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Assessment For the Classroom

Assessment For the Classroom. August, 2008. Big Ideas. Assessment provides evidence to inform important instructional decisions The assessment process and results can be used to benefit student learning. Workshop Targets.

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Assessment For the Classroom

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  1. Assessment For the Classroom August, 2008

  2. Big Ideas • Assessment provides evidence to inform important instructional decisions • The assessment process and results can be used to benefit student learning

  3. Workshop Targets • Participants can describe and identify qualities of formative and summative assessment. • Participants will apply strategies that involve students in assessment of their own achievement.

  4. Learner TargetsBloom’s New Taxonomy

  5. Previous Mission: Assessment and grading procedures were designed to help some students. Success was marked by the rank students achieved by graduation. New Mission: Assessment and grading procedures are designed to help all students. Success is marked by competence in content areas. Paradigm Shift

  6. FORMATIVE ASSESSMENT Assessment FOR Learning SUMMATIVE ASSESSMENT Assessment OF Learning Two Types of Assessments

  7. SUMMATIVE ASSESSMENT Assessment OF Learning • Summaries OF how much students have learned at a particular point in time • Guide grade put on report card • May give clues to whether a student is referred to special services

  8. FORMATIVE ASSESSMENT Assessment FOR Learning • Track progress towards learning targets • Happen while learning is still underway • Reveal to students increments of achievement and how to do better next time

  9. Formative Assessment Defined • According to W. James Popham “Formative assessment is a planned process in which teachers and students use assessment-based evidence to adjust what they’re currently doing.”

  10. Assessment Overview

  11. Assessment Users Consider the following statements: • The instructional decisions and contributions of adults are the most important when assessment is measured. • Students are the victims of assessment.

  12. Every Student is a Winner The student is the most important user of assessment information whose information needs must be met.

  13. First Year Teacher STARTsmall. • Practice new behaviors in short chunks. • How about implementing one idea each month, then each week, until we use multiple facets during each week?

  14. First Year Teacher • Correlate all formal assessments with objectives and/or standards. • Plan with the end in mind. • Design summative assessment first, then design your pre- and formative assessments.

  15. First Year Teacher • Get ideas for pre- and formative assessments from summative assessments. • Spend the majority of your time designing/emphasizing formative assessments and the feedback they provide.

  16. Master Teachers’ Role • Identify the standard • Deconstruct the standard to enabling targets • Transform to student friendly language • Create high quality and accurate assessments • Use assessments with students to track growth

  17. Students’ Role • Strive to understand what success looks like. • Use assessment to understand how to do better next time.

  18. Seven Strategies to Use FOR Learning • Teach one facet at a time – start small • Use student-friendly targets from the beginning • Show samples/models of strong and weak work • Use continuous descriptive feedback • Teach students self-assessment and goal setting • Teach focused revision – how to improve • Teach student self-reflection to promote growth

  19. Bloom’s New Taxonomy OLD NEW Source: http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm

  20. 21st Century Skills • Creativity and Innovation Skills • Critical Thinking and Problem Solving Skills • Communication and Collaboration Skills Source: http://21stcenturyskills.org

  21. 21st Century Assessment • Learner centered • Balance of formative and summative assessment • Context-specific, technology enhanced • Ongoing and rooted in teaching strategies • Used as evidence of student performance -portfolios • Students, parents and teachers collaborate to monitor studentprogress Sources: http://21stcenturyskills.org Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills

  22. Gelatinous Egg Whites and Sugar • Learning Target: • Intellectual intern will precisely send forth spongy candy into receptacle. • Feedback • Student involved assessment

  23. 1. Student Friendly Targets • Activity • Converting Learning Targets to Student-Friendly Language

  24. Student Friendly Targets in Your Classroom • Start with textbook made summative assessments and match them up to standards • Don’t be afraid to remove items that don’t match standards • Most SD State Standards have been Unpacked – written in student friendly language

  25. 2. DescriptiveFeedback • Activity – descriptive or not sheet

  26. ProvidingFeedback • “The most powerful single modification that enhances student achievement is feedback. The simple prescription for improving education must be ‘dollops of feedback’” (Hattie, 1992, p. 9).

  27. ProvidingFeedback • Feedback should be corrective in nature; that means that it provides students with an explanation of what they are doing that is correct and what is incorrect. (Marzano, Pickering, & Pollock, 2001, p. 96)

  28. ProvidingFeedback • Feedback should be specific to a criterion. Criterion-referenced feedback tells students where they stand relative to a specific target of knowledge or skill. (Marzano, Pickering, & Pollock, 2001, p. 98)

  29. Classroom Practice: Rubrics as Feedback • “Rubrics clarify thinking and define tasks; the goals and criteria are clear to everyone ahead of time.” (Osborne, 1998, p. 1)

  30. RubricsasFeedback • Rubrics are scoring guides that set performance standards for tasks that: • are complex and multifaceted. • can be broken down into categories. • have characteristics that can be described across a range. When using rubrics, judgments are less about the quality of the person and more about the quality of the work(Osborne, 1998).

  31. RubricsasFeedback

  32. RubricsasFeedback • 4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware/Gladware with lids), and organized into categories. Containers are not sticky and do not have drips, spills, or hardened food items on outer surfaces. • 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some lids are missing or don’t fit) and are sitting upright.

  33. RubricsasFeedback • 2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers of some sort, but there seems to be some green stuff growing in some of them. • 1 Items stick to shelves when they are picked up. The smell lingers long after the refrigerator door is closed. Several items need to be thrown out, container an all.

  34. 3. Student Involved Assessment

  35. “When students regularly identify their strengths and areas for improvement, they are primed to describe the next steps in their learning”(Stiggins, Arter, Chappuis, & Chappuis, 2004, p. 367.) StudentSelf-Assessment

  36. Students are able to: • Examine evidence. • Formulate a goal statement. • Make an action plan. • Identify assistance when needed. • Determine a time frame.

  37. Application • Which strategy will you apply to your classroom during the 2008-09 school year? • What steps will you need take as you plan the application and implementation of this strategy?

  38. Resources: • Brookhart,Susan M. (2006). Formative assessment strategies for every classroom. Alexandria, VA:ASCD • Knowles, Malcolm. (2000). Some guidelines for the use of learning contracts in field-based learning. In Designing and managing learning activities-the modern practice of adult education (2nd edition). Retrieved May 23, 2006, from http://dfcm19.med. utoronto.ca/GradStudies/CourseMaterials/t&l/ guidelines.htm • Marzano, Pickering, & Pollock. (2001). Classroom instruction that works.Alexandria, VA:ASDC. • Osborne, Nancy. (1998). Rubrics for elementary assessment. Livonia, MI: Osborne Press.

  39. Resources: • Popham, W. James (2008). Transformative assessment. Alexandria, VA: ASCD • Preparing a learning contract. (1998). Retrieved May 23, 2006 from University of Western Sydney web site: http://rene.uws.edu/au/exhs/OT/lc.htm • Sprenger, Marilee. (2005). How to teach so students remember. Alexandria, VA: ASCD. • Stiggins, R.; Arter, J., Chappuis, J., Chappuis, S. (2004). Classroom assessment for student learning. Portland, OR: ATI. • Student learning contracts. (n.d.). Retrieved May 22,2006, from http://mccps.k12.md.us/curriculum/enriched/ giftedprograms/docs/ppts/learningcontracts.ppt

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