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Heading One. Assessment IN-SERVICE. BEST PRACTICES in assessment. AGENDA. Day One Icebreaker Summative Assessment Practice Designing Final Summative Assessments Critiquing Final Summative Assessments Designing Long Range Plans Reporting Final Summative Assessments. AGENDA. Day Two

kevyn-matthews
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  1. Heading One Assessment IN-SERVICE BEST PRACTICES in assessment

  2. AGENDA • Day One • Icebreaker • Summative Assessment Practice • Designing Final Summative Assessments • Critiquing Final Summative Assessments • Designing Long Range Plans • Reporting Final Summative Assessments

  3. AGENDA • Day Two • Collaboratively looking at student work based on criteria – Teacher Moderation • Co-constructing Success Criteria – Formative Assessment • Descriptive Feedback • www.assessment4teachers.com

  4. The Clapping Lesson Activity 20 – 30 mins

  5. SUMMATIVE ASSESSMENT PRACTICE

  6. The Summative Assessment Practice Directive Desired Results: School staff will… understand the scope and rationale of the practice, understand the roles and responsibilities of the Teachers, School Principal(s), RSOs, and the Department, understanding how the results of the Final Summative Assessments will be reported and used to inform classroom teaching and goal setting.

  7. The Summative Assessment Practice Activity Divide into three groups. Each group is assigned a section of the Practice. Each group is responsible to read, understand, and summarize their section. Notes to be recorded on first chart paper. Each group will then create a graphic organizer on their second piece of chart paper that shows “Benefits” and “Challenges” that the group foresees in each section. Share your findings to the entire group Activity: 20 - 25 mins

  8. DESIGNING FINAL SUMMATIVE ASSESSMENTS

  9. WHAT TO ASSESS? • What are the overall outcomes or competencies that are going to be assessed? • Identify the “big ideas” by using the approved curriculum documents and supporting resources are supplied on the two jump drives provided

  10. WHAT TO ASSESS? • Locate the general outcomes or competencies and skills for the curriculum (Big Ideas). • Within each big idea, highlight and cluster the specific competencies that were covered and emphasized in class. (Coverage)

  11. WHAT TO ASSESS? • Depth: reflect on the Big Ideas that were focused on in class and taught to students throughout the unit, term or year • Weighting: generally depends on the depth at which competencies were taught or emphasized during class

  12. Nervous and Endocrine Systems Reproduction and Development • Weighting: 20% • Weighting: 30% Biology 30 (Alberta, 2007) Cell Division, Genetics and Molecular Biology Population and Community Dynamics • Weighting: 20% • Weighting: 30% __% - the proportion of marks allotted for each strand on the final assessment

  13. HOW TO ASSESS? • Choose a type or form of summative assessment • Exams, mid-term exams, unit tests, essays, research or position papers • Oral presentations or recital format • Performance tasks • Major individual projects

  14. HOW TO ASSESS? • Key features of a final summative assessment: • Covers the majority of the concepts taught in the course • Co-constructed rubric or transparent marking scheme/criteria should be available • Variety of question formats reaching varied levels of thinking

  15. QUESTION FORMATS • Brainstorm different types of question formats. • Final summative assessments should have multiple question types, which could cover various levels on Bloom’s Taxonomy. • Different students might find more success with a variety of question formats.

  16. BLOOM’S TAXONOMY - REVISED Increasing Level Thinking Increasing Depth Source: http://maasd.edublogs.org/files/2012/04/BloomsVerbs-24dwzts.png

  17. Sentence Starters • Level I – Remember • What is the definition for…? • Trace the pattern… • Recall the facts… • Name the characteristics of… • List the steps for…

  18. Sentence Starters • Level II - Understand • Tell why these ideas are similar. • In your own words… • Classify these concepts. (could also be analysis) • Provide some examples. • Construct a model of… • Draw a picture to show what happened.

  19. Sentence Starters • Level III – Apply • Graph the data. • Demonstrate the way to… • Practise… • Act out the way a person would… • Calculate the…

  20. Sentence Starters • Level IV - Analyze • What are the components of… • Which steps are important in the process of… • What other conclusions can you reach about… that have not been mentioned? • The solution would be to…

  21. Sentence Starters • Level V - Evaluate • In your opinion… justify… • Appraise the chances for… • Grade or rank the… • What solution do you favour and why? • Which systems are best? worst? • Rate the relative value of these ideas to…

  22. Sentence Starters • Level VI – Create • Create a model that shows you new ideas. • Devise an original plan or experiment for… • Finish the incomplete story so that… • Change… so that it will… • Prescribe a new way to…

  23. “Good Question” Activity • Create a question from all levels thinking using a familiar children’s story and write them on the provided activity chart. • Discuss the questions as a whole group. • Discuss how to modify “lower” level thinking questions into “higher” levels. • Discuss how to modify questions into a variety of question formats. Activity: 30-40 mins

  24. CRITIQUING FINAL SUMMATIVE ASSESSMENTS

  25. CRITIQUING FINAL SUMMATIVE ASSESSMENTS • Prior to implementing the final summative assessments, teachers will provide principals with a copy of their assessments. • Principals will ensure that there is consistency in assessments in terms of “good” coverage, depth and weighting of the given curriculum. • A checklist is included to be used as a ready-to-use tool.

  26. CHECKLIST FOR FINAL SUMMATIVE ASSESSMENTS • Questions/tasks relate to Nunavut-approved curriculum and in-class teachings (Coverage) • Variety of question formats or tasks • Varied levels of Bloom’s Taxonomy Revised to promote higher-level thinking and development of 21st century skills

  27. CHECKLIST FOR FINAL SUMMATIVE ASSESSMENTS • Rubric or marking scheme: appropriate depth of outcomes covered • Appropriate weighting, emphasizing content and depth rather than performance or visual aesthetics of the final product • Check for good flow, visual effectiveness, question readability, proper format and mechanics, and time allotments

  28. CRITIQUING ACTIVITY • A sample Final Summative Assessment has been provided for Biology 20 • In pairs, critique the assessments according to the given Checklist. • Role play the conversation that a teacher and a principal might have to discuss strengths and suggestions. Activity: 20 – 30 minutes

  29. DESIGNING long range plans

  30. LONG RANGE PLANS Designing Long Range Plans using Backwards Design • Stage 1: Desired results: Course overview, goals or learning objectives • Stage 2: Assessment Evidence of Big Ideas: Criteria, tools, and strategies • Stage 3: Learning Experiences: Long Range and Instructional Plans

  31. LONG RANGE PLANS • A General Information Cover Page template may be developed for your school to organize all course materials – plans to be kept in school office • General and specific competencies must directly be from approved curriculum documents – put into logical order • Factors such a holidays, themes, or (school, community, territory, national, world) events may also dictate when you might teach a certain strand.

  32. LONG RANGE PLANS • IQ cross-curricular competencies must be included in the long range plans • The variety of teaching strategies and methodologies as well as assessment tools and strategies should imply that differentiated instruction techniques are being used • Assessment tools and strategies should include formative (on-going) and summative assessments • A mark breakdown must be shown to justify how students’ marks were calculated (to coincide with Markbook or individual marking tool)

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