This is a course on educational assessment; more specifically classroom assessment. As of 2016, the focus is primarily upon those processes related to classroom assessment, with only some reference made to large-scale assessments used in public examinations and national learning assessments.

The emphasis on classroom assessment is appropriate given current trends internationally and in the Caribbean and Trinidad and Tobago for continuous and school-based assessment.

Central to these models of multiple purpose assessments as in the SBA is the hypothesized use of assessment for and as learning. We are not confident that this is an appropriate use for high stakes assessment nor do we believe that the practice of assessment for learning in these situations is authentic.

We will use the term formative assessment in this course and not assessment for learning although we recognize that AfL has important philosophical and pedagogical implications.

However, even in the use of the term, "formative assessment", we recognize the nuanced meanings captured by the spirit of authentic assessment for learning.

We do not believe that these formative assessment practices are common or easily taught given the penchant for traditional plantation pedagogy in the Caribbean.

 Welcome Class of 2019

Class PowerPoints-

Introduction and More

Constructing Items & Tasks

Models of Formative Assessment

Rhoda's Presentation-An Introduction to Item Analysis

Validity & Standards (Temporary)

Reorganized COURSE OUTLINE

PAPER AND PENCIL ASSESSMENTS (4 weeks)

• Item Types
• Item Development
• Item Analysis-Approaches & Software
• Ensuring quality in test and item development
• Validity & Reliability
• Validation of test and items
• Summarizing Test Scores
• Reporting Test Scores
• Standards-based Assessment1-Setting standards in accountability tests and public examinations

PERFORMANCE ASSESSMENTS (4 weeks)

• Definitions and characteristics
  • Performance, Authenticity, Alternative, New Generation
    
  • Formative Assessment
• Classroom Assessment, Continuous Assessment, & School-Based Assessment-theory & practice
• Performance Assessment Modes
• Standards-based Assessment 2-Standards and Benchmarks as Guides
• Rubric and Rubric Development
• Quality in Performance Assessment

ASSIGNMENTS (2 WEEKS)

ISSUES (3 weeks)

• High stakes and washback from public examinations and accountability tests
• The quality of Teacher Judgment in SBA and CAC-Fostering Assessment Literacy
• The student in role assessment- Formative Assessment role in fostering autonomy
• Multiple Purposes of Assessments in Assessment Systems-Certification, Accountability, & Learning



2019 SCHEDULE

MAKING CLASSROOM ASSESSMENT BETTER

Week-Date-DAY-TOPIC

Week 1-SEPTEMBER 4TH

ASSESSMENT DEFINITION –VARIETIES OF ASSESSMENT- ITEM TYPES /ITEM DEVELOPMENT

(REQUIRED ADDITIONAL CLASS)

A MODEL OF CLASSROOM ASSESSMENT

Week 2-SEPTEMBER 11TH--

ITEM WRITING WORKSHOP

Week 3-SEPTEMBER 18TH

PERFORMANCE ASSESSMENT OVERVIEW

Week 4-SEPTEMBER 25TH

FORMATIVE ASSESSMENT MODELS

Week 5-OCTOBER 2ND

FORMATIVE ASSESSMENT IN PRACTICE

Week 6-OCTOBER 9TH--

PERFORMANCE ASSESSMENTS IN THE CLASSROOM/GROUP WORK

Week 7-OCTOBER 16TH--

DEVELOPING AND USING RUBRICS

Week 8-OCTOBER 23RD

--ASSIGNMENT 1-ISSUES---

Week 9-OCTOBER 30TH

-ASSESSMENT FOR 21ST CENTURY SKILLS

Week 10-NOVEMBER 6TH

-INTEGRATED ASSESSMENT

Week 11-NOVEMBER 13TH

FAIRNESS/VALIDITY

Week 12-NOVEMBER 20ST

FAIRNESS/VALIDITY

Week 13-NOVEMBER 27TH--FAIRNESS/VALIDITY

Additional/Optional-DECEMBER 4TH

EXAMINATION PREPARATION

New Topics for 2017

Assessing integrated learning

Assessing 21st Century Skills

Learning Progressions in Formative Assessments

Standards Based Reporting

New Topics for 2018/2019

Grouping

Assessing Creativity