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ASSESSMENT

ASSESSMENT. Clarifying Criteria and Introducing Anchors January 25, 2013 Amanda Bell Carin Bergen. Why are we here? . OUR TARGET …to Clarify CRITERIA ANCHORS & Effective FEEDBACK . Overview.

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ASSESSMENT

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  1. ASSESSMENT Clarifying Criteria and Introducing Anchors January 25, 2013 Amanda Bell Carin Bergen

  2. Why are we here? • OUR TARGET …to Clarify CRITERIA ANCHORS & Effective FEEDBACK.

  3. Overview • We ALL Know what we’re all up against (Carin) • Introduce the Assessment workshop presented by Ian Krips (Amanda) SNAPSHOT of the workshop Our target is clarify: What is Criteria? share about: Anchors & Effective Feedback? • CRITERIA -Explicit about Outcomes in classroom/Video Clip (Carin) • A Look @ ANCHORS (Amanda) (10 min) Have teachers identify which level this assignment is. • Lady Bug Activity (Carin) (10 min) • Effective FEEDBACK (Amanda) (5 min)

  4. OUTCOME @ the Center • START with the OUTCOME What understanding, skill is to be mastered? (…not Activity, Book, other ) • CRITERIA… Know what/how to measure as success • COMMUNICATE/CO-CREATE BOTH the OUTCOME & the CRITERIA with Students

  5. BIOLOGY OUTCOMEINDICATORS/CRITERIA/ACTIVITIES IE7.2 • Observe, illustrate & analyze living organisms within local ecosystem as part of interconnected food webs, populations & communities

  6. Gathering Quality EvidenceSomething to try this afternoon… • In Centre Circle write an OUTCOME from your discipline. • Next Ring out write INDICATORS that help to achieve Outcome (such as recall, identify, differentiate… ) • In Third Ring write out SPECIFIC CRITERIA the student needs to meet/be able to do (remember the criteria needs to be specific as investigate, analyze, justify, present, etc.) • In Outside Ring write ACTIVITIES/PATHWAYS that enable you to gather evidence of student achievement of Criteria to achieve Outcome

  7. In Action… • Video Clip…

  8. Anchors • Have you ever tried to shoot a basket without seeing the hoop? • When students don't see the target, how will they know if they hit it? • To help students better understand what quality work looks like, begin utilizing anchors in your classroom (also known as exemplars, benchmark writings, or student samples). • IDEAL FOR ALL SUBJECTS ! Students can hit any target they can see and that hold still for them (Stiggins, 2006)

  9. ANCHORS • Study Gives Students A Passing Grade Written by Lee Davis on Wednesday, 23 January 2013

  10. Anchors • If you have a student in the Prairie South School Division, you may remember them talking about some special writing assignments last spring.  The assignments were a test to see how they are progressing compared to previous years and compared with other students in the province. • "We're particularly excited about the writing results.  Teachers identified samples of what writing should look like at post-grade levels and students were empowered to work toward achieving that."

  11. GRADE 10A • LEVEL 1 • basic, Limited • message not informative

  12. GRADE 10A LEVEL 2 • basic context, • vague • unfocused • partial exploration & justification

  13. GRADE 10A LEVEL 3 • formal literary language/review came at the end • Does not explain opinions fully or support them • Example in intro • Minor misuse of punctuation • Text appropriate to essay

  14. Feedback LADY BUG ACTIVITY Part I 1. Take an index card and draw a lady bug 2. Don’t’ forget to write your name on your card 3. Exchange you lady bug with someone else at your table 4. Grade the ladybug-use the scale of your choice A,B,C; %; 1-4 5. Return to the artist

  15. Feedback LADY BUG ACTIVITY Part II 1. Return ladybug drawing to the assessor 2. Assessor now write out feedback about the strengths of the ladybug and areas of improvement 3. (As you do this you are identifying the criteria you hold mentally for a good ladybug drawing) 4. Return ladybug drawing to the owner

  16. Feedback LADY BUG ACTIVITY Part III 1. Now, can you improve your ladybug? Why? Why not? 2. What makes feedback effective?

  17. Characteristics of EFFECTIVE FEEDBACK 1. DIRECTS ATTENTION TO THE INTENDED LEARNING, STRENGTHS, offering specific information to guide improvement 2. Occurs DURING LEARNING while there is time to act on it 3. ADDRESSES PARTIAL UNDERSTANDING 4. MAKES STUDENTS THINK Does not do thinking for student 5. Limits corrective information to amount student can act on

  18. CHALLENGE • What is one Outcome you could make more explicit? • What would your Anchors/Criteria look like to the student?

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