Assessment for Learning

1. Assessment for Learning Adapted from Georgia Department of Education Georgia Performance Standards training materials and Understanding by Design by Grant Wiggins and Jay McTighe

2. Essential Question(overarching) • What does assessment look like in a performance-based classroom?

3. Standards Based Education Model Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions --------------------------------------- Standards with Elements Skills and Knowledge GPS Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) All Above, plus Tasks StudentWork Teacher Commentary Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results) All Above

4. The Process of Instructional Planning Traditional Practice Standards-based Practice Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move onto new topic Select standards from among those students need to know Design an assessment through which students will have an opportunity to demonstrate those things Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach or move to next level

5. Stephen Covey Quote • “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”

6. What is assessment? Assessment is the systematic observation and evaluation of student performance.

7. What is assessment? • Do students know? Are they able to complete processes and demonstrate skills? Do they understand? • How well do students know? How well are they able to complete processes and demonstrate skills? How well do they understand? • What do students not know? What are they not yet able to do? What don’t they understand?

8. Formative vs. Summative Assessment Performance Assessment Authentic Assessment Performance Task G.R.A.S.P.S. - Understanding by Design Culminating Activity – Learning Focused Schools Rubric Checklist Student self assessment Teacher reflection Assessment Terms

9. Continuum of Assessments Informal Checks/ Lesson Summarizing Observation & Dialogue Tests & Quizzes Performance Tasks

10. Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Informal Assessment • Multiple Choice • True-False • Matching • Fill-in-the-blank (words, phrases) • Essay • Short answer (sentences, paragraphs) • Diagram • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Movement • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Oral questioning • Observation • Interview • Conference • Process description • Checklist • Rating scale • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review

11. Small group discussion: What has to happen in terms of assessment? “…if assessment is not working effectively in our classrooms every day, then assessment at all other levels (district, state, national, or international) represents a complete waste of time and money.” Stiggins, 1999 • If you know what a student must understand, how do you check to see if that student understands? • What evidence will you use to evaluate the level of understanding? • What will you do in your classroom based on the evidence you collect?

12. Critical Assessment Filters • What type of evidence is required to assess the standard? (e.g., recall of knowledge, understanding of content, ability to demonstrate process, thinking, reasoning, or communication skills) • What assessment method will provide the type of evidence needed? • Will the task (assessment method) provide enough evidence to determine whether students have met the standard? • Is the task developmentally appropriate? • Will the assessment provide students with various options for showing what they know?

13. Performance Tasks & Assessments . . . . . . often occur over time . . . result in a tangible product or observable performance . . . encourage self-evaluation and revision . . . require judgment to score . . . reveal degrees of proficiency based on criteria established and made public prior to the performance . . . sometimes involve students working with others -Marzano, Pickering, & McTighe

14. What is a Performance Task? A performance task is a complex scenario that provides students an opportunity to demonstrate what they know and are able to do concerning a given concept. A teacher is asking students to show that they can use the knowledge and skills they learned in an authentic real life situation.

15. The components of the UbD framework for the performance task are outlined in the acronym GRASPS: G Real-world GOAL R Real-world ROLE A Real-world Audience S Real-world Situation P Real-world Products or Performances SStandards/Criteria to judge product or performance

16. GRASPSSee page 159 for task design prompts • GOAL: Provide a statement of the task.Establish the goal, problem, challenge, or obstacle in the task. • ROLE:Define the role of the students in the task.State the job of the students for the task. • AUDIENCE:Identify the target audience within the context of the scenario.Example audiences might include a client or committee. • SITUATION:Set the context of the scenario.Explain the situation. • PRODUCT:Clarify what the students will create and why they will create it. • STANDARDS and CRITERIA [INDICATORS]:Provide students with a clear picture of success.Identify specific standards for success.Issue rubrics to the students or develop them with the students.

17. GRASPS Ideas

18. Sample second grade math task CREATE AN EXCEL SPREADSHEET SURVEY GOAL: Your task is to create an excel spreadsheet survey by surveying the class as to which was their favorite lunch food. ROLE: You are a survey taker and you need to obtain your data by surveying your classmates on your specific food type. AUDIENCE: You are letting your classmates and the school cafeteria manager know which food turned out to be the class favorite. SITUATION: The challenge involves gathering data and then displaying that data in an excel spreadsheet. PRODUCT AND PERFORMANCE: You will create an excel spreadsheet using the data you obtained and share it in a letter to the cafeteria manager. STANDARDS FOR SUCCESS: Your product must meet the following standards: Letter is written correctly and contains correct data displayed in cells and also displayed into a chart.

19. Letter Dear Mrs. Critten,I took a survey of my second grade class to see which fruits students like best for lunch. Sample Product

20.  Check out Performance Task Infoin UbD Bookpages 157- 160See elementary example of mail order friend on page 160Examples of performance tasks on UbD Exchange web site.http://www.ubdexchange.orgwater cycle example

21. What does this cartoon illustrate about perspectives of assessment?

22. A Performance Assessment Task includes: • Instructions for the students • Dimensions of the task (knowledge, understanding, skills being assessed) • Scoring systems: • Rubric—used to judge levels of performance • Checklist—used to judge whether or not the skill or behavior has been demonstrated

23. According to Grant Wiggins… • “What is to be assessed must be clear and explicit to all students: • NO MORE SURPRISES! • ….rubrics must accompany all major assignments and assessments.”

24. A rubric is a set of rules that … • Shows levels of quality • Communicates standards • Tells students expectations for assessment task • Is NOT a checklist (yes or no answers) • Includes dimensions (criteria), indicators and a rating scale.

25. Advantages of Using a Rubric: • Lowers students’ anxiety about what is expected of them • Provides specific feedback about the quality of their work • Provides a way to communicate expectations and progress • Ensures all student work is judged by the same standard • Disengages the “halo” effect and its reverse • Leads students toward quality work.

26. Pay attention that you are scoring the evidence of what you want the student to know and be able to do. How good is good enough? Don’t get confused by criteria that sounds good but doesn’t match the goal. Far Side Gallery by Gary Larsen

27. Parts of a Rubric: • Dimensions, sometimes referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. • Indicators specify the evidence used to judge the degree to which the dimension is mastered. • Rating Scales discriminate among the various levels of performance.

28. Basic Rubric Template: Scale Criteria Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator

29. Template for Holistic Rubrics:

30. Template for Analytic Rubrics: √ √ √ √

31. Ugly Rubrics: • Too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade • Checklists – Have it, don’t have it • Judge each work against other items of work • Judge the wrong thing so student can just jump through hoops to get a good grade.

32. Good Rubrics: • Are tools • Show level of quality of a performance or task • Communicate standards clearly and specifically • Are given to students to set expectations • Show what to avoid and addresses misconceptions • Are consistent and reliable • Use content that matches standards and instructional emphasis

33. Audience Enthusiasm Rubric: Bright, lit up Eyes not blinking Focused on teacher Wheels in high gear Quick, alert motions Non-stop on task talking Bright, lit up Eyes sometimes focused on teacher Wheels in relaxed motion Casual motions Talks when needed or told Eyes glazed over and bloodshot Wheels are rusty and slow Sluggish – an occasional itch Occasional grunts Eyes closed; Drooping Wheels aren’t invented Coma Drooling No sound

34. Rubric Resources (see assessment section on my sitewww.teachingwithpurpose.com) • Osborne, N. (1998). Rubrics for elementary assessment. Livonia, MI: Osborne Press. www.rubrics4educators.com • Schrock, K. (2006). Kathy Schrock's assessment and rubric resources. Retrieved February 6, 2006 fromhttp://school.discovery.com/schrockguide/assess.html • RubiStar is a free online tool to help teachers create quality rubrics.http://rubistar.4teachers.org/ • Teach-nology Rubric Generator - create online rubricshttp://www.teach-nology.com/web_tools/rubrics/

35. References • Burke, K. (1999). How to assess authentic learning. Arlington Heights, IL: Skylight Training and Publishing. • Georgia Performance Standards training materials http://www.georgiastandards.org • Wiggins, G. & McTighe, J. (2005).Understanding by design (2nd ed.). Alexandria, VA: ASCD. • Whitworth College Archives – UbD Lesson Plans http://www.whitworth.edu/Library/Archives/CurrentProjects/Coast&Camp/Index.htm