2 results
Chapter 4 - Conducting assessments: Making sure the evidence of learning is interpretable
-
- By Masa Pavlovic, has worked in the field of education assessment, test development, data management and analysis, neurosciences and software development for the past 10 years., Nafisa Awwal, holds a Bachelor of Computer Science and completed her Master of Information Management and Systems at Monash University., Patrick Griffin, University of Melbourne, B. M. Monjurul Alom, computer programmer and platform developer in the Assessment Research Centre, University of Melbourne.
- Patrick Griffin, University of Melbourne
-
- Book:
- Assessment for Teaching
- Published online:
- 17 August 2019
- Print publication:
- 18 October 2017, pp 77-89
-
- Chapter
- Export citation
-
Summary
Learning Objectives
In this chapter you will learn to:
• understand the role of developmental frameworks in developing and conducting assessment for teaching
• conduct assessments, looking at a specific example of an assessment in an online environment and controlling for distracting influences
• target assessments
• recognise the need to confirm assessment results with other sources of evidence.
This chapter introduces the administration and use of assessment for teaching. It emphasises the importance of correctly targeting assessment to maximise the information available for both teachers and students. The approach of using assessments within a developmental framework requires a significant shift in thinking for teachers and students. Assessment in this context demands a clear understanding of its purposes as the identification of a level of readiness to learn in all students and the use of this to make teaching decisions about appropriate interventions. This chapter expands on some of the ideas discussed in Chapter 1 on the use of ‘skills, not scores’ – ideas that contrast assessment for teaching with summative testing. The chapter provides practical examples of how to maximise each student's opportunity to demonstrate their skills and knowledge.
The classroom teacher doesn't always have the time or training to construct formal psychometric summative tests. This chapter reviews a range of assessment strategies teachers use in their search for evidence of learning and student growth.
Introduction
The focus of this chapter is the use of developmental assessment and issues related to administration of assessments and interpretation of data, to support the planning of targeted teaching strategies for classroom use. It builds on ideas introduced in Chapter 3 where we discussed developmental learning. Teachers need to know about the use and interpretation of assessment data if they are to use data to inform teaching.
Planning administration: Why do we recommend testing twice a year?
Testing is typically undertaken at the beginning of a school year to establish a benchmark level of achievement for the students. It also enables the teachers, at the beginning of the year, to identify the levels for intervention for each student and for the team leaders to bring this information to a team leaders’ workshop a few weeks after the first test.
Annex 2 - Using the online tests and reports: Objective testing
-
- By Masa Pavlovic, has worked in the field of education assessment, test development, data management and analysis, neurosciences and software development for the past 10 years., Nafisa Awwal, holds a Bachelor of Computer Science and completed her Master of Information Management and Systems at Monash University., Patrick Griffin, University of Melbourne, B. M. Monjurul Alom, computer programmer and platform developer in the Assessment Research Centre, University of Melbourne.
- Patrick Griffin, University of Melbourne
-
- Book:
- Assessment for Teaching
- Published online:
- 17 August 2019
- Print publication:
- 18 October 2017, pp 300-310
-
- Chapter
- Export citation
-
Summary
This annex guides you through a sample of the Assessment Research Centre Online Testing System (ARCOTS) that you can access online using the code provided with this book. Detailed instructions are given here to take you through the assessment process. This will allow you to try out the use of online developmental assessment to plan teaching strategies for implementation in your classroom. We encourage you, when using the tests, to follow the CTT cycle discussed in Chapter 2, including planning, implementing and evaluating your teaching strategies.
ARCOTS overview
The ARCOTS tests were developed as part of the Assessment and Learning Partnerships Project (see the Introduction for more details). They are intended to be used by teachers as one of many sources of evidence that reflect student learning. They provide teachers with a means to track student progress for the purpose of informing and evaluating teaching. The test results are used to identify the point of learning readiness or zone of proximal development (ZPD) and they are reported as a level on the corresponding developmental progression. Three progressions were developed in the Assessment and Learning Partnerships Project for three learning domains: numeracy, reading comprehension and problem-solving; each domain has a corresponding test. The reports are available instantaneously, through ARCOTS, upon completion of an assessment. The progressions are discussed in Chapter 2.
Technical requirements
Table A2.1 lists the minimum technical requirements to successfully conduct ARCOTS tests.
ARCOTS can also be run on iPads using a Flash-compatible browser, such as Puffin, iSwifter or similar. If you are considering testing with iPads, we advise a trial run prior to commencing student testing to check compatibility and speed.
Note: please check whether you need an IT technician to whitelist (allow access to) the ARCOTS site in your school.
Test access
Samples of ARCOTS developmental assessments and the reporting system are provided on the website accompanying this book. The purpose of the sample tests is to give teachers an experience of using developmental progressions to inform teaching and implement some of the processes described in this book.
Before the testing and reporting systems can be accessed you will need to register with the code and the link provided on the companion website. To register you will need to have a valid email address.