How and why we need changes in assessment

1. By: Christina Clark How and why we need changes in assessment

2. Current design of most assessment systems focus too much on if students can recall discrete facts (21stc, WVDOE website). Usually using multiple choice tests This does not adequately measure a student’s ability to engage in and complete complex thinking and problem-solving tasks (21stc, WVDOE website) Traditional views of assessment

3. Tests are not designed to how well students can apply their knowledge to new situations or how they might use technology to solve problems *(21stc, WVDOE website) This is very important for the future because we now live in a digital world. Our students are digital natives that are learning and functioning in a different world than us [digital immigrants] Shelly, Cashman, Gunter, & Gunter, 2008). Traditional views of assessment

4. Tests are not generally made to help teachers make decisions on how to implement their daily lessons or where to target learning deficiencies *21stc, WVDOE website). If teachers do not use assessment for this purpose, then we are failing our students in their learning process. To simply assess if the students know some material is not an accurate measure of learning that has occurred (21stc, WVDOE website). Traditional views of assessment

5. “Current testing systems are rarely designed to measure a school or district’s contribution to learning from a student’s first day until his or her last day (21stc, WVDOE website). A simple example: If student A did not know his letters, numbers, and letter sounds when he started school, but knows his letters a month into school, that is significant learning. However, a traditional assessment would merely show that originally the student did not know them. A second assessment would show that he does. That is not enough information to make an informed decision of the process. Also, if student B did know all of that information, chances are he would still know it a month later, but perhaps did not learn anything new. Is it fair to say that student B was ahead of student A? (NO) Traditional views of assessment

6. Typically summative assessments are used (21stc, WVDOE website). • This type of assessment is important, but should not be the only type being used. By only using this type of assessment, a teacher could fail to see the students progress until the very end of the lesson. This is very unfortunate and could have dire consequences on the students learning(21stc, WVDOE website). Traditional views of assessment

7. To be able to: “Measure students ability to think critically, examine problems, gather information, and make informed, reasoned decisions while using technology.” (21stc, WVDOE website, p.2). This is much more efficient in today’s world than just being able to recall a fact that the teacher told to the student (21stc, WVDOE website) 21st century views of assessment

8. Preparing students to be able to handle the challenges that arise of the future’s difficult environments and jobs (21stc, WVDOE website). If students have this knowledge, they will be successful not just in any career they decide upon, but they can succeed universally (anywhere in the world). 21st century views of assessment

9. Range of solutions to a task (21stc, WVDOE website). There is not just one solution many times; however, a lot of traditional assessments/teachers want a specific way to solve it, and for that to be the only way a student solves it in their class/on their assessment This is not effective, as we all know, there are many solutions to most of the problems we face everyday in our work lives and our personal lives. 21st Century views of assessment

10. Assessments need to be builtforlearning rather than of learning (Earl, 2003). This will help students become more aware of what and how they are learning, and because of that they will be more motivated (Earl, 2003). 21st century views of assessment

11. Good balance between summative and formative assessments (21stc, WVDOE website). Both types are needed to optimize teaching and learning. Help teachers identify strengths and gaps in instruction and curriculum; especially specific to their students. 21st century views of assessment

12. The simplest form of an example of a traditional paper/pencil test: • The teacher stands in front of the classroom, tells the class that 2+2=4. The teacher may or may not write out an example on the chalk board, but that is what the teacher says, and what the teacher writes. If students are old enough, they write it in their notebooks. Later, a test is given and it states 2+2=?. Traditional example of assessment

13. An item from that same test in the 21st century might look like the following: “Show how to add 2+2 and give the correct answer”. Another example would be “Please write down the keys you would punch on a calculator or computer to compute the problem “2+2”. 21st century example of Assessment

14. A book report. Usually these are done in such a way in the classroom that a student can get by without even reading the book. As long as they use the correct format, give a good summary, and use correct grammar, they get a good grade. Usually nowhere to give credit for creativity; a lot of times the entire class reads the same book; therefore cheating threats arise. A second example of a traditional assessment

15. Perhaps a power point on a topic of choice given through the teacher, or maybe even the students get to choose their own topic/book. Could be an introduction to E-books. Power point allows ways to assess for creativity, computer skills, and application of knowledge, and the way the student thinks about things. A second example of 21st century assessment

16. We need to increase learning in the classroom Teachers are likely to spend at least one half of their professional time on activities linked to assessment, but studies have shown that they possess inadequate assessment skills (Green, Smith, & Brown, 2007). Teachers also need to be able to interpret, analyze, and apply the information assessments provide (A skill that our students are currently lacking in…therefore, if not taught in the classroom, they will not have the skills when they become our future educators) (Green, Smith, & Brown, 2007). Why we need change

17. Assessment should drive learning, and not just provide information • A world of technology needs students that are computer literate, information literate, and possession integration literacy (Shelly, Cashman, Gunter, & Gunter, 2008 ) • Computer literate: “a knowledge and understanding of a computer and its uses” (Shelly, Cashman, Gunter, & Gunter, 2008 p. 4). • Information literate: Knowing how to find, analyze, use and communicate information” (Shelly, Cashman, Gunter, & Gunter, 2008 p. 4). • Integration literacy: “The ability to use computers and other technologies combined with a variety of teaching and learning strategies to enhance students’ learning” (Shelly, Cashman, Gunter, & Gunter, 2008 p.4) Why we need change

18. To organize students into a functioning classroom (Airasian & Russell, 2008). • For classrooms to be positive social and learning environments, respect, self-monitoring, and cooperation must be present (Airasian & Russell, 2008). • Assessment allows us to do this by getting to know the students, and truly understanding what personalities in the classroom we are involved with. The role of assessment in planning and implementing differentiated instruction

19. To plan and carry out instruction (instructional decisions—2 types) • Type 1: Planning decisions: consulting last year’s standardized test scores, selecting topics for next weeks lesson, assigning homework in one subject, but not the other. These are all examples of planning for future instructional activities, and are all based on the needs of the students Airasian & Russell, 2008). The role of assessment in planning and implementing differentiated instruction

20. Type 2: • Teaching decisions: stopping a lesson to re-teach or reinforce a concept. Perhaps to review a lesson, or perhaps to change the method of teaching because the students become distracted or get off task. Decisions that are made while you are teaching a lesson (Airasian & Russell, 2008). The role of assessment in planning and implementing differentiated instruction

21. 3 Basic times, but are not limited to: • Before you begin (Daly, Wells, Swanger-Gagne, Carr, Kunz, & Taylor, 2009). • Pre-assessment: naturally leads to a functional and successful differentiation (Daly, Wells, Swanger-Gagne, Carr, Kunz, & Taylor, 2009) • For the teacher, it is based on state and local standards and benchmarks • It informs the teacher of the students readiness/ability, interest/talents, the students learning profile, and prior knowledge (Daly, Wells, Swanger-Gagne, Carr, Kunz, & Taylor, 2009). • VERY beneficial and powerful tool Where/When do you assess students to effectively guide differentiated instruction

22. Time 2: • In the middle (Daly, Wells, Swanger-Gagne, Carr, Kunz, & Taylor, 2009). • Informs the teacher is she is on the “right track”, and if not, where she needs to go from there. • Students get feedback on how they are performing and learning the content • It informs the teacher of what to teach, and how to teach it (Daly, Wells, Swanger-Gagne, Carr, Kunz, & Taylor, 2009). Where/When do you assess students to effectively guide differentiated instruction

23. Time 3: • At the end (Daly, Wells, Swanger-Gagne, Carr, Kunz, & Taylor, 2009). • Summative evaluation • This assessment gives the teacher and students the final product and result. • It answers the question “What have the students learned?” • Depending on the type of assessment, it could also answer the question “What do they still need to learn about this topic?” Where/When do you assess students to effectively guide differentiated instruction

24. Math lesson—Kindergarten Key concept: Objects have various characteristics which can be used to group them (Using shapes, sizes and colors to sort objects) Tier I (low level): Given a set of attribute pieces that contains a set of circles, squares, and triangles in two sizes, three colors, students will be asked to find the large blue circle, then find the same size, but a different color. Students will make a drawing of these shapes and explain how they know the shapes are the same size and a different color. Examples of tiered assessment (1/3)

25. Math lesson—Kindergarten continued Tier II (average): Given a set of attribute pieces containing circles, squares, triangles, and rectangles, in two sizes and three colors, students will be asked to find the large yellow rectangle and then asked if they can find the same size in a different color. Students will then make a drawing of the shapes and explain how they know the shapes are the same size and a different color. They are given rectangles in addition to Tier I. Examples of tiered assessment (1/3)

26. Math lesson—Kindergarten continued Tier III (high): Given a set of attribute pieces containing circles, squares, triangles, rectangles, and hexagons in two sizes, three colors and two thicknesses, students will be asked to find the small blue triangle, and then asked if they can find the same shape in the same size, but a different color. Students will make a drawing of the shapes and explain how they know the shapes are the same size and a different color. Assessment: Teacher may assess by observation while students are working on their investigations. The teacher should check for accuracy when students initially identify the specified object. The teacher should also check the drawings for errors and misconceptions. Examples of tiered assessment (1/3)

27. Language Arts lesson—third grade Key concept: Identify the problems faced by story characters and find out how they solve their problems. Story used is “Music, Music for Everyone” by Vera Williams. Tier I (low): These students need to understand the story from a factual perspective. They need to work with the events that happen to see how music is a talent that is used to help others. In order to understand, they need to answer questions that uncover the plot of the story. Six key questions include: (continued on next slide Examples of tiered assessment (2/3)

28. Who tells the story? What instrument does she play? Why does everyone worry about Grandma? What has happened to the money jar? Who gave the girls their first job? What was Grandma’s first big day out? What happens to the money jar at the end that shows how people take care of each other? Then, students will be asked to draw a picture of their favorite part of the story. Continuation of slide 27

29. Language Arts lesson—third grade continued Tier II (average): These students will analyze the story according to how talents help in showing concern for others. Students will draw a bubble map (or concept web) with the center circle labeled “good things that music does” and then fill in the circles with the details from the story. Students will then compare and contrast (by drawing a double bubble map) the ways music helps Grandma with the ways life is for Grandma without music (Venn diagram can also be used if this is more familiar). Students will then write a paragraph about the ways the girls use their musical talent to help Grandma in the story. Examples of tiered assessment (2/3)

30. Language Arts lesson—third grade continued Tier III (high): These students need extensions to the understanding of the story. They understand the concepts and need to extend them. The following will help them achieve this: Ask students “What will happen next?” Then they will write an extension of the story that shows how the girls continue to help other people with their talents. Students will then illustrate the most important aspect of the part that the student added to the story. Alternative for tier III continued on next slide Examples of tiered assessment (2/3)

31. Ask students “What do you do to help people in your family that need help?”, “What can you do for people in your class that might need help?”, “What talents do you have to share with others? Students could then brainstorm to suggest projects that would use everyone in the group and that would help other people. They could present these ideas to the class. Assessment: Each separate tier has a suggested way to express the content it has been examining. These should be a major part of the assessment of this activity. Continuation of slide 30

32. Science Lesson—Sixth grade Key concept: Matter can be described by its physical properties, including measurements of its mass, volume, and density. (density can be used to identify and distinguish one substance from another) Tier I (low): Students at this level will perform the investigation “Different Depths” on pp 150-151 of the “Science for Fun” book. In this activity, students make a hydrometer and test several liquids. Data should be displayed in a table or chart. Students may simply mark whether the hydrometer floated higher or lower than it did in water. Students who finish and understand the concepts involved may want to do an extra investigation, which can be found on pp 146-147. Examples of tiered assessment (3/3)

33. Science lesson—sixth grade continued Tier II (average): These students will perform the investigation “Layering the Unknown” from “Discovering Density”. The objective of the investigation is for students to grasp the concept of density and to express that understanding in their own words. There is a bit of preparation necessary for this investigation and the one at Tier III. There are no mathematical calculations involved. Clear, step-by-step directions are provided for this activity in the book, along with a materials list, directions for preparation, teacher notes and a black line master for the table. Examples of tiered assessment (3/3)

34. Science lesson—sixth grade continued Tier III (high): These students will perform the investigation, “Layering Salt Solutions”, from the book “Discovering Density.” After completing this activity, students should be able to explain the meaning of density and how it differs from weight. Students will actually calculate density in this activity. Clear, step-by step directions are provided for this activity in the book, along with a materials list, directions for preparation, teacher notes and a black line master for the table. Assessment: Teacher observation and student interviews during the investigation will serve as formative assessments. In each activity, a chart of table is prepared. This, along with the lab notebook detailing the investigation, will serve as a summative assessment. Examples of tiered assessment (3/3)

35. Airasian, P. W., & Russell, M. K. (2008). Classroom Assessment (6th ed.). New York, NY: The McGraw-Hill Companies, Inc. Bennett, K. R., & Cunningham, A. C. (Spring 2009). Teaching Formative Assessment Strategies to Pre-service Teachers: Exploring the Use of Handheld Computing to Facilitate the Action Research Process. Journal of Computing in Teacher Education, 25(3). Retrieved from: http://www.eric.ed.gov/PDFS/EJ835234.pdf Earl, L. M. (2003). Classroom Assessment for Deep Understanding: Shifting from Assessment Of Learning to Assessment For Learning and Assessment As Learning. Retrieved from: http://www.npbs.ca/06-elements/deep- understanding-earl.pdf References

36. Daly, E. J., Wells, N. J., Swanger-Gagne, M. S., Carr, J. E., Kunz, G. M., & Taylor, A. M. (Fall 2009). Evaluation of the Multiple-Stimulus without Replacement Preference Assessment Method Using Activities as Stimuli. Journal of Applied Behavior Analysis, 42(563-574). Retrieved from http://www.eric.ed.gov/PDFS/EJ859310.pdf Green, S. K., Smith, J., & Brown, E. K. (Fall 2007). Using Quick Writes as a Classroom Assessment Tool: Prospects and Problems. Journal of Educational Research & Policy Studies, 7(2) (38-52). Retrieved from: http://www.eric.ed.gov/PDFS/EJ809437.pdf Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2008). Integrating Technology and Digital Media in the Classroom(5th ed.). Boston, MA: USA References continued

37. 21st Century, WVDOE website. 21stCentury Skills Assessment e-paper. References continued