Assessment Survey What do you think?

1. Assessment Survey What do you think? Solo-Silent Write Record your responses on the Assessment Survey

2. MODULE 4 : USING ASSESSMENT TO DRIVE INSTRUCTION HOW WILL I KNOW IF MY STUDENTS ARE LEARNING/HAVE LEARNED?

3. Participant Responsibilities Silence Phones Listen respectfully Participate Actively Be Engaged 3

4. Review of Previous Modules • Overview; Catalyst Teacher • Learning Cycle • Managing the Learning Environment

5. DESIRED OUTCOMES • We will: • Identify the differences between pre-assessment (diagnostic), formative, and summative assessments. • Articulate the need for using assessments to drive instruction. • Identify appropriate formative assessment tools. • Identify ways to use assessment data to track student progress, differentiate instruction, and celebrate success.

6. A-Z List A M B N C O D P E Q F R G S H T I U J V K W L X Y Z

7. Assessment SurveyLine-Up Some educators would continue to teach their unit on navigation while the ship is going down.

8. Why Do You Assess? In your group: • Think about your current assessment practices. • Discuss the reasons why you assess students.

9. Why Assess? • To determine student readiness. • To plan instruction. • To monitor student progress. • To modify instruction. • To determine mastery of content.

10. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” Carol Tomlinson Assessment has more to do with helping students grow than with cataloging their mistakes. Carol Tomlinson

11. So … • Assessment beFORe learning • Assessment FOR learning • Assessment OF learning

12. Components of Assessment Examining the Assessment Sequence 12

13. When Do You Assess? • Most teachers assess students at the end of an instructional unit or sequence. • When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

14. On-going Assessment:A Diagnostic Continuum _____________________________________ Preassessment Formative Summative (Finding Out) (Keeping Track & ( Making Sure) Checking –up)

15. Pre-assessment Is….. Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction. Assessment beFORe Instruction Guides initial planning Used to determine readiness – What students know, understand and can do (KUD) This can be used to determine interest and learning preference.

16. Designing a Pre-Assessment… • How do we assess the gap between what we know about students and what performance is expected of them for the final assessment of the next unit? • And how should teacher decide on a method of pre-assessment?

17. Three Questions that Help….. • What do I know about my students now? • What is the nature and content of the final assessment for this unit or period of time? • What don’t I know about the content knowledge, the critical thinking, and the process or skill demonstration of my students?

18. Pre-Assessment

19. What the research says-- • “There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teachers’ teaching. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.” Sadler, 1989; Gipp, 1994 cited in Brookhart 2001 • “Students who could identify their learning scored 27 percentile points higher than those who could not.” Marzano, 2005

20. Formative Assessment • Assessment FOR Learning • On-Going (Formative) Assessment • administered by the teacher to check for understanding • Can be formal or in-formal • Students taught to reflect on their learning 20

21. Formative Assessment Is…. • Assessment for learning rather than assessment of learning. • An instructional tool that teachers and students use while learning is occurring. • An accountability tool to determine if learning has occurred. • Focused on the learning process and the learning progress. • COLLABORATIVE and FLUID

22. Teachers must have clarity about what students should know, understand, and be able to do Students can hit any target they can clearly see and which stands still for them. --Rick Stiggins, educator and assessment expert 22

24. Students are able to: • clearly understand and articulate their individual learning targets • personally monitor what they are learning • use the feedback to make adjustments in their understanding 24

25. Where am I going? 1. Provide a clear statement of the learning target Use examples and models Where am I now? 3. Offer regular descriptive feedback Teach students to self-assess and set goals How can I close the gap? 5. Design focused lessons 6. Teach students focused revision 7. Engage students in self-reflection; let them keep track of and share their learning TheSeven Strategies of Assessment for Learning

26. What the research says-- • “Research shows that formative assessments might be one of the more powerful weapons in a teacher’s arsenal.” Marzano, 2007 • “Improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall.” Black and Wiliam, 1998 • “The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size.” Stiggins, 2006

27. Formative Assessments On-going assessment? Why?

28. Corners Which shoe fits your readiness to use more Pre-assessment and On-going assessment? Why? Red High Heel Muddy Boot Fuzzy Slipper Athletic Shoe 28

29. Summative Assessment • Assessment OFLearning • To determine a student’s mastery of knowledge • To monitor progress and evaluate the overall success of both students and instructional programs on a long-term basis. • Ongoing summative assessment represents an important tool for monitoring student progress across time—both a single year and multiple years—and across subject areas.

30. What the research says-- • “Assessments of learning that contribute to a report card grade can affect students’ motivation to learn.” Stiggins, 2006 • Theory about classroom assessment and formative assessment may need to include some references to summative assessment, and vice versa, in order to describe more adequately the cyclical process successful students apparently construct for themselves Sebatane, 1998

31. Summative Assessment

32. Sources of Assessment InformationWhat should I use to assess my students? Conversations Student-teacher conferences, oral presentations, peer conferences, group work Observations Cooperative learning teams, working with manipulatives, role-plays, demonstrations, experiments Products Journals, worksheets, quizzes, tests, projects, self-assessments, reports, stories

33. Tree Map Activity In your group: • Analyze the assessments that you wrote on your sticky notes. • Determine whether they are diagnostic, formative, or summative. • Place your assessments on your tree map under the correct category.

34. Reflect on Tree Map

43. BREAK

44. Putting the Pieces Together

45. Diagnostic Assessment Pre-assessment is the process that Mrs. Lanier uses to determine soil’s readiness for planting. Using a test kit, she collects and analyzes data, then adjusts the soil accordingly. By checking the soil first, she knows what and how to prepare for the different types of vegetables that she plans to grow.

46. Formative Assessment Formative assessment is the process that Mrs. Lanier uses to feed and water the vegetables appropriate to their needs—directly affecting their growth. She may base these needs on continued testing of the soil as well as observation and conversations with the garden representatives at Home Depot.

47. Summative Assessment Summative Assessment is the process Mrs. Lanier uses to measure her vegetables to determine if they met the industry standard. She finds it interesting to compare measurements among the different vegetables; however, this information does not affect the growth or appearance of the plants.

48. I’ve assessed: NOW WHAT?? Assessment results guide decisions to adjust: • Content • Process • Product • Learning Environment To support students in their • Readiness • Interest • Learning Profile Thus encouraging maximum growth and individual student success.

49. Differentiation of Instruction Differentiated Instruction is A teacher’s response to a learner’s needs respectful tasks ongoing assessment and adjustment guided by general principles of differentiation, such as flexible grouping clear learning goals positive learning environment teachers can differentiate Content Process Product based on students’ Interest Readiness Learning profile Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center

50. Planning for Meaningful DifferentiationExamining the Assessment Sequence 3 Plan Learning Experiences 1 Identify Desired Results (KUD) 2 Determine Acceptable Evidence 2. Pre-Assessment On-going (Formative) Assessment Summative Assessment 3. 1.