Evaluation 2: Concepts and Strategies Glossary

Abigail Gibbons

001212111

EDUC 3504: Evaluation of Learning

20 October 2021

Part A: Concepts Glossary

Gibbons 2
Evaluation 2: Concepts and Strategies Glossary

Formative Assessment / Assessment / Assessment for Learning

 Gibbons 3
Evaluation 2: Concepts and Strategies Glossary

The process of evaluating students’ All these concepts are important within These concepts can be effectively
knowledge through on-going educational assessment because it gives applied to the classroom when students
assessment as they learn and progress the students the opportunity monitor are given ongoing opportunities to
through content, and it is used to students’ progress. It allows students to monitor their learning. These concepts
guide the teachers next steps within see where their strengths and are not just useful for the students, but
the classroom as it gives an weaknesses are within the content areas, also for the teacher – as they can also
indication of the students learning. allowing them to adjust their own monitor and adjust their instruction
learning without the stress of academic accordingly. Furthermore, it can be
penalty. For teachers, this allows them implemented in two different ways,
to inform their instruction, allowing formally or informally. Examples such
them to adapt based on students results. as feedback from student to teacher, or
This ensures that the instruction that a quick conversation with the student
they are giving benefits student learning provide teachers with quick guidance
and targets the areas of learning students as to how the student is progressing are
are not as strong in. informal. Examples such as creating a
brochure and formative quizzes help
give students feedback on what they
are demonstrating of their learning and
if they can improve are ways it can be
done formally
Summative Assessment / Evaluation / Assessment of Learning
The process of evaluating a student’s All these concepts allow for the There are many forms that these
learning at a set point in time against summarisation and depiction of the concepts can essays, exams, and
the areas of the curriculum that have students’ learning at a specific point in projects, and these are used to compare
been taught. These concepts time. These are significant concepts students through an indication of
demonstrate if students have within the educational assessment achievement. This is effectively
understood the learning outcomes because students are evaluated on their implemented in a classroom at the end
that stemmed from the curriculum. learning within a content area as they are of the learning cycle, so students
not needing learn the knowledge. demonstrate their knowledge of their
learning. They are marked/graded
assessments which are used as
evidence of the students learning and
knowledge.
Validity
Validity recognises if the results of Validity is important within an Validity can be effectively applied to
an assessment are valid or invalid. educational assessment as it helps the the classroom when the teacher is able
Referring to the extent that the teacher gauge if their conclusions on the to support the data that they gain from
students’ results are representative assessments are accurate and valid, or if an assessment through interpreting the
and accuracy of the knowledge and they are inaccurate and invalid. Teachers accuracy of students’ knowledge and
skills that were intended to measure. should be able to explain why their skills that the assessment portrays. For
assessment meets the outcomes of an example, if a test had low validity,
assessment and whether it accurately would it be appropriate for the teacher
measures students’ knowledge and to decide to move forward with course
skills. content? The answer is no, because the
judgements made from assessment
results help teachers formulate
instructional decisions to help the
future success for the students.
Therefore, teachers should aim for a
high level of validity within their
 Gibbons 4
Evaluation 2: Concepts and Strategies Glossary

teaching.
Construct Validity
Construct validity measures the In educational assessment construct Construct validity can be effectively
degree that the assessment considers validity is important because it allows measured in a classroom when a
the underlying concepts that it is teachers to ensure that they consider all teacher understands the intended
supposed to measure. the learning outcomes through the learning outcomes and designs
constructs stemming from the constructs that appropriately stem from
curriculum before implementing them the learning outcomes in the
into assessments. curriculum. Before designing an
assessment, teachers should be able to
identify how the assessment considers
the topics mentioned above.
Content Validity
Content Validity is tailored with the In educational assessment construct Content validity can be effectively
curriculum and asks if students validity is important it measures how measured in a classroom when
aptitude has been sufficiently effectively assessments sample the teachers have accurately measured
measured across the curricular articulated learning outcomes that were students’ ability with the outcomes
outcomes it was intended to measure. intended to be measured. stemming from the curriculum, that it
is balanced and that the assessment
and evaluations have been thought out
with the content they aim to cover.
Consequential Validity
Consequential Validity focuses on In educational assessment construct For consequential validity to be
the results of the assessment or validity is important as it allows for effectively measured teachers need to
evaluation and if the outcomes have teachers to use the results from an consider various indicators of a
been sufficiently met. assessment to make decisions about the student’s successes and limitations
student through the analyzation of the within the classroom to ensure if they
students’ ability, knowledge, and skills. have been consistently achieving the
Some examples would be if a student learning outcomes and/or sufficiently
has sufficiently met the outcomes for meeting the standards required.
scholarship opportunities, graduating
and honours classes.
Concurrent Validity
Concurrent Validity should In educational assessment construct Content validity can be effectively
demonstrate the degree of accuracy validity is important as it measures the measured in a classroom when
of an assessment by measuring and concurrent validity that an assessment teachers can interpret if their
equating it with another assessment has by comparing the assessment to one assessment accurately measures a
to demonstrate it is valid and the of a similar nature with the same student’s learning, recognising if there
same learning outcomes are met. learning outcomes. is a high level of concurrent validity.

Reliability
Reliability can be as defined as the Within educational assessment, Reliability can effectively be applied
focus on measurement of consistency reliability is important because if a task to the classroom by teachers focusing
with a student’s performance. It aims is reliable, they can see a true indication on content in situations such as
to see if the indication of the students of the students learning of the specified marking or when they are creating
learning is true and dependable or if learning constructs or outcomes. assessment questions. To increase
it was influenced by other factors Assessments are reliable when they can validity teachers can ensure that they
accurately measure the content taught in are aware of their own subjectivities
class without external biases. such as favouritism or emotions to
 Gibbons 5
Evaluation 2: Concepts and Strategies Glossary

ensure that the grades or questions

used to assess students reflects the
content area of what they were
learning. A few ways to increase
validity is to collaborate with
colleagues to cross mark or to check
rubrics, and to ensure that teachers are
aware of their mental state.
Systematic Error
Systematic Error are the controllable Systematic errors are significant in Systematic errors are typically
and unintended errors within educational assessment as they are unintentional; therefore, it is important
assessment that can affect a student’s unintentional errors that can impact a that teachers are aware of how these
results. student’s performance. Errors such as errors can impact a students’
question construction, layout, or performance. Ways that teachers can
systematic issues such as assuming ensure that students are not impacted
understand topics are all examples of negatively is through working together
how systematic errors can be with other teaching colleagues to
implemented in assessment. proofread assessment to ensure
systematic errors are not present.
Random Error
Random Errors and the uncontrolled Random errors are significant in These errors are typically
influences affecting both students educational assessment as they can unpredictable or uncontrollable,
and teachers within assessment and affect students’ performances on however, random errors are something
evaluation assessments or evaluations. Teachers that teachers need to be aware of. We
need to be aware of the external need to ensure that students have the
circumstances that can alter a students’ most reliable and accurate results of
performance such as illness, luck, and their learning, and we need to be aware
other life circumstances. of when external circumstances impact
their results.
Inter Rater Reliability
Inter Rater Reliability is when a Within educational assessment, inter- Inter-rater reliability is effectively
student’s assessment is graded by rater reliability increases the reliability applied to the classroom when there
two or more scorers with the aim to and concurrent validity of a student’s are more than two markers similarly
have more reliable and dependable assessment. When two or more scorers interpreting the criteria for student’s
results. are making a student’s assessment, it assessment. Ensuring that the results of
could point to whether the criteria have the students’ assessment are more
been interpreted differently or if the reliable by eliminating external biases
markers have interpreted it the same. and to unintended forms of error,
increasing the concurrent validity.
Intra Rater Reliability
Intra Rater Reliability is when a Within educational assessment, intra Intra Rater Reliability is effectively
student’s assessment is graded by an rater reliability can positively or applied to the classroom when the
individual scorer. negatively affect concurrent validity marker is aware of the multiple
within assessment marking due to the avenues where biases can come
external influences such as biases and through in their marking. Being aware
state of mind. of this increases the fairness and
concurrent validity towards student
marks as the marker is aware of
external influences such as mood, state
of mind, and bias against a student.
 Gibbons 6
Evaluation 2: Concepts and Strategies Glossary

Marking a more subjective assignment

or evaluation a teacher should go over
it more than once to increase the
concurrent validity and reliability of
the mark.
Fairness
Fairness can be defined as using Within educational assessment, fairness When effectively applied to the
equitable differentiation to ensure allows individuals students to be given classroom fairness should be reflected
that every student is getting what what they need to be successful within a throughout multiple modalities to
they need to learn and grow. classroom setting. This can be done ensure that each student receives what
successfully within and outside of the through multiple different ways such as they need to achieve their goals, both
classroom. differentiation, accommodation, and in and outside of the classroom. This
environmental changes. allows students to successful
demonstrate their knowledge and
understanding in a way supports them.

Performance Task
Performance tasks are a learning Performance tasks allow students to When effectively applied performance
assessment that allows students to showcase their knowledge, tasks can allow teachers to gain insight
show their understanding and understanding and learning within a student learning on the knowledge that
learning of a concept through measurable task. In educational they know rather than what they are
different modalities such as to assessment this is important because it currently learning. When applied
perform, create and design. serves as evidence of learning for a effectively these tasks provide students
student. informative learning opportunities that
allows them to distinguish what the
students understand. Performance
tasks are done in multiple modalities
such as creating a brochure and
providing open-ended question for
interpretation therefore, it gives
students a more open-ended approach
rather than a test or quiz.

Feedback
Feedback is the information given by Feedback holds a big significance in When effectively applied in classroom
peers or the teacher to a student to educational assessment. Feedback feedback can help students’ confidence
indicate the learning goals or allows students the opportunity to see and self-awareness towards their
outcomes and their performance in their strengths and weaknesses. Giving learning. It is important to give
relation to these. feedback to students also allows feedback in a way that allows students
teachers to have evidence of students’ to recognise and clearly identify their
progress and to see if they are strengths and weaknesses in the given
understanding the learning outcomes of task. It should be framed in a way that
the task given. students can see how they can grow
and further improve, rather than giving
feedback and implying that it is a fixed
trait.
Rubric
A rubric is a tool used to indicate In educational assessment rubrics are Rubrics are effectively applied to the
varying criteria’s describing the significant as they allow students and classroom when they accurately and
performance quality within a task the teacher to identify the learning successfully convey the learning
 Gibbons 7
Evaluation 2: Concepts and Strategies Glossary

and that provide consistency in outcomes that the task is meaning to outcomes that it is intended to assess.
evaluating students work. assess, and to assess performance on a For teachers to ensure that the rubrics
task. Rubrics allow teachers to structure they create are reliable and properly
feedback and comments which illustrate assess the learning outcomes they
a student’s performance within a task. should test their rubrics with a sample
of student work or to create an
example to test it against. Furthermore,
teachers should ensure that the type of
rubric that they choose aligns with the
type of assessment that is being
completed.
Construct
Constructs are the big ideas of the Constructs are a significant aspect of Constructs are effectively applied
unit of study through statements that educational assessment as it indicates within a classroom setting when a
indicate what a student should know the learning objectives that a student teacher can appropriately unpack the
and understand. should meet, know, and understand at curriculum (what’s important and what
the end of a unit. the weighting is) to ensure that the
professional decisions that they have
made to reflect the learning objectives
that a student should meet.
Learning Outcome
Learning outcomes are the statements In educational assessment, learning When effectively applied learning
that indicate the learning and outcomes are important as they help outcomes should emphasise the
understanding of an assessment that guide teachers’ decisions with implementation and incorporation of
students should be able to acquire. assessment and evaluation through what knowledge. Allowing students to draw
students should already know. It gives connections to the knowledge that they
teachers the opportunity to set standards have learned and to help build on what
of what content will be evaluated and it they already know.
helps to focus on the learning and
understanding of a student within
context.
Assessment as Learning
Assessment as Learning focuses on Within educational assessment, When effectively applied assessment
the students learning. It aims to give assessment for learning allows students as learning allows students to take
students agency for their own to become facilitators of their own agency of their own learning. This
learning through their ability to self- learning. It allows students to take more allows students to recognise that their
direct. responsibility of their learning and to learning is a process, as they can
become more metacognitive as reflect.
themselves as learners. Teachers take a
step back from the facilitator role to one
that still supports students by guiding
them to question their own thinking and
to give them chances to take risks.
Score
A score is the indication of a Within educational assessment, a score When effectively applied a score
student’s performance usually relates to indication of how well a should allow students to see how well
represented through a number and is student understands the work that was they did on a piece of assessment or
typically used for an individual presented, allowing students to see if evaluation – allowing them to reflect
assignment. they need to spend more time on how well they know a subject.
understanding the content, or if they
 Gibbons 8
Evaluation 2: Concepts and Strategies Glossary

could further understand a concept. For

teachers, a score allows them to see how
well a student understands a concept and
if their teaching is reflective through the
student’s achievement.

Grade
Grades are the standardized Within educational assessment, a grade When effectively applied a grade gives
measurements that give an indication is typically shown to be a final grade in students an indication of where they sit
of achievement through assessment a course. Grading is seen as a high stake, on the academic scale based on the
or evaluation, and they are typically as it allows both the teacher and student cumulative knowledge they have
used as a final grade. to see the level of proficiency the showcased over a period.
student has culminated over a period.
 Gibbons 9
Evaluation 2: Concepts and Strategies Glossary

Part B: Formative Assessment Strategies Glossary

Formative Assessment Strategies #1

ABCD Cards (Wiliam, 2018, 105 – 6)
ABCD cards are system where I would use this strategy in the Validity and Reliability are the
students are given four cards with A, classroom to quickly assess if students limitations within this strategy.
B, C and D on them. The teacher are understanding the concepts that have Students would be able to look at their
then asks a question, and the students been discussed up to a specific point of peers’ answers and make choices
must answer with the cards by view or to gauge students’ based on what they are saying.
holding up what they think is the interpretations on a topic. These would Therefore, it wouldn’t be reflective of
correct corresponding letter/s. be beneficial to get a snapshot of student what they know and understand,
learning and to visually see if I would therefore lowering the validity and
need to re-adjust the way that I am reliability. Fairness is one of the
teaching a lesson to address common strengths from this strategy. To be
misconnections or if I can move ahead prepared for an activity like this
with the topics as students are teacher would have to be well-
understanding. For example, as an ELA prepared with questions that link to the
major, one of the ways that I could use curriculum and the content. This
these cards could be with middle would increase the fairness because
schoolers asking them what they think students would be having to know the
will happen after a major event in a content. Fairness could be decreased
book. because some students wouldn’t be
able to process the questions quickly.
Formative Assessment Strategies #2
Mini Whiteboards (Wiliam, 2018, 106)
 Mini whiteboards are used to get I would use this in a classroom because Validity and reliability are limited in
answers quickly and efficiently from it allows for an element of interactivity. this strategy because there is the
the whole class, as students can write But it also can be implemented in a potential that students would look at
down their answers and erase them. variety of classroom settings and across their peers’ answers before writing on
subject disciplines allowing it to be quite the whiteboard. Fairness would be one
versatile. For example, I could pose a of the strengths of this strategy.
question and get the students to answer Students could be able to erase
on the whiteboard. mistakes and try again – encouraging
them to correct their answer. This
strategy could be used to differentiate
student instruction because teachers
could use the whiteboards as extra
support for learning concepts. For
example, if students are struggling
with a concept the teacher could allow
them to practice the concepts on the
whiteboard - allowing the teacher to
get informal evidence on how a
student is understanding and digesting
a concept.
Formative Assessment Strategies #3
Minus, Equal, Plus (Wiliam, 2018, 143)
Minus, equals, plus is a grading In the classroom I would use this Minus, Equal, Plus has the strengths of
scheme where a teacher puts the strategy to ensure that students validity, reliability, and fairness. It is
symbols -, =, or + on students’ work. recognise the areas of improvement and valid because it is the teacher giving
 Gibbons 10
Evaluation 2: Concepts and Strategies Glossary

This allows students to compare their ensuring they can evaluate their the student an indication of the
current work to previous submissions strengths and weaknesses. For example, accuracy of the knowledge, skill and
and to see what they have done well a way to implement this strategy would progress they presented within their
at, what has stayed the same and be for grading essays and assignments. assessment. Validity is reinforced
what they need to improve. because the teacher is specifically
focusing on the consistency of the
student’s performance. Allowing for
more tangible feedback that allows for
a student to continue to growth within
their learning. However, teachers
would have to ensure that they are
providing accurate grading and
ensuring concurrent validity. Fairness
is also implemented because Minus,
Equal, Plus is an indication of student
progress. If a student struggles with
writing and then improves their writing
on the next assignment this will be
showcased in a positive manner. The
feedback is confidential between the
student and the teacher, allowing the
student to focus on their learning
journey and growth. However, a
limitation for the student could if a
student got a -, as they could take that
to heart, therefore, leading to
discouragement rather than seeing it as
a mean of growth.
Formative Assessment Strategies #4
Learning Portfolios (Wiliam, 2018, 183-4)
Learning portfolios are collections of Learning portfolios, I think are Validity and reliability are a strength
student work (varying in quality) something that could be incredibly of learning portfolios because it is not
used to exhibit a student’s learning beneficial to implement into my future only showcasing students excellent
journey. classroom. Instead of traditionally work, but also some of the work they
measuring a student’s assessment, this have grown from. Therefore, it is not
strategy would be used to show students just showcasing the student’s highest
how they grow. Focusing on the excellence of work, but a variety.
student’s individual growth, rather than Reliability is reinforced because it
their grade on an assignment. I had done focuses on the student’s individual
something similar in my grade 12 growth, rather than on assessment
English class and found that it was grades. This also related to fairness
incredibly beneficial because it allowed because the portfolios are normally
me to see my growth. But it also created with an individual students
allowed me to reflect on one assignment work. Students can then see how they
and use the feedback that my teacher can grow with their work, showcasing
gave me to better grow my writing and how they can improve or be consistent
comprehension skills. In the classroom with the level of work they are
there would be many ways that this producing. It provides a more visual
could be implemented through using representation on what they have done
student writing, student exams, but also well and what they need to work on.
 Gibbons 11
Evaluation 2: Concepts and Strategies Glossary

in a variety of different subject areas.

Formative Assessment Strategies #

Three Questions (Wiliam, 2018, 144)
Three questions are a formative In the classroom I would use this Validity and reliability are all strengths
assessment strategy tailored to giving strategy to ensure that everybody can seen within this strategy. Validity and
students feedback. What the teacher work towards the feedback given. reliability are reinforced because it is
does to implement this strategy is to I do believe that this strategy supports the teachers marking the individual
write three correlating questions for learning by allowing students to think student’s assessment. Fairness is also a
students to consider based on three more deeply about their answers. As the strength and weakness in this strategy.
areas they have numbered from their textbook mentions ' no matter how bad It does allow teachers to give
submitted assignment. or good the student's work is, everyone individualised feedback and they every
has the same amount of work to do' student must answer three questions. It
indicating that everyone can continue to ensures that every student recognises
grow and improve their work. Even if it they their work or ideas could
is an excellent standard, it promotes the improve. However, fairness decreases
importance of continuing to learn.   if the student doesn’t understand what
they have gotten wrong and if the
question they must answer a question
doesn’t make sense to them.
Gibbons 12
Evaluation 2: Concepts and Strategies Glossary

References

Wiliam, D. (2018). Embedded Formative Assessment. Solution Tree Press.