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Evaluation of an Assessment Strategy

Evaluation of an Assessment Strategy. By Linda St George. LAI 802 Spring 2011. Student Habits of Mind Inventory. Created by Arthur L. Costa & Bena Kallick ; Revised by Edward Donnely. PURPOSE:.

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Evaluation of an Assessment Strategy

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  1. Evaluation of an Assessment Strategy By Linda St George LAI 802 Spring 2011

  2. Student Habits of Mind Inventory Created by Arthur L. Costa & BenaKallick; Revised by Edward Donnely PURPOSE: This assessment serves to reinforce and encourage self-reflection around the 16 Habits of Mind designed by Costa & Bena (2008.) Sandra Kaplan suggests that teachers move students, especially gifted students, into greater depth and complexity, guiding them toward academic excellence and scholarliness through scholarly habits (1998.)

  3. Development of Assessment Original Habits of Mind Inventory Designed by Steve Huffman, included in Learning and Leading with Habits of Mind by A. L. Costa & B. Kallick.

  4. Development, cont. Donnelly’s Student Habits of Mind Inventory page 1

  5. Development, cont. Donnelly’s Student Habits of Mind Inventory page 2

  6. Development, cont. Donnelly’s Student Habits of Mind Inventory page 3

  7. Scholarliness, or “Habits of a Scholar”

  8. Scholarliness

  9. How is the assessment delivered to students? 1. Students complete the assessment independently twice during the school year. 2. Mr. Donnelly completes a similar assessment for the student. 3. Mr. Donnelly meets with each student individually to discuss progress, tasks, and future goals.

  10. Benefits of Using this Assessment Self-assessment can play a powerful role in the relationship between a child’s motivation and academic achievement. (Bingham, Holbrook, & Meyers, 2010.) Self-assessment is about more than test scores; it’s about self-improvement (Costa & Kallick, 2004.) “Ladder of Metacognition” • Tacit use: The child makes decisions without much prior thought. • Aware use: The child’s decision-making process is conscious. • Strategic use: The child organizes his or her thoughts and actively employs a series of strategies to reach a decision. • Reflective use: The child monitors his or her thinking throughout the decision-making process and can contemplate ways to improve his or her work.

  11. How are the results used? *Students reflect on their learning and behaviors and gain practice in metacognition. *Goals are made for maintaining or improving behaviors. *Progress is reported to parents/guardians. *Inventory is kept as part of student portfolio. *Interview between teacher and student often reveals critical information needed to support student growth.

  12. Clinical Recommendations & Cautions Teacher Actions to Support Reflection Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others. (Costa & Kallick, 2004.) • Value reflection • Set the tone for reflection • Guide student reflection • Invite students to think about their thinking • Interview students • Use guiding questions to prompt student reflection • Encourage the use of logs or journals to record learning • Model reflection as a teaching strategy • Document examples of student self-reflection Caution: Do not use this assessment before carefully teaching each of the desired outcomes.

  13. Psychometric Properties • RELIABILITY: • Consistent scale of measurement for each question. • Consistent vocabulary • Assessment used throughout the school year. • VALIDITY: • Strong correlation between what is taught and what is being assessed. • Behaviors are developmental and difficult to norm-reference.

  14. Logistics Student completion of inventory: Teacher completion of similar inventory: • Easy to administer • Simple for student to complete • May have difficulty in citing examples of behaviors. • Time consuming for large case-load • Can be made simpler by utilizing anecdotal notes of observations. • May not “catch” evidence of all behaviors. Large amount of paper consumption! Student/Teacher Conference: • Time consuming, even with smaller groups. (15 – 25 minutes per student.) • Sensitive or shy students may have difficulty discussing themselves. • Classroom management of the rest of the class can be problematic while conferences are being held.

  15. Improvements • Include all Habits of Mind, not selected list. • Finding Humor • Creating, Imagining, Innovating • Thinking Interdependently • Gathering Data Through All Senses Include a list of desired behaviors to prompt student thinking. This can be a prominent list accessible by all, or a hidden list brought out when a student is stumped on what to write.

  16. Extensions or Modifications Create a parallel instrument for younger students with clear, kid-friendly vocabulary. Create an online version of the assessment to eliminate paper waste and create ease in the sharing of information.

  17. Summary Support for the teaching and assessment of Habits of Mind behaviors: “School is in business to promote certain worthy habits, attitudes, and conduct that stand beyond subjects: critical thinking, civic responsibility, and lifelong learning, among others.” (Wiggins & McTighe, 2007.) Support for the use of self-reflection in the classroom: “Skillful navigation depends, however, on effective feedback systems. Students need to learn how to guide themselves along the way, monitor their progress toward a specific destination, and make small maneuvers and midcourse corrections. Thus, school becomes the launchpad for a life of self- directed learning.” (Costa & Kallick, 2004.)

  18. Resources Bingham, G., Holbrook, T., & Meyers, L. (2010). Using self-assessments in elementary classrooms.Kappan, 91 (5), 59-61. Costa, A., & Kallick, B. (2004). Assessment strategies for self-directed learners. Thousand Oaks, CA: Corwin Press, Costa, A. (2009). Habits of mind. In B. Kerr (Ed.), Encyclopedia of Giftedness, Creativity, and Talent (pp. 411-413). Thousand Oaks, CA: Sage Publications, Inc. Costa, A., & Kallick, B. (2004). Launching self-directed learners. Educational Leadership, 62(1), 51-55. Costa, A., & Kallick, B. (2008). Learning and leading with habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development. Habits of a Scholar Poster. Accessed April 24, 2011 from http://www.occgate.org/conf/2008/sishii.ppt Kaplan, Sandra. (January 1998). Keynote Address, Utah Association for Gifted Students, Salt Lake City, UT. Power Point Template: http://www.presentationmagazine.com/chalkboard-212.htm Wiggins, G., & MacTighe, J. (2007). Schooling by design: mission, action, and achievement. Alexandria, VA: ASCD.

  19. Graphics: • http://www.facebook.com/people/Bena-Kallick/1217261335 • http://www.vcstar.com/news/2010/sep/21/arthur-l-costa-to-speak-at-cal-lutheran-university/ • http://rossier100.usc.edu/spotlights/view/6 • http://www.small-businessadvice.com/a-small-business-success-story-dolls-for-friends • http://www.sps.k12.mo.us • http://farm3.static.flickr.com/2312/2328879637_c0d2e376ff.jpg

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