Assessment FOR and OF Learning

1. Assessment FOR and OF Learning Jacque Melin Grand Valley State University

2. … THIS WEEK WE TOOK A TEST TO SEE IF WE’RE READY FOR THE TEST THAT TESTS OUR TEST SKILLS… … Wait until KINDERGARTEN

4. What do highly effective teachers do? • major reviews of the research on the effects of classroom assessment indicate that it might be one of the most powerful tools in a teacher's toolbox. • Marzano

5. Snowball Fight • To illustrate group status on implementing assessment FOR learning. • Rate yourself on the Survey • Number from 1 – 9 on a blank piece of paper and write down your response for each of the survey questions. • Form a circle • Crumple up your survey and throw it. • Pick up a “snowball” – wait until everyone has one, and throw it again. • Open your “snowball” and form a human graph. • Analyze

6. Shows Effect of Teacher’s Increased Skill in Classroom Assessment on Student Achievement. Figure 1.1. Effect of Teacher's Increased Skill in Classroom Assessment on Student Achievement

7. Research leads to many conclusions that provide insights into effective classroom assessment; • Feedback from classroom assessments should give students a clear picture of their progress on learning goals and how they might improve. • Feedback on classroom assessments should encourage students to improve. • Classroom assessment should be formative in nature. • Formative classroom assessments should be frequent.

8. Providing a Clear Picture of Progress and How to Improve • As a result of reviewing almost 8,000 studies, researcher John Hattie (1992) made the following comment: “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’” (p. 9).

9. As compelling as Hattie's comments are, all forms of feedback are not equally effective. In fact, some forms of feedback might work against learning.

11. What We Mean by Assessment FOR and OF Learning • Assessments OF learning • Happen after learning is supposed to have occurred to determine if it did. • To gather evidence to determine a student’s report card grade. • Summative

12. What We Mean by Assessment FOR and OF Learning • Assessments FOR learning • Happen while learning is still underway. • We conduct these throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students feel in control of their journey to success. • Formative

13. A & E Card – Assess & Evaluate • Question Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

14. Assessment OF and FOR learning variation chart. • Please work with a colleague.

15. Richard Stiggins • Assessment Training Institute • About 15 minutes

16. Check

17. Assessments Planning Sequence • Determine your unit • Locate the standards that are appropriate and important goals for this unit (Power Standards). • Ask yourself – “What types of standards are each of these?” – Knowledge, reasoning, skills, product??? • “Deconstruct” the standards into learning targets. • Change the learning targets into “student friendly targets.” • Determine the sequence of teaching/learning the targets. • Decide where you will insert formative assessments (assessments FOR learning). • Determine what type of assessment this must be – selected response assessment, extended written response assessment, performance task assessment??? • Develop the assessments • Develop the student analysis piece • Determine what you and the students must do next because of what you have learned from the assessment.

18. Power Standards Are: • The standards that each teacher needs to make sure that every student learns prior to leaving the current grade.

19. Why Power Standards? • Most teachers lack a 400 day school year and students with photographic memories and there are too many standards • Power Standards narrow the focus of academic requirements • In striving to cover all standards, we end up superficially “covering” the standards like a wet blanket • The “less is more” theory

20. Why Power Standards? • Power standards do not relieve teachers of the responsibility for teaching all standards and indicators, but does identify which standards are critical for student success and which ones can be given less emphasis • In the absence of Power Standards, teachers will select their own

21. Aim of the Organization Aim of the Organization Goals and Measures Goals and Measures Aligned Acts of Improvement *With Power Standards Random Acts of Improvement Without Power Standards

22. Power Standards Identification criteria • Endurance • Leverage • Readiness for the next level of learning • What knowledge and skills must I impart to my students this year so that they will enter next year’s class with confidence and a readiness for success?

23. ENDURANCE • Will the knowledge and skills to which this standard relates be used by students for several years after they use that standard at this grade level?

24. LEVERAGE • Will the knowledge and skills to which this standard help students in other academic areas?

25. READINESS • Do teachers in the next higher grade regard this standard as a necessary entry point for a student to enter that grade with success and confidence?

26. Assessments Planning Sequence • Determine your unit • Locate the standards that are appropriate and important goals for this unit (Power Standards). • Ask yourself – “What types of standards are each of these?” – Knowledge, reasoning, skills, product??? • “Deconstruct” the standards into learning targets. • Change the learning targets into “student friendly targets.” • Determine the sequence of teaching/learning the targets. • Decide where you will insert formative assessments (assessments FOR learning). • Determine what type of assessment this must be – selected response assessment, extended written response assessment, performance task assessment??? • Develop the assessments • Develop the student analysis piece • Determine what you and the students must do next because of what you have learned from the assessment.

27. Knowledge/Understanding • The facts and concepts we want students to know. Some to be learned outright; some to be retrieved using reference materials. • Key words: explain, understand, describe, identify, tell, name, list, define, label, match, choose, recall, recognize, select, know • Example: 2.1.1 – Identify and explain the fundamental values and central principles of American constitutional democracy.

28. Reasoning • Students use what they know to reason and solve problems, make decisions, plan, etc. • Key Words – analyze, compare/contrast, synthesize, classify, infer, evaluate, etc. • Example: 1.2.4 – Compare and contrast direct and representative democracy.

29. Skills • Students use their knowledge and reasoning to act skillfully; where the doing is what is important. • Key words – observe, listen, perform, do, question, conduct, work, read, speak, use, demonstrate, explore, etc. • Example: P2.2 Read and interpret data in tables and graphs.

30. Products • Students use their knowledge, reasoning, and skills to create a concrete product. • Key words – design, produce, create, develop, make, write, draw, represent, display, model, construct, etc. • Example – 7.2.6 Write a persuasive essay on a public issue using constitutional principles and fundamental values of American constitutional democracy..

31. Follow a teacher’s thinking

32. Determine your unit • 8th grade Chemistry: Phase Changes of Matter in Elements, Compounds and Mixtures

33. *Locate the standards that are appropriate and important goals for this unit (Power Standards).*Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product???

34. P4.p1A – Chem: Knowledge • For a substance that can exist in all three phases, describe the relative motion of the particles in each of the phases. • I believe that this standard is knowledge because of the key word describe. A student must have knowledge about the phases as well as the key term relative motion. They do not have to do anything but describe them.

35. P4.p1B –Chem: Product • For a substance that can exist in all three phases, make a drawing that shows the arrangement and relative spacing of the particles in each of the phases. • This would fall under the product category because they are physically making a drawing. The student must first know what a substance is, the three phases and their arrangements. They must be able to reason the differences being able to compare and contrast them. The skill aspect is that they must be able to make an accurate scientific sketch in order to produce their final product.

36. Assessments Planning Sequence • Determine your unit • Locate the standards that are appropriate and important goals for this unit (Power Standards). • Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product??? • “Deconstruct” the standards into learning targets. • Change the learning targets into “student friendly targets.” • Determine the sequence of teaching/learning the targets. • Decide where you will insert formative assessments (assessments FOR learning). • Determine what type of assessment this must be – selected response assessment, extended written response assessment, performance task assessment??? • Develop the assessments • Develop the student analysis piece • Determine what you and the students must do next because of what you have learned from the assessment.

37. Benefits of Clear Targets • When we have a clear vision of where we are headed with students, we can communicate that vision to them.

38. Benefit to students: • Marzano (2001) asserts that students who can identify what they are learning significantly outscore those that cannot.

39. “I can…” statements for KNOW and DO? • Student friendly. • Statements of intended learning. • Statements that describe how we will know that we have learned it. • Should be posted, not just shared verbally.

40. I can explain the differences between chemical and physical properties - R • I can provide examples of chemical and physical properties - K • I can describe what a substance is. - K • I can provide examples of a substance. - K • I can measure a substance using correct measuring tools. - S • I can list the three phases of matter. - K • I can describe what relative motion is. - K • I can describe the relative motion of particles in a substance at each stage. - K • I can make accurate scientific sketches - P • I can make an accurate sketch of the particle spacing in each phase of matter. - P • I can define an element - K • I can recognize and provide examples of elements - K • I can write a formula for an element - K • I can show the particles in an element at each phase of matter • I can define a simple compound • I can recognize a simple compound. • I can write a formula for a compound • I can show the particles in a compound at each phase of matter • I can orally tell what is going on at each phase of matter in a compound • I can define a mixture • I can write a formula for a mixture • I can compare and contrast through writing the differences between an element, compound and mixture. • I can compare and contrast through a picture the differences between an element, compound and mixture. • I can compare and contrast through formulas the differences between an element, compound and mixture. • I can describe a pure substance (element or compound) • I can explain a pure substance’s chemical and physical properties • I can use my knowledge of elements, compounds and mixtures to demonstrate the differences between them through a model representation of the motion and spacing of particles during each phase.

41. Assessments Planning Sequence • Determine your unit • Locate the standards that are appropriate and important goals for this unit (Power Standards). • Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product??? • “Deconstruct” the standards into learning targets. • Change the learning targets into “student friendly targets.” • Determine the sequence of teaching/learning the targets. • Decide where you will insert formative assessments (assessments FOR learning). • Determine what type of assessment this must be – selected response assessment, extended written response assessment, performance task assessment??? • Develop the assessments • Develop the student analysis piece • Determine what you and the students must do next because of what you have learned from the assessment.

42. Why identify kinds of learning targets? • Helps teachers design meaningful assessments and learning activities. • Helps determine best type of assessment: • Selected Response • Extended Written Response • Performance Assessment • Personal Communication

43. Selected Written Response • Students select the correct or best response. • Multiple choice • True/false • Matching • Short answer • Fill-in-the-blank • Evaluated with an answer key

44. Extended Written Response (constructed response, essay) • Students construct a written answer at least several sentences in length in response to a question or task. • Evaluated with a checklist or rubric.

45. Performance Assessment • Assessment based on observation and judgment • Consists of a task (what students do) and scoring criteria (how you will judge quality).

46. Personal Communication • Conversation with students • Oral interaction • Written response to student comments in journals or logs.

47. Links Among Achievement Targets and Assessment Methods

48. I can explain the differences between chemical and physical properties • I can provide examples of chemical and physical properties • I can describe what a substance is. • I can provide examples of a substance. • I can measure a substance using correct measuring tools. • I can list the three phases of matter. • I can describe what relative motion is. • I can describe the relative motion of particles in a substance at each stage. • Selected Response Assessment • I can make accurate scientific sketches • I can make an accurate sketch of the particle spacing in each phase of matter. • Performance Assessment • I can define an element • I can recognize and provide examples of elements • I can write a formula for an element • I can show the particles in an element at each phase of matter • I can define a simple compound • I can recognize a simple compound. • I can write a formula for a compound • Selected Response and Extended Response Assessment • I can show the particles in a compound at each phase of matter • I can orally tell what is going on at each phase of matter in a compound • Performance Assessment • I can define a mixture • I can write a formula for a mixture • I can compare and contrast through writing the differences between an element, compound and mixture. • I can compare and contrast through a picture the differences between an element, compound and mixture. • I can compare and contrast through formulas the differences between an element, compound and mixture. • I can describe a pure substance (element or compound) • I can explain a pure substance’s chemical and physical properties • Selected Response, Extended Written Response Assessment • I can use my knowledge of elements, compounds and mixtures to demonstrate the differences between them through a model representation of the motion and spacing of particles during each phase. • Performance Assessment

49. Assessments Planning Sequence • Determine your unit • Locate the standards that are appropriate and important goals for this unit (Power Standards). • Ask your self – “What types of standards are each of these?” – Knowledge, reasoning, skills, product??? • “Deconstruct” the standards into learning targets. • Change the learning targets into “student friendly targets.” • Determine the sequence of teaching/learning the targets. • Decide where you will insert formative assessments (assessments FOR learning). • Determine what type of assessment this must be – selected response assessment, extended writtenresponse assessment, performance task assessment??? • Develop the assessments • Develop the student analysis piece • Determine what you and the students must do next because of what you have learned from the assessment.