Melissa Myers Chapter 3 Write a short 4-5 sentence paragraph summarizing the chapter.

This chapter explains how the process of assessing students has changed and developed over the past years. The chapter talks about the different ways to assess students. Frist the author explains that assessments have three parts. The author then explains that after assessing the students teachers should be able to tell if the students have met the standard.

Notes: Assessment of Social Studies Learning 1) Purposes and Goals of Assessment a. Assessment: The process of gathering, analyzing, and sharing information on the ability and achievement of students. b. Formative assessment: The process of helping students achieve more. c. Summative assessment: The process of making judgments. 2) Essentials of Effective Assessment i. It will define sources of evidence that allow teachers to determine if students have mastered the standard the unit addresses ii. It will include some performance assessments iii. It will be developed at an appropriate point in the instructional planning process iv. It will allow the teacher to gather evidence from multiple sources. b. Standards Based Assessment i. Goal: Make judgments about student progress in mastering the relevant social studies standards. ii. One way of doing this is by creating a portfolio of each student. c. Performance Assessment i. Some sources of evidence are task requiring complex,higherlevel thinking, often through inquiry and problem solving.

ii. Some sources of evidence assess students performance on tasks corresponding to the types of things people do in the real world, rather than task performed only in schools iii. Data used for evaluation can come from the everyday assignments students complete, assuming the teacher plans a wide range of challenging social studies activites. iv. The process is ongoing and longitudinal, with data gathered, analyzed, and shared throughout the school year. v. Students show what they know and can do in a variety of ways-through writing, speaking art, and drama. d. Assessment in the Planning Process e. Multiple Sources of Evidence, Key Sources i. Written Products ii. Non-written Products iii. Oral activitys iv. Informal Observations v. Tests 3) Gathering Data: (Gathers data, analyzing data, and sharing data) a. Written Products i. Stories ii. Captions iii. Editorials iv. Answers to Questions v. Journals vi. Scripts vii. Summary Reports viii. Notes ix. Letters x. E-mail xi. Essay b. Non-written Products i. Maps ii. Visual Arts iii. Oral Activities 1. Listen to group and assess only one objective 2. Listen to a group and record a few observations in anecdotal form. iv. Performing Arts

c. Multiple-Form Products d. Tests i. These have been modified: 1. Time: flexible time limits, students should be given ample time to finish the task. 2. Location: There are tests for students to complete at home, on field trips, or in the library. 3. Collaboration: Work in groups. ii. Alternatives to Reading and Writing 1. Plan activities that help students become familiar with the test format-practice tests or test complete in groups-but do not devote too much time to test-taking practice. 2. Be absolutely sure that the form of the test matches the developmental level of the students who will take it. Be sure tests used with primary-age children are simple and short. 3. Teach older students, especially those who will go to a middle school or junior high school in the subsequent year, how to study for the tests. 4) Records Teachers should Keep a. Anecdotal Records i. Kid watching: is an essential part of evaluation, and these anecdotal notes will provide us with a great deal of importance information. b. Evaluation Rubrics and Rating Scales i. Rubric: Provides a scale with written descriptors to categorize student performance. 1. Should have three or more categories, and the descriptor for each category should be written with enough detail to distinguish it from the others. c. Checklists i. Checklists allow us to record information about our students. They are simple and typically require a yes/no judgment. 5) Analyzing and Sharing Assessment Data a. Verifying Acquisition of Content: What does the Student know? b. Measuring Mastery of Processes

c. Evaluation Development of Values i. Values: are criteria by which behaviors, beliefs, and attitudes are judged. ii. Find a persons values by observing their behavior. 1. We can ask our students to express their attitudes and beliefs through discussions. 2. We can observe our students behavior to see to what extent they have adopted the values we are trying to teach. d. Standards-Based Analysis i. The data is analyzed to determine if each student has met the relevant social studies standard. e. Sharing What has been Learned i. Informal Conferences with Students ii. Parent Conferences iii. Report Cards Ask a thoughtful and authentic question to the writer regarding this section of reading. (Add any background that might be needed to understand the question you are asking the author.) 1) How can I implement a test that can happen at any location inside a school that does not have the same views? What are some things I could do? What assumptions or ideas did you have about what you read that you are now questioning or looking at differently or deeper? 1) Something that has changed is that I used to think that test could only happen one way, now I understand that there are multiple different ways to take a test.