Using Assessment Effectively

1. Using Assessment Effectively

2. DOUBLE-BUBBLE MAP Used to assess instruction Usually administered at the end of a unit Assess knowledge of particular skills or concepts Used to Inform instruction Administered during a unit of instruction Gives students a picture of their knowledge and skill level Give students a picture of their progress Can be administered in a variety of formats Can be used to determine next year’s placement and goals. Summative Assessment Formative Assessment Can be used to determine flexible grouping Can be formal or informal Can be used as information for parents regarding next year’s objectives Can be used as Information for Parents regarding Progress Focuses on evaluation Can be used as an informational tool for parents Aids teachers in evaluation Focuses on the process of learning Can aid teachers and students in setting goals www.ascd.com (Qualities of Effective Teachers, 2nd Edition by James H. Stronge)

3. Preparing Ethically for Test Video

4. Accurate Assessment Why assess? Purpose? How will results be used? Assess what? Learning targets? Assess how? What method? Written well? Avoid bias how? Students are users, too. Communicate How to manage information? How to report? Be sure students understand targets. Students can participate in the assessment process too. Communicate progress to students and parents.

5. Assessment Options • Selected Response or Short Answer • Multiple choice, true/false, matching, short answer, fill-in the blank • Extended Written Response • Essays, comparisons, analysis of literature of artwork, etc. • Performance Assessment • Based on observation or judgment; projects, musical performances • Personal Communication • Responding to students’ comments in journals and logs; interviews; teacher observations; oral examinations.

6. Using Assessment Data • Here’s what, So what …. NOW WHAT?

7. Overview of Assessment

8. “Relying on any one model would be seriously flawed assessment strategy. Assessment of a student’s work should provide a rich array of information on his or her progress and achievement. The challenge is to match appropriate assessment strategies to curricular goals and instructional methodologies.” DuFour and Eaker (2003)

9. Following Assessment • Move on with those who are ready (look at flexible grouping) • Intervene, intervene, intervene • Assess again.

10. Grading • What is our purpose for grading? • What factors should we include in the grade? • How do we combine those factors to give the truest picture possible of student achievement?

11. Grading Principles • The purpose of grades is to communicate. • Grades communicate about achievement. • Grades reflect current level of achievement.

12. Role Play

13. Discuss these questions with your tablemates • What does each student’s “C” communicate? • Should grades be used to motivate or punish students? • Should effort be included in grades? • What other factors should be included in grades (e.g. attendance, homework, turning work in on time, participation, attitude)

14. Rubric for Grading Practices

15. I’m partially proficient I held the school accountable for teaching what schools should teach. So when state assessments first began, I was anxious to see where my son’s school would stand. My son’s so bright, you know. I marvel every day at his observations of life – His insights into everything from the cranky old neighbor across the street to the complexities of global strife. He’s so full of life, my son. His laughter shatters even the gloomiest day, Warms the hardest of hearts, and lightens the burdens that come my way. He’s an avid reader, you know, my son. Lazy Saturday afternoons include sharing Garfield cartoons And basketball stats pepper Sunday afternoons. He never cared much for writing, my son. But letters to his uncle keep squadron spirits alive, And are kept close at heart until the next one arrives.

16. (continued) He’s a kind boy, my son. Oh, he quibbles with friends, and sometimes he’s cross, But he tears up at movies if children aren’t loved and his heart nearly breaks over pets that are lost. He’s all I could ever want in a son. Since his birth my life has been joy without measure. He is a gift-beautiful and treasured. But today, I stopped caring about state assessments, school ranking or accountability. My son, my gift, my treasure, announced when he came home, “I’m partially proficient, Mom.”