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CLASSROOM ASSESSMENT FOR STUDENT LEARNING

CLASSROOM ASSESSMENT FOR STUDENT LEARNING. Rick Stiggins. Assessment quality requires ACCURACY as well as EFFECTIVE USE. Purpose: Assess to meet whose needs?. PURPOSE Two Uses of Assessment. SUMMATIVE Assessments OF Learning

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CLASSROOM ASSESSMENT FOR STUDENT LEARNING

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  1. CLASSROOM ASSESSMENTFORSTUDENT LEARNING Rick Stiggins

  2. Assessment quality requires ACCURACYas well as EFFECTIVE USE

  3. Purpose:Assess to meet whose needs?

  4. PURPOSETwo Uses of Assessment SUMMATIVE • Assessments OFLearning • How much have students learned as of a particular point in time? FORMATIVE • Assessments FORLearning • How can we use assessment information to help students learn more?

  5. Assessment for Learning Rick Stiggins

  6. Rick Stiggins Video Clip • Two Sheets of Paper • Of Learning on one sheet of paper • Definition • Main points • For Learning • Definition • Main Points

  7. All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACKto modify the teaching and learning activities in which they are engaged.--Black & Wiliam, 1998 FORMATIVE ASSESSMENT

  8. Research consistently shows that regular, high-quality FORMATIVEASSESSMENT increases student achievement.

  9. Research On Effects .4 to .7 Standard Deviation Score Gain Largest Gain for Low Achievers

  10. Formative Assessment • Formative/In-Process • Students & teachers participate • Focus on learning goals • Where is current work in relation to goal • Take action to move closer to the goal

  11. NEEDED IMPROVEMENTS • Increased accuracy of formative assessments • Increased descriptive feedback, reduced evaluative feedback • Increased student involvement

  12. Why Assessment for Learning Works When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998; Sternberg, 1996; Young, 2000

  13. Balanced Assessment: Meeting the Needs of All Stakeholders • Annual accountability testing • Interim, short-cycle or benchmark • Ongoing, accurate classroom assessment for learning

  14. Balanced Assessment Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Assessment for learning Use classroom assessments to inform teacher’s decisions Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students

  15. Keys to Classroom Assessment • Key 1: Clear Purpose • Key 2: Clear targets • Key 3: Sound Assessment Design • Key 4: Effective Communication • Key 5: Student Involvement

  16. Key 1: Clear Assessment Purpose Always begin by asking: • What decisions? • Who’s making them? • What information will be helpful to them?

  17. Key 2: Clear Learning Targets • Know what kinds of targets are represented in curriculum • Know which targets each assessment measures

  18. Kinds of Targets • Master content knowledge • Know it outright • Know where to find it or how to do it • Use knowledge to reason • Demonstrate performance skills • Create quality products

  19. Key 3: Sound Assessment Design • Target-method match • Select a proper method • Item quality • Build the assessment with quality ingredients • Sample • Gather enough evidence • Minimizebias • Avoid sources of bias and distortion

  20. Key 4: Effective Communication • To the student: descriptive feedback • About the student, to others: grades • Involving the student, tracking learning: portfolios • Involving the student, to others: conferences • About the student: standardized tests

  21. Key 5: Student Involvement • Clear Purpose: Consider the student as the most important user of assessment information • Clear Targets: Communicate the learning targets in advance in language students can understand • Sound Design: Set assessments up so that students can use the information to self-assess and set goals • Effective Communication: Provide students with descriptive feedback; involve students in tracking and communicating about their learning

  22. Keys to Classroom Assessment

  23. The Long-Standing Problem Educators have rarely been given the opportunity to learn how to gather dependable evidence

  24. Three Essential Questions for Students • What do I need to know? • Where am I? • How will I get there?

  25. SevenStrategies of Assessment FOR Learning • Clear & Understandable Vision of Target • Examples/models of strong & weak work • Regular Descriptive feedback • Teach Students to Self-Assess & Set Goals. • Focus on One Aspect • Teach Focused Revision • Engage students in Self-Reflection

  26. “7 Strategies” Read-Share-Inquire • A, B Partners • Individually read section • A: shares key point or connection • B: “And what makes that important to you? • Alternate, repeat until finished 15 minutes

  27. First Turn/Last Turn • Group Sharing • In turn – share one of your items, ----but do not comment on it - The First Turn. • Group members comment in round-robin order about the item. (No cross talk) • The initial person who named the item then shares his or her thinking about the item and gets – The Last Turn. • Repeat the pattern around the table. 25 Minutes

  28. Three Essential Questions for Students • What do I need to know? • Where am I? • How will I get there?

  29. Expected Benefits and Proven Results • Better instruction focused on standards • Profound achievement gains for all students, with the largest gains for lowest achievers • More self-managed learning by students

  30. What decisions do students make on the basis of classroom assessment information?

  31. From High Stakes Assessment to In-Process Measures • Mistaken Belief: “It’s the adults who use assessment results to make the most important instructional decisions…” • Mistaken Belief: “The most important decisions are made annually based on annual high-stakes tests”

  32. Students and Assessment Rick Stiggins

  33. “Assessment Through the Student’s Eyes” The Assessment Experience Scenario 1 & Scenario 2

  34. NEW IDEA: Formative assessment can and should be done BY STUDENTS, as well as by teachers. The key to improvement is how studentsand teachersuseassessment information.

  35. Data • What data should be collected? • How should data be used? • Who should be involved? • What makes it relevant?

  36. Using Data • How good is good enough? • Does this meet the standard? • What are students doing well? • What are the weak areas? • What do we do about it?

  37. Data Should Be: • Multi-sourced • Relevant • Timely • Consistent over time • Collected by users • Disaggregated • Driving effective decision-making • Supportive of mission: success for all • Foundation of team efforts to find solutions

  38. Using data to guide decision-making and continuous improvement • How has the Cedar Rapids district implemented this principle? • How has your school? • You in your role? • What could you do?

  39. 3-2-1 Exit Card • 3 things you Learned today • 2 things you liked OR want to do tomorrow • 1 Word to describe the way you feel

  40. Why are kids not connected to school?

  41. Why aren’t kids connected to school?

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