Looking at Assessment Through an H.E.T. Lens

1. H.E.T. Looking at Assessment Through an H.E.T. Lens Sue Pearson, Associate susanpiti@aol.com

2. Assessment agenda

4. Assessment: Definition • Assessment is the process of gathering and documenting information about the achievement, skills, and abilities of an individual.

5. Why Do We Assess Students? • Assessment is used in an educational setting by teachers to accomplish a range of objectives including to:

6. Learn more about the competencies and deficiencies of the individual being tested • Identify specific problem areas and/or needs • Evaluate the individual's performance in relation to a set of standards or goals • Provide feedback on effectiveness of instruction • Predict an individual's aptitudes or future capabilities • Provide for differentiated instruction

7. Assessment Tools The choice of an assessment tool depends on the purpose or goal of an assignment.

8. Assessment Tools • Traditional • Alternative

9. TRADITIONAL ASSESSMENTS These tests: • rely on specific, structured procedures and instructions given to all test-takers by the test administrator (or to be read by the test-takers themselves). • are either norm-referenced or criterion-referenced tests. • allow researchers to compare data from large numbers of students or subgroups of students.

10. ALTERNATIVE ASSESSMENTS These assessments: • provide differentiation • may be individual, partners, Learning Club, or whole class projects/products • can offer choice (in task, product and MI) • allow for more individual reflection and the steps needed for improvement

11. Balanced Assessment Balanced assessment should provide BOTH formative and summativefor information gathering in regard to students’ growth and understanding.

12. SUMMATIVE ASSESSMENT • Given periodically at a particular time to assess what students know and don’t know • Means to gauge where students are at a particular point in time in relation to content standards • Can only help in certain aspects of the learning process • Taken after instruction

13. SUMMATIVE ASSESSMENT Tools that help evaluate: • Effectiveness of program • School improvement goals • Alignment of curriculum • Student placement in specific programs

14. SUMMATIVE ASSESSMENT EXAMPLES INCLUDE: • State assessments • District benchmark or interim assessments • End-of-unit or chapter tests • End-of-term or semester exams • Scores that are used for accountability for schools (AYP) and students (report card grades).

15. SUMMATIVE ASSESSMENT REMEMBER TO: • Determine/Create BEFORE teaching unit/component • Base on “have-to-knows” rather than “nice-to-knows” (State standards/skills/objectives)

16. CC Sam Grade 3: 99th % Grade 4: 91st %C Sam 4/17 Took Test 1-went home sick 4/18-4/22 Absent-strep throat 4/23 Took tests 2-3-4 4/24-4/27 Absent: ST relapse Amanda Grade 3: ELA TEST-77th% Subset-reading comprehension: 75th% Grade 4: reading comp. 45th% Class Card: 10 minute spelling test Class average: 55th % Got to the end of the test and had one row of “circles” left over-obviously left one out along the way which through off all the other answers Approx. 1 minute after test started, fire engines, ambulances, emergency vehicles came to apartment house kitty-corner from-active fire-kids attention drawn from test

17. “The directions said to find the word that best ‘fits’ in the box!”

18. 10. a. b. c.

19. FORMATIVE ASSESSMENT • Part of the instructional process • Provides information needed to adjust teaching and learning while they are happening • Informs teachers and students about student understanding at a point when timely adjustments can be made • Adjustments help to ensure students achievetargeted learning goals within a specific time frame STUDENTS MUST BE INVOLVED!

20. STUDENTS Must be involved as: • Assessors of their own learning • Resources to other students • Owners of their own work-motivating!

21. Think of formative assessment as “practice”.

22. Students are not held accountable - this is practice.

23. Formative assessment helps teachers determine next steps during the learning process (as the instruction approaches the summative assessment of student learning).

24. Driver’s License • What if you received a grade every time you sat behind the wheel? • What if your final grade for the driver’s license test was the average of all the grades you received while practicing? • In the beginning of learning to drive, how confident or motivated to learn would you feel? • Would any of the grades you receive provide you with guidance on what you need to do next to improve your driving skills?

25. Learning is a Two-Step Process STEP ONE: Input Stage: Pattern seeking & meaning making • First, the brain must detect/identify a pattern • Second, the brain must make meaning of the pattern, including its relationship to other patterns

26. Learning is a Two-Step Process STEP TWO: Output Stage: Building programs to use what we understand • Begins with conscious effort (often with guidance) and then • With practice, becomes almost automatic and wired into long-term memory.

27. ASSESSMENT: H.E.T. MODEL Assessment is done: • As extension of instruction • During each phase of the two-step learning process • For immediate adjustment

28. ASSESSMENT: H.E.T. MODEL At any moment during a lesson, the teacher must be able to answer 2 questions: • “Where in the two-step learning process is this student?” • “Are there any clues in his/her performance that will help me ensure that the student learns the first time?”

29. ASSESSMENT: H.E.T. MODEL What we want students to UNDERSTAND is clearly stated in the key points: • concepts • significant knowledge • skills

30. ASSESSMENT: H.E.T. MODEL What we want students to DO with what they understand is specifically described in the inquiries.

31. ASSESSMENT: H.E.T. MODEL Curriculum for the HET Model contains the assessment tools for both formative and summative assessment.

32. ROLE OF KEY POINTS Conceptual Key Points have GUTS-capture BIG ideas that apply worldwide • G=generalizable • U=understandable • T=transferable • S=succinct; clear

33. ROLE OF KEY POINTS Significant Knowledge Key Points • Provide information necessary to understand the concept where it can be directly experienced through the being there location (have-to-knows of curriculum)

34. ROLE OF KEY POINTS Skill Key Points • Describe those basic skills needed to explore, utilize and understand those big ideas (concepts)

35. ROLE OF INQUIRIES Formative Assessment: • Any inquirythat meets the ABC+D2 rule is a good candidate for formative assessment.

36. ABC+D2 Rules for Writing Inquiries • Always start with the action in mind (verb). • Be specific with your directions-what is the inquiry asking students to do? • Connect to the key point. • Require DEEP thinking and real world application. • Don’t stop writing until you have enough inquiries for each key point to take students through mastery to long-term memory.

37. 3C’s of Assessment • Correct • Complete • Comprehensive

38. 3C’s of Assessment • Correct-conforming to fact or truth; free from error; accurate • Complete-havingall parts/elements • Comprehensive-of large scope; inclusive; extensive mental range or grasp; often reflective of multiple points of view

39. 3C’s of Assessment When washing a car: CORRECT – The outside of the car has been washed and rinsed COMPLETE – The outside has been washed and rinsed; the windows have been wiped inside and out COMPREHENSIVE – The outside of the car has been washed and rinsed; the windows have been wiped inside and out; mats have been washed and the floor has been vacuumed; “stuff” has been cleared, the trunk has been organized, and receipts have been collected.

40. HET Summative Assessment • Reserved for assessing completion of the last (2nd) phase of the Two-Step Learning Process • Should require the same content (need-to-know) of all students but the format may vary

41. Authentic Assessment: HET Model Norm-referenced criteria are drawn from: • “Real life” rubrics • What one needs to understand and be able to do as an employee, business owner or visitor at the being there location

42. TWO-STEP LEARNING vs. TYPES OF TEST ITEMS STEP 1: PATTERN SEEKING STEP TWO: PROGRAM BUILDING Able to use what is understood (OUTPUT) Use with conscious Use automatically effort & guidance and “wired” into long-term memory Q: What do you want them to do with what they understand? Demonstrations with Demonstrations Real-world situations over time in Different settings Making meaning; Understanding (INPUT) Detecting Understanding patterns the patterns AssessmentQ: What do you want Questions: students to understand? TEST T/F Items ITEM Essay Questions TYPE Multiple Choice

43. Transforming Inquiries into Assessment Tools • First, select an inquiry that asks for the most authentic real-world application of the content or skill you wish to assess. • Second, tweak that inquiry so it can provide a definitive yes-no determination. Let’s try one!

44. Conceptual Key Point A system is a collection of parts and processes that interact to perform some function. Many things can be looked at as a system or as part of a system. To study a system, one must define its boundaries and parts. 3-5th grade-MTW-Deb Meyer and Sue Pearson

45. INQUIRY #1 1) In your Learning Club, analyze a bicycle. Experiment with drawing boundaries which would define at least three systems within that bicycle. Draw the boundaries for each of those systems. Record your findings and explain why you chose the boundaries you did for each system. Share your findings with at least one other Learning Club. In your science journal, record what you learned from this Learning Club.(BK, S, V, ML)

46. Elements of a Measurable Test Item • Who – All students (not just the advanced students) • What students should know and be able to apply (the concept/skill described in the key point and the application as described in the inquiry) • How well – Framed by the inquiries and judged against the rubric(s) of the being there location and the “3C’s” of mastery • When – As described in the inquiry (e.g., within the next 10 minutes, by the end of the day, by tomorrow morning, by the end of the week.

47. INQUIRY #1 1) In your Learning Club, analyze a bicycle. Experiment with drawing boundaries which would define at least three systems within that bicycle. Draw the boundaries for each of those systems. Record your findings and explain why you chose the boundaries you did for each system. Share your findings with at least one other Learning Club. In your science journal, record what you learned from this Learning Club. (BK, S, V, ML)

48. ASK YOURSELF. . . Q1: Is the action required observable and specific? Answer-Mostly yes but the action required needs tweaking. For example, the “what” is incomplete. Add “Describe the parts and processes of each of these systems and the functions these parts and processes create.”

49. ASK YOURSELF. . . Q2: Would this inquiry as written tell you if each member of the Learning Club understood and could apply it? Answer: Probably not. Tweak it to make it an individual task. Change it to read “Working alone, analyze one of the bicycles in the classroom.”

50. ASK YOURSELF. . . Q3: Does this inquiry provide a time frame for completion? Answer: No it does not. Add “Complete your work by Friday afternoon (1PM).”