Assessment FOR Learning: Creating a Culture of Confidence

1. Assessment FOR Learning:Creating a Culture of Confidence

2. Our Evolving Legacy of Assessment Beliefs

3. Our schools were designed to leave lots of children behind: There were winners & losers

4. CONTINUOUS WINNING (SUCCESS) YIELDS: • CONFIDENCE • OPTIMISM: AN EXPECTATION OF A POSITIVE RESULT • STRONG DESIRE TO SUCCEED • SELF-ANALYSIS IN FAILURE • HIGH LEVEL OF EFFORT • RISK TAKING--STRETCHING

5. CONTINUOUS LOSING YIELDS: • PESSIMISM: EXPECTATION OF A NEGATIVE RESULT • A SENSE OF FUTILITY, HOPELESSNESS, FATALISM • WANING EFFORT • SELF-CRITICISM IN FAILURE • DENIAL; COVER UP • FEAR OF RISK TAKING--DEFENSIVENESS

6. SUCCESSFUL STUDENTS (ON WINNING STREAKS): • CONFIDENCE • OPTIMISM: AN EXPECTATION OF A POSITIVE RESULT • STRONG DESIRE TO SUCCEED • SELF-ANALYSIS IN FAILURE • HIGH LEVEL OF EFFORT • RISK TAKING--STRETCHING

7. FAILING STUDENTS (ON LOSING STREAKS): • PESSIMISM: EXPECT FAILURE • A SENSE OF FUTILITY, HOPELESSNESS, FATALISM • WANING EFFORT • SELF-CRITICISM IN FAILURE • DENIAL; COVER UP • FEAR OF RISK TAKING • FRUSTRATION AND ANGER

8. Previously, if a student gave up in hopelessness and stopped trying, it was the student’s problem—not the teacher’s or the school’s… Accountability: provide an opportunity to learn

9. SO SOCIETY SAYS TO ITS SCHOOLS: LEAVE NO CHILD BEHIND Accountability: Assure the learning

10. Guiding Principle: Our work is not only about how we assess (but results must be accurate), or how we manage and share results (but we must do so effectively). In addition, we must manage the learner’s emotional reaction to the assessment results.

11. THE STUDENT’S EMOTIONAL REACTION WILL DETERMINE WHAT THAT STUDENT DOES IN RESPONSE.

12. How will each individual • student respond to a score or grade? • PRODUCTIVE: KEEP TRYING • UNPRODUCTIVE: DON’T

13. Accurate assessments Effective use to get a productive reaction STUDENT SUCCESS

14. Inaccurate assessments Counterproductive reaction HOPELESSNESS & FAILURE

15. Crucial Distinction Assessment OF Learning: How much have students learned as of a particular point in time? Assessment FOR Learning: How can we use assessment to help students learn more?

17. The Essential Question: How can we use assessment to help our students believe they can learn so they’ll try?

18. 1.0 Standard Deviation Score Gain Equals: • 35 Percentile Points • 2-4 Grade Equivalents • 100 SAT Score Points • 5 ACT Composite Score Points TONS OF WINNING STREAKS!

19. Assessment FOR learning classrooms must be “humiliation-free zones”

20. Physician’s Creed Above all, do no harm

21. Educator’s Creed Above all, do nothing to diminish hope; Promote winning streaks

22. Assessment Training Institute 800-480-3060 www.assessmentinst.com