air you breathe, for example is a solution made up of gases. The steel used for buildings and cars is a solution.

During the process of making steel, carbon and iron, two solids are melted into liquid form. The carbon is dissolved in the iron.

Solubility

No matter what you do, you cannot make sand dissolve in water. The ability of one substance to dissolve in another is called its solubility. Solubility is a measure of the amount of a substance that will dissolve in another substance.

Since sand does not dissolve in water, the solubility of sand in water is zero. Sometimes you can speed up the process of dissolving the solute by raising the temperature of the solvent. This is true for most solutes that are solids. For example, you can dissolve more sugar in warm water than you can in cold water.

A change in the size, shape, or state of matter is an example of a physical change. A physical change does not change the particles that make up matter. The arrangement of the particles, however, may be moved around during a physical change.

Breaking a pencil is a physical change. The pieces of the pencil are still made of wood and graphite. If you sharpen the broken ends, you can keep using the pencil. Another physical change is tearing. If you tear a sheet of paper into tiny pieces, it still is made of the same kind of matter.

Chemical Change

If you leave an iron nail in a damp place, it will rust. Suppose you compare the rust with the iron nail. You will find that the nail and the rust have different properties.

The color and harness of rust and iron are different. But is a different substance that results from a chemical change in the iron nail.

Unlike a physical change, a chemical produces a completely different kind of matter. In a chemical change particles of one substance are changed in some way to form particles of a new substance with different properties.

INVESTIGATE How does matter change?

Please follow the instructions on your worksheet

INVESTIGATE How properties of glue?

can

you

change

the

Mixing glue with another substance can change its properties.

The properties of the new substance are different from the properties of the original substance.

INVESTIGATE How do substances mix?

Mixing candies properties?

with

nuts

can

change

its

Lets see how much information we were able to acquire from this lesson

UNIVERSIDAD MARIAN NO GALVEZ FACULTAD DE HUMANI NIDADES ESCUELA DE IDIOMAS TEACHING LESSON PLAN INSTRUCTOR Carmen Sagast astume, Maritza Guerra, Raquel Martines, Edwin DA ATE Del Cid, Mo Monday 28th.

Karla Guillen, Gabriela García, ía, Waylen Pui. COURSE TITLE GRA RADE 7th.

Science UNIT SPECIFIC TOPIC I Matter Properties INSTRUCTIONAL GOAL C Cognitive: Differs and analyzes how changes occur in matter. m Affective: Discusses and sharess ddifferent opinions about their points of view for matter ter.

Psychomotor: Manipulates, meas easures and mixes different chemical substance to get a nnew one.

PERFORMANCE OBJECTIVE Associate the content given in classroom cla with daily life activities.

RATIONALE Students acquired new vocabular lary in order to comprehend changes that occurred in ma matter.

LESSON CONTENT Vocabulary words Chemical substance experiment TIME INSTRUCTIONAL PROCEDUR URES a. Focusing event BINGO with vocabulary words.

10 15

b. Teaching procedures Teacher presents and explains the topic with a power point presentation, with examples les.

10

c. Formative check Fill in the blanks with vocabulary ary words. (formal test)

10 30

Matching pictures with meanings gs. (formal test)

Make an experiment about mixes xes. d. Student Participation Recognition of words Joining meanings and illustration ions.

Creating new chemical substance ce.

10

e. Closure Hot Potato with meanings of the he vocabulary words.

EVALUATION PROCEDURES ES Applies previous knowledge to change ch some properties in matter.

MATERIAL AND AIDS e, food coloring, cup, spoon, water, borax solution, noteb tebook, ruler, pen Test, small measuring cup, glue,

UNIVERSIDAD MARIAN NO GALVEZ FACULTAD DE HUMANI NIDADES ESCUELA DE IDIOMAS TEACHING LESSON PLAN INSTRUCTOR Carmen Sagast astume, Maritza Guerra, Raquel Martines, Edwin DA ATE Del Cid, Mo Monday 28th.

Karla Guillen, Gabriela García, ía, Waylen Pui. COURSE TITLE GRA RADE Science 7th.

UNIT SPECIFIC TOPIC I Matter Properties INSTRUCTIONAL GOAL C Cognitive: Differs and analyzes how changes occur in m matter.

Affective: Discusses and sharess ddifferent opinions about their points of view for matter ter.

Psychomotor: Manipulates, meas easures and mixes different chemical substance to get a nnew one.

PERFORMANCE OBJECTIVE Associate the content given in classroom cla with daily life activities.

RATIONALE Students acquired new vocabular lary in order to comprehend changes that occurred in ma matter.

LESSON CONTENT Vocabulary words Chemical substance experiment TIME INSTRUCTIONAL PROCEDUR URES a. Focusing event BINGO with vocabulary words.

10 15

b. Teaching procedures Teacher presents and explains the topic with a power point presentation, with examples les.

10

c. Formative check Fill in the blanks with vocabulary ary words. (formal test)

10 30

Matching pictures with meanings gs. (formal test)

Make an experiment about mixes xes. d. Student Participation Recognition of words Joining meanings and illustration ions.

Creating new chemical substance ce.

10

e. Closure Hot Potato with meanings of the he vocabulary words.

EVALUATION PROCEDURES ES Applies previous knowledge to change ch some properties in matter.

MATERIAL AND AIDS Test, small measuring cup, glue, e, food coloring, cup, spoon, water, borax solution, noteb tebook, ruler, pen

LESSON TEST SCIENCE Name: ______________________________________________________________________ Date: ___________________________________________________ Key: ________________

Chemical change solubility

density solute

mixture Solution

physical change solvent

Series 1.Vocabulary.Instructions: Use the vocabulary term from the list above that completes each sentence.

1.______ is the ability of one substance to dissolve in another substance.

2. The property that compares the mass of an object with its volume is ___ 3. In a solution, the ____ is the substance that takes in, or dissolves the other substance.

4. A change in size, shape, or state of matter is a ___.

5. The substance in a solution that is dissolved s called the ___.

6. the quarters, dimes, nickels, and pennies in a coin purse are a _____.

7. New substances with different properties are formed by a __-.

8. In a ____, substances are dissolved in other substances.

Series 2. Instructions: Choose the letter that best completes the statement or answers the question.

1. A chemical change results in a a. loss of matter or energy b. solution c. phase change d. different kind of matter 2. You make a solution when you mix a. salt and water b. sugar and cinnamon. h. vegetables in a salad. g. cheese sauce and macaroni 3. Which would make a sugar and water solution more dilute? a.Let water evaporate away b.Add sugar and stir c.Add water and stir. d. Heat to bil away water.

4. Which mixture is most likely a solution? a. muddy water b. cranberry juice c, potting soil d. milk

Series 3. Instructions: Match the concept with the given picture.

A physical change begins and ends with the same type of matter. An example is folding paper.

A change of state is a physical change From one state of matter to another.

A chemical change forms a new substance with different properties from the original matter.

MARITZA ARACELY GUERRA CARNET: 0769966 ASSESSMENT TECHNIQUES LICDA. EVELYN QUIROA SATURDAY 6TH. HOMEWORK TASK I: 1. In any day out of my job, I will ask myself how my day was, or maybe what important things I did. Or I make a summary of the day and I realize about the activities I did, if they were right or wrong. What things I won´t do again if I would have the opportunity.

2. If I were in my job with my students I will ask them the importance the topic we are learning have, or what things are running well in my teaching practice.

3. I think the difference is that in number one it is an auto evaluation about myself, but in number two I am evaluating someone.

TASK II: 1. Yes, I think that communicative process is better than structural process, because students are able to express their ideas and feelings using their proper words and experiences.

TASK III: 1. The test result has a very big limitation, because it is not a general result, as teachers we are going to give feedback only depending on a specific topic or methodology.

We focus only on a specific way to teach. The strengths of using texts is that we focus our attention in the topics they give to improve knowledge and the activities are motivated to engage students attention. Structural or communicative evaluation both are important and they are useful in the teaching process but they are not prove of effective or ineffective, it is necessary to study another aspects of the evaluating process.

TASK IV: 1. Planning using competences Uses of technology Interactive presentation and classes Multimedia exercises and materials Group work TASK VI: 1. They contain big letters They have daily language They contain nice activities They combine language arts They are according to the level and age They have combining interactive activities with writing process.

2. My own students, the results that I obtain at the end of the course. And the result of my objectives, when a unit finished I can realize if the books activities were efficient.

TASK VIII: 1. Collaborative Consultative Feedback Team work Easy access to information Flexible Variety of contributors 2. Feedback and flexible TASK IX: 1. Team work and collaborative, we usually share and exchange ideas and knowledge in order to learn through own experiences.

2. Innovation consists in using the results to improve or change our methodology in order to reach a best teaching learning process. Innovating means implementing new approaches or methodology to reach our goals at the same time that means make some adjustments according to students needs.

TASK XI: 1. In oral activities Roll plays In written evaluation Dictation Assignments and homework Extra-class activities TASK XII: 1. Relation between teacher and students Discipline Organization Constance Timing Structure of the classroom Routines Cleaning 2. Discipline Authority Behaviorism Assistance

TASK XIII: 1. I think that nowadays an autocratic style is useless because it is not a good way for students to participate actively.

Paternalistic is a right style when behaviorism is good, but not all the time because it is necessary to respect teacher.

Consultative and participative are interesting because students and teachers can participate to improve classroom management.

2. I always try to be democratic with my students because it is necessary to comprehend the students need, but teacher has always the last word depending on the point of view she has about the classmates.

TASK XIV: 1. I remember that one student was boring and he was talking and interrupting the class every time he wanted. I was explaining past progressive because I have just 15 minutes to explain and practice that.

It was very stressed because he was interrupting me when I gave the examples. I want to talk to him, but I was hurried because next day will be a grammar test.

Then I decided to ignore that situation and continue working.

3. Yes, when a student was sick or he/she didn´t feel well. It is very difficult because you are worried about her/him. But you know that you have more students waiting for the class. Then I think we have to give students an exercise or get them together in order to make work group and they share or work while teacher is dealing with the problem.

TASK XVI: 1. I think that all of them. We can´t avoid any of them because they are important in our teaching and learning process. Classroom is the point in where students and teachers share and teach knowledge. The school is the basis because parents, teachers and principals have to work together to reach our goals. Region is very important because they are la leaders which we can trust and follow the rules and necessary guidelines to establish objectives and syllabus. And students and teacher depend on society and changes we have to lead to get an Educational system.

2. All these characters have to work in group or in contact because all of them are important to face institutional and personal troubles. They are an essential part of the teaching and learning process, because each one give important steps and rules to encourage our students to face their processes.

TASK XVII: 1. Well in my case I would like to change my evaluation process, because is something mechanic. We have test every Tuesday and we have the same evaluation structure. Students frequently bore about that and they are always stress and nervous thinking on tests. And we as teachers we are worried thinking in covering the topics for them.

2. Yes, because it was more important that students learn effectively and not only for a moment or for a test. If students acquire knowledge in an effective way they are going to keep in mind every step and every rule they are learning.

Performance Assessment WHAT IS IT? Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task rather than select an answer from a ready-made list. For example, a student may be asked to explain historical events, solve math problems, converse in a foreign language, or conduct research on an assigned topic.

The performance assessment could consist of a single task and a scoring method, or it could consist of multiple tasks and one or multiple scoring methods

performance assessments can be divided into two rough categories: Task-Centered performance assessments that are primarily intended to tap into and evaluate specific skills and competencies.

Construct-Centered performance assessments that are intended to tap into and sample from a domain of skills and competencies.

Performance assessment measures students skills based on authentic tasks such as activities, exercises, or problems that require students to show what they can do.

In some cases performance tasks are used to have students demonstrate their understanding of a concept or topic by applying their knowledge to a particular situation.

We can`t use the performance assessment for kids because it is made by hight levels skills and we must to have high care on the kinds of assessments.

Small children are used to have short activities and we as teachers check our students knowledge while they are working.

Small children don`t notice when your are checking their work. They are always imitating what the teacher or other students do , so we can`t check what they really think.

An example of the performance test is when you are on a driving test. The person is able to perform the functions of a competent driver of an automobile.

Another sample are the rubrics they show us a kind of testing of different skills.

Let students have an introduction about the topic they are going to work on.

Give specific instructions and roles when they work in groups.

Be specific and let them know what are you going to evaluate or score.

Omit scoring creativity, decoration, writen works and other that may distract students from the main objective‌ that is to perform.

Make sure to give different assigments to each student, so all students can present somenthing different.

Make sure to ask the audience to listen to each classmate when presenting.

One of the major limitations when testing by performances is to loose the object of evaluating.

Another one might be the level of difficulty in the assigment.

An the last one is that, if the teacher does not take the time to explain the topic it may not be clear for all the students.

Performance assessments use grading strategies that are commonly used in the performing arts, fine arts, and Olympic competitions. In the context of the science laboratory, students are graded on the performance of manipulating variables, using scientific apparatus, identifying hypotheses, making measurements and calculations, organizing and managing data, and the communication of results. Graded laboratory performances go far beyond grading a final field report - this strategy considers the processes that become the laboratory report as well. In the evaluation of a performance task, the process of performing the task is emphasized more than the final product itself.

Clearly define the knowledge and skills students need to apply or demonstrate in solving a problem.

Determine the criteria (standards) against which students will be judged and define indicators of “levels� of competence.

Inform students of your expectations that students have every opportunity to clearly demonstrate to that course learning objectives have been mastered Design an authentic task that is somewhat undefined, complex, and has multiple entry and exit

Holistic Scoring Example, The Telescope Task Your task is to set up and align the 8� telescope, find three different sky objects, and accurately describe some aspects of these objects that astronomers consider to be important.

Level 3: Student completes all aspects of task quickly and efficiently and is able to answer questions about the equipment used and objects observed beyond what is obvious. The tasks are: 1. align telescope mount with north celestial pole; 2. align finder telescope with primary telescope; 3. center on target object; 4. select and focus appropriate eyepiece; 5. provide information about the target beyond the literal descriptive level; and 6. answer questions about the target correctly.

Level 2: Student completes all aspects of task and provides descriptive information about the equipment and objects observed.

Level 1: Student is not able to complete all aspects of task or is not able to sufficient provide information about the equipment used or objects observed.

Level 0: No attempt or meaningful effort obvious.

Higher-order of thinking Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Bloom’s Taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with knowledge-level thinking and moving eventually to evaluationlevel of thinking. A common example, used by Dr. Chuck Weiderhold of the application of the major categories in Bloom’s Taxonomy, is show below, applying the taxonomy to the Pledge of Allegiance: Knowledge statements ask the student to recite the pledge. Example: “Say the pledge.”

Comprehension statements ask the student to explain the meaning of words contained in the pledge. Example: “Explain what indivisible, liberty, and justice mean.”

Application statements ask the student to apply understandings. Example: “Create your own pledge to something you believe in.”

Analysis statements ask the student to interpret word meanings in relation to context.

Example: “Discuss the meaning of ‘and to the Republic for which it stands’ in terms of its importance to the pledge.”

Synthesis statements ask the student to apply concepts in a new setting. Example: “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.”

Evaluation statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: “Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.”

(Wiederhold, C. (1997). The Q-Matrix/Cooperative Learning & Higher-Level Thinking.

San Clemente, CA: Kagan Cooperative Learning.)

When we promote higher-order thinking then, we are simply promoting thinking, along with the teaching methodologies that promote such thinking, that takes place at the higher levels of the hierarchy just provided, notably application, analysis, synthesis, and evaluation.

Critical/creative/constructive thinking is closely related to higher-order thinking; they are actually inseparable. Critical/creative/constructive thinking simply means thinking processes that progress upward in the given direction. First one critically analyzes the knowledge, information, or situation. Then they creatively consider possible next-step options, and then finally, they construct a new product, decision, direction, or value. The evaluation step listed above with the Pledge of Allegiance would require this sort of thinking.

Reading Beyondthe Lines Another way to look at higher-order thinking is to look at the reading process in typical terms and then extend the terms one step to reach higher-order thinking. That is, being able to read, being literate, typically means having the ability to decode words and understand their meanings individually and collectively. Being able to read and to comprehend the reading is generally considered thinking and involves “reading the lines” and “reading between the lines.” Higher-order thinking or literacy though, is the next crucial step, often not even thought of in the reading process, that being “reading beyond the lines.” This is so crucial because it is in reading beyond the lines that reading the lines and reading between the lines have their real value.

Instructional Elements for Fostering Higher-Order Thinking in the Classroom (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and UlaManzo, 1995) 1. Remember to ask for it; that is, for discovery, invention, and artistic/literary creation.

2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable “teachable moments.”

3. Expose learners to new twists on old patterns and invite looking at old patterns from new angles.

4. Constructively critique new ideas because they almost always require some fine-tuning.

5. Reset our expectations to the fact that there will be many more “misses” than “hits” when reaching for workable new ideas.

6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this way and existing thoughts, patterns, and beliefs can be tested and strengthened.

Questions that Invite Higher-Order Thinking (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and UlaManzo, 1995) · How is this study like another you/we have read? This question encourages students to make connections and see analogies.

· Does this story/information make you aware of any problems that need attention? This amounts to asking students to see themselves as active participants in problem identification as well as problem solving. · What does this mean to you and how might it affect others? This pair of questions gives students a chance to express their own interests but also to empathetically consider and understand the views of, and possible consequences to, others. · Is there anything wrong with this solution, and how else might this problem be solved?

These questions are the heart of successful critical analysis. · What more needs to be known or done to understand or do this better? This is a pointed request for creative problem solving that invites thinking “beyond the lines.” · What is a contrary way of seeing this? Being able to examine issues from multiple points of view helps the students to clarify their thoughts.

Questioning for Quality Thinking at Each Level of Bloom’s Taxonomy Knowledge: Identification and recall of information Who, what, when, where, how?

Describe ___________________.

Comprehension: Organization and selection of facts and ideas Retell ___________ in your own words.

What is the main idea of ___________________?

Application: Use of facts, rules, principles How is __________ and example of _______________?

How is __________ related to _________________?

Why is _________________ significant?

Analysis: Separation of the whole into component parts What are the parts or features of ________________?

Classify _______________ according to ________________.

Outline/diagram/web ____________________.

How does ______________ compare/contrast with __________________?

What evidence can you list for _____________________?

Synthesis: Combination of ideas to form a new whole What would you predict/infer from __________________?

What ideas can you add to __________________?

How would you create/design a new __________________?

What might happen if you combine _______________ with ________________?

What solutions would you suggest for __________________?

Evaluation: Development of opinions, judgments, or decisions Do you agree with _________________?

What do you think about _______________?

What is the most important _____________?

Prioritize ________________.

How would you decide about ________________?

What criteria would you use to assess ______________________?

Head-on Approaches to Teaching Higher-Order Thinking •

“Thinking Thursdays” o Consider setting aside a given amount of time on a regular basis to try some of these direct approaches to teaching critical and creative thinking.

•

Word Creation: o Define the word “squallizmotex” and explain how your definition fits the word. o If dried grapes are called raisins, and dried beef is called beef jerky, what would you call these items if they were dried: lemons, pineapple, watermelon, chicken.

•

Unusual Uses: o Have students try to think of as many unusual uses as they can for common objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.

•

Circumstances and Consequences: What would happen if . . . o school was on weekends and not during the week? o water stuck like glue? o gravity took a day off? o there were no colors? o everyone in the country could vote on every issue that is now decided by government representatives?

•

Product Improvements: o How could school desks be improved? o How could living room furniture be improved to provide better storage and even exercise while watching television? o How can we better equip book-carrying bags to handle lunches and other needs that you can think of?

•

Systems and Social Improvements: o A sample question that could lead into plenty of higher-level discussion and a good give-and-take of views and needs could be: “How can schools be made more fun without hurting learning?”

Higher-Order Thinking & REAP Read-Encode-Annotate-Ponder (REAP) is a teaching method developed by M.G. Eanet& A.V. Manzo at University of Missouri- Kansas City. It is a strategy developed for students to use to improve writing, thinking, and reading. As a teaching method, it is intended to teach students a variety of ways to respond to any text. The responses are brief and poignant ways to critique or annotate what they have read. There are different types of annotations which range from simple summary (reconstructive) to highly challenging critical-creative responses (constructive).

Value of Annotating In writing annotations the readers discriminate and synthesize ideas presented by the author, then translate it into their own language. Writing and annotations enrich reflective thinking and reading. The readers analyze the author's purpose and explore their own feelings about the written material. Students who write about what they have learned gain from the reading process. Consequently, writing should be an integral part (a vital component) in the classroom setting. Writing serves as a catalyst in improving one's reading, thinking and comprehension abilities. Learning the routine to write after reading ignites ACTIVE THINKING before, during and after a reading selection. Annotations ensure meaningful reading and encourage clear and concise thinking and writing.

Annotations enhance reader's knowledge base as well as improve thinking and writing skills.

Steps in REAP: R: Read to discern the writer's message.

E: Encode the message by translating it into your own words.

A: Annotate by cogently writing the message in notes for yourself, or in a thought book or on an electronic response system.

P: Ponder, or further reflect on what you have read and written, through discussion and by reviewing others' response to the same materials and/or your own annotation.

Using REAP as a Rubric for Monitoring Progress Toward Higher-Order Thinking REAP may be used as a way to monitor a student's progress toward higher-order thinking.

By using examples of the various types of annotations, a teacher may compare and appraise the characteristic way in which the student responds to text. The annotation types listed above are roughly in order of difficulty. Lower numbers indicate more concrete thinking (or literalness) and higher numbers more personal and abstract patterns of response.

Annotation Types Reconstructive... requires literal-level response to a text.

Constructive... requires reading and thinking between and beyond the lines.

-----------------------------------------------------------------------Reconstructive Responses 1. Summary response. States the basic message of the selection in brief form. In fiction, it is the basic story line; in nonfiction, it is a simple statement of the main ideas.

2. Precise response. Briefly states the author's basic idea or theme, with all unnecessary words removed. The result is a crisp, telegram like message.

3. Attention-getting or heuristic response. Restates a snappy portion of the selection that makes the reader want to respond. It is best to use the author's own words.

4. Question response. Turns the main point of the story or information into an organizing question that the selection answers.

Constructive Responses 5. Personal view or transactional response. Answers the question "How do your views and feelings compare with what you perceive the author to have said?"

6. Critical response. Supports, reject s, or questions the main idea, and tells why. The first sentence of this type of response should restate the author's position. The next sentence should state the writer's position. Additional sentences should explain how the two differ.

7. Contrary response. Attempts to state a logical alternative position, even if it is not one that the student necessarily supports.

8. Intention response. States and briefly explains what the responder thinks is the author's intention, plan, and purpose in writing the selection. This is a special version of the critical response that causes the reader/responder to try to think like the author or from the author's perspective.

9. Motivation response. States what may have caused the author to create or write the story or selection. This is another special version of critical responding. It is an attempt to discover the author's personal agenda and hence areas of writing or unwitting biases.

10. Discovery response. States one or more practical questions that need to be answered before the story or facts can be judged for accuracy or worth. This type of response to text is the mode of thinking that leads to more reading and research and occasionally to a reformulated position or view.

11. Creative response. Suggests different and perhaps better solutions or views and/or connections and applications to prior learning and experiences. Students usually need some guidance and/or examples to produce this type of response. Once they begin thinking in this way, the results can be remarkably constructive.

For more information about REAP, especially if you are interested in being involved with a current on-line REAP pilot study, please visit REAP Central Today

Writing to Promote Higher-Order Thinking (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and UlaManzo, 1995) Advantages • • • • • • •

Writing activates the reader’s background knowledge before reading/thinking.

Writing builds anticipation of upcoming learning events.

Writing raises the reader’s level of intellectual activity.

Writing encourages meaningful comparisons of the student’s perspective with that of the writer (in reading situations) Writing helps students better formulate their world view.

Writing allows students to examine their perspectives on key issues.

Writing builds metacognitive as well as cognitive abilities because writing forces deeper levels of introspection, analysis, and synthesis than any other mediational process.

Suggestions Related to Using Writing to Promote Higher-Order Thinking • • • • •

Write daily or frequently rather than sporadically.

Write for real audiences and purposes.

Allot sufficient time for stages of thought and editing to occur.

Encourage peer review Write with an initial emphasis on thinking rather than on proofreading and editing.

Contributed by Barbara Fowler, Longview Community College.

Bloom's Revised Taxonomy divides the way people learn into three domains. One of these is the cognitive domain which emphasizes intellectual outcomes. This domain is further divided into categories or levels. The key words used and the type of questions asked may aid in the establishment and encouragement of critical thinking, especially in the higher levels.

Level 1: Remembering - exhibits previously learned material by recalling facts, terms, basic concepts and answers.

Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select Questions:

What is . . . ? How is . . . ?

Where is . . . ? When did _______ happen?

How did ______ happen? How would you explain . . . ?

Why did . . . ? How would you describe . . . ?

When did . . . ? Can you recall . . . ?

How would you show . . . ? Can you select . . . ?

Who were the main . . . ? Can you list three . . . ?

Which one . . . ? Who was . . . ?

Level 2: Understanding - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Key words: compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify Questions: How would you classify the type of . . . ?

How would you compare . . . ? contrast . . . ?

Will you state or interpret in your own words . . . ?

How would you rephrase the meaning . . . ?

What facts or ideas show . . . ?

What is the main idea of . . . ?

Which statements support . . . ?

Can you explain what is happening . . . what is meant . . .?

What can you say about . . . ?

Which is the best answer . . . ?

How would you summarize . . . ?

Level 3: Applying - solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Key words: apply, build, choose, construct, develop, interview, make use of, organize, experiment with, plan, select, solve, utilize, model, identify Questions: How would you use . . . ?

What examples can you find to . . . ?

How would you solve _______ using what you have learned . . . ?

How would you organize _______ to show . . . ?

How would you show your understanding of . . . ?

What approach would you use to . . . ?

How would you apply what you learned to develop . . . ?

What other way would you plan to . . . ?

What would result if . . . ?

Can you make use of the facts to . . . ?

What elements would you choose to change . . . ?

What facts would you select to show . . . ?

What questions would you ask in an interview with . . . ?

Level 4: Analyzing - examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

Questions: What are the parts or features of . . . ?

How is _______ related to . . . ?

Why do you think . . . ?

What is the theme . . . ?

What motive is there . . . ?

Can you list the parts . . . ?

What inference can you make . . . ?

What conclusions can you draw . . . ?

How would you classify . . . ?

How would you categorize . . . ?

Can you identify the difference parts . . . ?

What evidence can you find . . . ?

What is the relationship between . . . ?

Can you make a distinction between . . . ?

What is the function of . . . ?

What ideas justify . . . ?

Level 5: Evaluating - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Key Words: award, choose, conclude, criticize, decide, defend, determine, dispute, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, interpret, explain, appraise, prioritize, opinion, ,support, importance, criteria, prove, disprove, assess, influence, perceive, value, estimate, influence, deduct

Questions: Do you agree with the actions . . . ? with the outcomes . . . ?

What is your opinion of . . . ?

How would you prove . . . ? disprove . . . ?

Can you assess the value or importance of . . . ?

Would it be better if . . . ?

Why did they (the character) choose . . . ?

What would you recommend . . . ?

How would you rate the . . . ?

What would you cite to defend the actions . . . ?

How would you evaluate . . . ?

How could you determine . . . ?

What choice would you have made . . . ?

What would you select . . . ?

How would you prioritize . . . ?

What judgment would you make about . . . ?

Based on what you know, how would you explain . . . ?

What information would you use to support the view . . . ?

How would you justify . . . ?

What data was used to make the conclusion . . . ?

Why was it better that . . . ?

How would you prioritize the facts . . . ?

How would you compare the ideas . . . ? people .

Level 6: Creating - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words: build, choose, combine, compile, compose, construct, create, design, develop, estimate, formulate, imagine, invent, make up, originate, plan, predict, propose, solve, solution, suppose, discuss, modify, change, original, improve, adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen, change Questions: What changes would you make to solve . . . ?

How would you improve . . . ?

What would happen if . . . ?

Can you elaborate on the reason . . . ?

Can you propose an alternative . . . ?

Can you invent . . . ?

How would you adapt ________ to create a different . . . ?

How could you change (modify) the plot (plan) . . . ?

What could be done to minimize (maximize) . . . ?

What way would you design . . . ?

What could be combined to improve (change) . . . ?

Suppose you could _______ what would you do . . . ?

How would you test . . . ?

Can you formulate a theory for . . . ?

Can you predict the outcome if . . . ?

How would you estimate the results for . . . ?

What facts can you compile . .

September 2011 S

Mon

Tue

Wed

Thu

Fri

S

1 Topic: How is energy related to motion?

Objective: Explore how temperatures change.

Assessment Activity: Challenge students to work in groups to classify each object as hot or cold by touching it. Have them keep a record of responses. Ask students if everyone agreed and invite them to discuss their results.

2 Topic: What are the two main kinds of energy?

Objective: Relate energy, heat, and temperature.

Assessment Activity: Make a chart with the forms of energy and their sources.

3

1 0

4

5 Topic: What is temperature?

Objective: Explore how temperatures change.

Assessment Activity: Students place the thermometers on different surfaces to check their temperature.

6 Topic: What is Heat?

Objective: Compare and contrast how heat can be transferred.

Assessment Activity: Put a hot object in contact with a cooler one and explain what happens.

7 Topic: What are Radiation, Conduction, Convection?

Objective: Understand how radiation is transferred by electromagnetic waves.

Assessment Activity: In the lab students heat water to simulate the evaporation process.

8 Topic: Do some materials warm faster than other?

Objective: Determine if each material heats at the same time.

Assessment Activity: In one pot put salt water and in the other one fresh water. Heat them to see which one boils faster.

9 Topic:What is Insulation?

Objective: Explain how insulation works.

Assessment Activity: Have students visit www.science.mmhschool.com to conduct a research project on temperature and heat.

1 1

12 Topic: What is thermal expansion?

Objective: Differ temperature with expansion of matter.

Assessment Activity: Students answer a worksheet using the vocabulary. Vocabulary words thermal expansion, pressure, melting, vaporization, condensation, freezing, boiling, and evaporation.

13 Topic: What is pressure?

Objective: Recognize when pressure is being applied on an object.

Assessment Activity: Pump air into a tire with a hand pump and measure the pressure of the tire.

14 Topic: What causes changes of state?

Objective: Understand the transformation process from one state to another.

Assessment Activity: Illustrate the change from liquid to solid.

15 NATIONAL HOLIDAY .

16 NO CLASSES

1 8

19 Topic: How can Gases Drive a Car? Objective: Analyze when the heat from the burning gasoline warms gases produced by the burning to high temperatures.

Assessment Activity: Choose a structure, invention, or tool that uses these properties.

Explain how expansion and contraction are used

20 Topic: How can Gases Drive a Car? Objective: Analyze when the heat from the burning gasoline warms gases produced by the burning to high temperatures.

Assessment Activity: Test related on Temperature and Heat and How Heat Affects Matter.

21 Topic: How can Modern Plant and Animal Matter Give Us Energy?

Objective: Identify the modern plants and animals that are used for energy.

Assessment Activity: After watching a video from National Geographic, students make a graph organizer to represent the energy extraction process.

22 Topic: How can the suns energy be used?

Objective: Explain how can sunlight be turned into electricity.

Assessment Activity: On the worksheet follow the path of each arrow to connect the diagram part and label.

23 Topic: What are fossil fuels?

Objective: Determine which fossils can be used as fuel after being processed.

Assessment Activity: On a map, locate where we can find fossil fuels. .

2 5

26 Topic: How can Modern Plant and Animal Matter Give Us Energy?

Objective: Identify the modern plants and animals that are used for energy.

Assessment Activity: After watching a video from National Geographic, students make a graph organizer to represent the energy extraction process.

27 Topic: What is Nuclear Fission?

Objective: Determine the number of protons an atom needs to change.

Assessment Activity: Observe the diagram and answer the questions about it.

28 Topic: What is Nuclear Fusion?

Objective: Recognize how atomic nuclei produce energy by merging.

Assessment Activity: Watch a video of an atomic bomb exploding and write a paragraph about its effect.

29 Topic: Which is Better窶認ission or Fusion?

Objective: Distinguish what is the difference between fusion and fission reactors.

Assessment Activity: Design a model of a nuclear chain reaction. Use material such as foam, balls, dry beans or colored paper to represent nuclei and neutrons.

30 Topic: Which is Better窶認ission or Fusion?

Objective: Distinguish what is the difference between fusion and fission reactors.

Assessment Activity: Present your model on a poster, in a diagram and describe it.

1 7

2 4

October 2011 S

Mon

Tue

Wed

Thu

Fri

S 1

2 3 Topic: How can We Capture Energy From Wind?

Objective: Explain how the Wind´s energy can be used to generate electricity.

Assessment Activity: Create a windmill with a plastic cup and a straw. And discuss in groups one of the forms of energy generation.

4 Topic: How Can Falling Water Give Us Energy?

Objective: Compare and contrast alternative forms of energy.

Assessment Activity: Investigate what are the advantages and disadvantages of hydroelectricity.

5 Topic: How Can Fossil Fuels Be Used to Make Electricity?

Objective: Comprehend the process that fossil fuels undergo to make electricity.

Assessment Activity:

9 10 Topic: What is electricity?

Objective: Describe the difference between electricity and static electricity.

Assessment Activity: Match vocabulary words with meanings.

11 Topic: What is induced charge?

Objective: Classify a variety of objects as positive or negative aspects.

Assessment Activity: Using a balloon and rub it against your hair or cloth to see the static produced by the electric charge.

12 Topic: What are Conductors and Insulators?

Objective: Identify which objects are conductors and which are insulators.

Assessment Activity: Do Inclusion from page E102 of the teachers book

1 17 6 Topic: How is Lightning Produced?

Objective: Discover the necessary elements to produce lightning.

Assessment Activity: Interpret what causes lightning according to the illustration from your handout

18 Topic: What is a Circuit?

Objective: Describe the parts needed to make a circuit.

Assessment Activity: Fill in the blanks with vocabulary words about what a circuit is? Use the vocabulary words.

Worksheet.

2 24 3 Topic: What are series and parallel circuits?

Objective: Compare series and parallel circuits, and open and closed circuits.

Assessment Activity: Bring a diagram of a series and parallel circuit using their own symbols to represent resistors, a power source, and some type of appliance or fixture from which the power will flow.

25 Topic: What are series and parallel circuits?

Objective: Compare series and parallel circuits, and open and closed circuits.

Assessment Activity: Research different jobs in which people use or fix electrical circuits.

6 Topic: How Can Fossil Fuels Be Used to Make Electricity?

Objective: Comprehend the process that fossil fuels undergo to make electricity.

7 Assessment Activity: Evaluation of Sources of Energy.

8

13 Topic: How is Electricity Grounded?

Objective: Explore the interaction of charged object.

Assessment Activity: Have students compile a list of all the electrical items they have at home and indicate which have ground wires in the plugs and which do not.

14 Topic: : How is Electricity Grounded?

Objective: Explore the interaction of charged object.

Assmnt Actvty: Present their list of items and hypothesize why even small electrically powered objects need to be grounded.

1 5

19 Assessment Activity: Students bring a battery, cables, resistor, and a lamp.

Create a model of a circuit and make it work.

20 National Holiday

21 Holiday

2 2

26 Topic: What are series and parallel circuits?

Objective: Compare series and parallel circuits, and open and closed circuits.

Assessment Activity: Role play the job that they have investigated by modeling their findings.

27 Topic: General Review Objective: Recall and practice all topics of the unit Assessment Activity: None.

28 Bimester Test

2 9

Assessment Activity: Experiment: how well do batteries provide energy.

Materials: battery, flashlight bulb, and two wires.

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INTERNATIONAL SCHOOL 9th. Grade UNIT 4th.

NAME:_________________________________________KEY:________

SERIES I. INSTRUCTION: Write the correct answer on the statements.

(20 points. 4 points each) 1. Electricity from falling water is called ____________________.

2. The process of changing from liquid to solid is called ______________.

3. Molecules colliding against a container create ___________________.

4. The energy of motion is called ____________________.

5. A process that continues by itself is called a(n)_________________.

SERIES II. INSTRUCTION: Choose the correct option.

(20 points. 4 points each) 6. What causes thermal expansion? _______. a) Chemical change b) Increased motion of molecules c) Change in gas pressure d) Reduction of volume 7. Solar cells generate electricity from _____. a) Light b) Water c) Chemical change d) Pressure

8. Convection usually occurs in _______. a) Liquids b) Solids c) Gases d) Both A and C 9. A solid may change from a liquid to a gas by______. a) Freezing b) Melting c) Condensing d) Evaporating 10. What does temperature measure? a) Heat b) Motion of molecules c) Radiation d) Hydroelectricity e) SERIES III. INSTRUCTION. Write TRUE or FALSE, underline the words or words that make the statement FALSE. (32 points. 4 points each)

11. ________ Electrons moves easily through a conductor.

12. ________ A flow of charged particles is called a circuit.

13. ________ A grounding wire allows excess charges to run into the ground and protects you from getting hurt by the electricity 14. ________ A path allow with charged particles can travel is called a current.

15. ________ A magnet is an object that attracts metal objects made of iron, cobalt, or nickel.

16. ________ A resistor opposes the flow of electrons.

17. ________ A circuit in which there is only one path for the electric current is called a series circuit.

18. ________ A circuit containing a gap is called an open circuit.

SERIES IV. INSTRUCTION: In the extra paper, write 2 essays about‌ (8 points. 4 points each) 19. Describe the types of housing insulation used in your part of the country. Is it more important to keep heat in or out? Why is that so?

What resources can insulation save? _____________________________________________________ _____________________________________________________ _____________________________________________________

20. Imagine that you want to build a solar-heated home. Explain all the characteristics the ideal location for a solar home would have. _____________________________________________________ _____________________________________________________ _____________________________________________________

SERIES V.INSTRUCTIONS: Match the statements with the correct answer.

(20 points. 4 points each) 21. The energy of a moving object is called. _____

a. a direct current

22.The only way that heat can travel between solids is through. ______

b. circuit

23.The path along which Charged particles can travel is a(n). ______

c. kinetic energy

24.A circuit with more than one path of current is called a. ______

d. parallel circuit

25.Electrical current produced from wet cell takes the form of. ______

e. conduction

This portfolio was made with a lot of effort because as teacher I have so much material to do for my students and I don´t have the enough time to do all that I want about my studies.

The first thing that I do was to summarize the teacher´s presentations in a class log, which we learned every Saturday. They were very difficult because we had to remember everything that teacher explained, but it was much better when the teacher sent us the presentations. It is a different way for practice and apply topics.

It was a useful job and it taught me different techniques to present and exercise the different skills that we have in English. As teacher it is important because every day the teaching changes or develop and we have to improve our knowledge all the time to give our students the accurate learning that they need to understand.

I think I made a good job, but the most important is I learned so much.