Keys to quality assessments (formative & summative)

1. Keys to quality assessments (formative & summative) Jacque Melin Grand Valley State University www.formativedifferentiated.com

2. Thank you for being present today • You can expect: • conversations • activities • movement • learning

3. I’m counting on you to… • learn from one another • actively participate • commit to a partnership in this journey melinj@gvsu.edu 616-450-0998 (cell) 616-331-6209 (office)

4. Today’s Targets • What is a balanced assessment system? Components? Is our system in balance? Where does the formative assessment process fit? • What are the 5 Keys to Quality Classroom Assessments? • How can we use the formative assessment process to help inform our instruction and engage students in learning?

5. Socrative • Log in as a student. • Room 7615

6. Partners Clear Purpose Clear Targets Student Involvement Effective Communication Sound Design

7. What is Assessment? • Jot down your thoughts (alone). • Share at your table

8. What is Assessment? • The process of collecting information • A gathering of evidence of student learning • A tool to inform and encourage student growth • According to Evangeline Harris Stefanakis (2002), "The word assess comes from the Latin assidere, which means to sit beside. Literally then, to assess means to sit beside the learner." (p.9) 

9. Current Practice in Assessment • What do you currently use in your classroom, school, and/or district to find out what each of your students know? • Think of all the types of assessments used. Think very specifically. • (Alone) Using the Post-its, write one type of assessment per sheet. You will have a collection of Post-its when finished. • Set them aside.

10. “Clear Purpose” Partner • Post-It Sort: Review Post-It collections and assessment categories • Using a piece of chart paper, make two columns labeled “formative” and “summative” • Sort your Post-Its by category • Discuss with your “Clear Purpose” Partner

11. Formative and Summative Assessment A quick review

12. Takes place WHILEtheteaching/learning is happening; Coachingstudents to hit a series of learning targets; Making students partners in their learning; Descriptive feedback and part of instruction; Formal or Informal Assessment FORlearning. Formative Assessment

13. Formative Assessment • Anything can be used as a formative assessment – it is how the assessment is used that makes it formative. The information gathered from formative assessments needs to help the students know their gaps in knowledge and needs to help the teacher adjust teaching when needed.

14. A judgment, usually communicated by a grade or score, about how well students achieve the final learning targets; • Evaluative feedback and after instruction; • Assessment OF learning. Summative Assessment

15. Our Goal • As educators our goal is to create and maintain a balanced assessment system that includes high-quality assessments of (summative) and for (formative) student learning. Different types of assessments Formal and informal

16. Used with skill, assessment can… • Motivate the unmotivated • Restore students’ desire to learn • Encourage students to keep learning • Create—not simply measure—increased achievement --Stiggins, Arter, Chappuis, & Chappuis, 2011 Form groups of 5

17. What assessment practices motivate students to improve their learning?

18. What actions can you take to improve your assessment environment?

19. Keys to Quality Classroom Assessment Accurate Assessment Clear Targets Assess What? What are the learning targets? Are they clear? Are they good? Clear Purposes Why Assess? What’s the purpose? Who will use results? Sound Design Assess How? What method? Sampled how? Avoid bias how? Effectively Used Effective Communication Communicate How? How manage information? How report? Student Involvement Students are users, too. Students need to understand learning targets, too. Students can participate in the assessment process, too. Students can track progress and communicate, too.

20. Key 1: Clear Purpose • Why assess? • What’s the purpose? • Who will use the results?

21. The ultimate user of assessment information is the student.

22. Key 2: Clear Targets • Assess what? • What are the learning targets? • I can statements • Are they clear? Are they good?

23. Key 2: Clear Learning Targets • Know what kinds of targets are represented in curriculum • Knowledge • Reasoning • Performance skill • Products • Master the standards ourselves • Know which targets each assessment measures • Make learning targets clear to students, too.

24. What knowledge will students need to demonstrate the intended learning? • What patterns of reasoning will they need? • What skills are required, if any? • What product development capabilities must they acquire, if any? Deconstruction Process

25. Knowledge/Understanding • The facts and concepts we want students to know. Some to be learned outright; some to be retrieved using reference materials. • Key words: explain, understand, describe, identify, tell, name, list, define, label, match, choose, recall, recognize, select, know • Example: L3.2.1 Know and use the terms of basic logic.

26. Reasoning • Students use what they know to reason and solve problems, make decisions, plan, etc. • Key Words – analyze, compare/contrast, synthesize, classify, infer, evaluate, etc. • Example: L3.1.1 Distinguish between inductive and deductive reasoning, identifying and providing examples of each.

27. Skills • Students use their knowledge and reasoning to act skillfully; where the doing is what is important. • Key words – observe, listen, perform, do, question, conduct, work, read, speak, use, demonstrate, explore, etc. • Example: A3.1.2 Graph lines (including those of the form x = h and y = k) given appropriate information.

28. Products • Students use their knowledge, reasoning, and skills to create a concrete product. • Key words – design, produce, create, develop, make, write, draw, represent, display, model, construct, etc. • Example – S6.3 Carry out (large sample) significance tests for one proportion and the difference of two proportions, with emphasis on proper interpretation of results.

29. Product Target Product Performance Skill Reasoning Knowledge Performance Skill Target Performance Skill Reasoning Knowledge Knowledge Target Knowledge Learning Target Hierarchy Reasoning Target Reasoning Knowledge

30. Help in deconstructing standards to targets (knowledge, reasoning, skill, product) • http://education.ky.gov/curriculum/ela/pages/ela-deconstructed-standards.aspx • http://education.ky.gov/curriculum/math/pages/mathematics-deconstructed-standards.aspx

31. MATH • Decimals • Page 152 in the book • Going on a decimal hunt • Read decimals and put them in order • I can read decimals and put them in order. This means I can use the correct place value names and show the order of decimals based on their value. What is a student friendly learning target? Subject Topic Assignment Activity Learning Target Learning Target Learning Target With success criteria

32. Don’t Confuse These Two “C” Words Congruent An exact match Correlated Has some relationship

33. Congruent or Not? Students will describe and compare the processes, factors involved and consequences of slow changes (e.g., erosion and weathering) and fast changes (e.g., landslides, earthquakes, floods) to earth’s surface I can observe changes to earth’s surface over time and use evidence/data to infer the cause of the change. I can classify changes to earth’s surface as ‘slow’ or ‘fast’. I can describe how the earth’s surface might be slowly (or quickly) changed. I can name a process that changes the earth’s surface slowly (or quickly) and compare how it affects different places on earth.  I can classify changes by how often they occur and whether they are predictable. I can create a model of a volcano to show a fast change to earth’s surface. I can name 3 places on earth where a fast change has occurred. I can name 3 places on earth where slow changes have occurred. I can identify different landforms. I can locate landforms on a topographic map.

34. Writing student friendly targets“I can…” statements for what we want students to KNOW and DO? • Statements of intended learning. • Statements that describe how we will know that we have learned it. • Should be posted, not just shared verbally.

38. Who am I? Don’t I know you from somewhere? c a b I’m right here! 1. I can identify the hypotenuse of any right triangle. 2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas. 3. I can create a physical proof of the Pythagorean theorem using cubes to show areas. 4. I can find any side of a right triangle if I know the two other sides. 5. I can recognize right triangles in real world applications.

39. B (2,3) A (-3,-2) H R ??? 6. I can create a right triangle out of any two points in a coordinate system. 7. I can use right triangles in a coordinate system to find the distance between two points. 9. I can deconstruct real world objects into circular objects. How far is it from Albuquerque to Boston? 8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle. 10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.

41. Christina Hank http://turnonyourbrain.wordpress.com/

43. “Clear Targets” Partner • Are your learning targets clearly and appropriately framed for teachers and students? • How are you sharing your learning targets with your students? • How are you helping your students track their progress toward mastery of the learning targets? • Are the items on your assessments aligned to your learning targets? How do you know?

44. Key 3: Sound Design • Assess how? • What method?

45. Classroom Assessment Strategies Extended Written Response Selected Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Fill-in-the-Blank • Diagram • Essay • Short answer (sentences, paragraphs) • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

46. Classroom Assessment Strategies Extended Written Response Selected Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Fill-in-the-Blank • Diagram • Essay • Short answer (sentences, paragraphs) • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

47. Classroom Assessment Strategies Extended Written Response Selected Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Fill-in-the-Blank • Diagram • Essay • Short answer (sentences, paragraphs) • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

48. Classroom Assessment Strategies Extended Written Response Selected Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Fill-in-the-Blank • Diagram • Essay • Short answer (sentences, paragraphs) • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

49. Classroom Assessment Strategies Extended Written Response Selected Response Performance Assessment Observations/ Conversations • Multiple Choice • True-False • Matching • Fill-in-the-Blank • Diagram • Fill-in-the-blank (words, phrases) • Essay • Short answer (sentences, paragraphs) • Web • Concept Map • Flowchart • Graph • Table • Matrix • Illustration • Presentation • Science lab • Athletic skill • Dramatization • Enactment • Project • Debate • Model • Exhibition • Recital • Performance Task • Oral questioning • Observation • Interview • Conference • Journal sharing • Thinking aloud a process • Student self-assessment • Peer review Adapted from the work of Dr. Robert Marzano

50. Target/Method Match