4 Th . Annual Canadian Assessment for Learning Conference Saskatoon, May 5, 2017

1. Taking a "VOCAL" Approach to Assessment: validating observation and conversation when assessing learning 4Th. Annual Canadian Assessment for Learning Conference Saskatoon, May 5, 2017 Damian Cooper Plan Teach Assess website: www.planteachassess.com cell: 905-460-7109 email: damiancooper11@gmail.com Twitter: @cooperd1954

2. Session Outcomes We shall: • Consider what balanced assessment looks like • Explore why balanced assessment is essential • Examine challenges and solutions to gathering evidence of balanced assessment

3. Fair Means Same?

5. Balanced Assessment?

6. Balanced Assessment Means Triangulation Do (performance tasks) observations Valid & Reliable Picture of Student Achievement Write (tests, essays, projects, etc.) products Say (oral defense, conferencing, conversations, etc.)

7. Triangulation: the what and why 1. Definition • Triangulation involves using multiple data sources in an investigation to produce understanding. Reasons to triangulate • A single method can never adequately shed light on a phenomenon.  Using multiple methods can help facilitate deeper understanding. (Citation: Cohen D, Crabtree B. "Qualitative Research Guidelines Project." July 2006. http://www.qualres.org/HomeTria-3692.html ) 2. 3.

8. Why is it necessary to triangulate assessment evidence? 2 Main Reasons: • The curriculum demands it • Students need it Write Do Say

9. Validating observationand conversation whenassessing learning

10. “Backward Design” Program Planning Stage 1: Identify essential learnings Stage 2: Determine critical evidence (summative) of those learnings Stage 3: Plan learning experiences and instruction that make such learnings possible Adapted from Wiggins and McTighe, Understanding by Design

11. We must begin with the question, “What constitutes essential learning for students in the 21st. century?”

12. Jack’s Story

13. Stage 1: Identify targeted understandings

14. Fair Assessment???

16. Stage 2: Determine appropriate assessment of those understandings & skills

17. Planning Assessment with the End in Mind

18. 3 Critical Questions to Ask Before Assessment Occurs • What is the purpose of this assessment? • Diagnostic? • Formative? • Summative? • Who is the primary user of the data? • Teacher? • Student? • Parent? Next grade teacher? Employer? • University/College entrance board? • What kind of data does the user need? • Feedback? • Score? • Percentage grade? • Anecdotal evidence? • Portfolio?

19. Effective Assessment Planning: Full Year/Course or Per Unit • Design summative assessment tasks first. These must provide evidence or one or more of the essential learning targets • Review to determine whether this set of summative tasks includes an appropriate balance of write, do, and say • Design smaller formative tasks to build understanding and skills towards the summative tasks • Design initial/diagnostic assessment tasks to determine students’ levels of understanding and skill before you begin teaching

20. Summative Assessment: Helen Hills Grade 9 English Seminar

21. Helen’s Backward Planning

22. Helen’s Backward Planning • Key to success: gradual release of responsibility from teacher-directed to student autonomy

23. Helen Hills Grade 9 English Seminar • https://www.youtube.com/watch?v=NZcKupNzgW0

25. Assessment for Learning: Diagnostic Mathematics Assessment • (add video of Jeff interviewing Blake)  

26. Co-constructed Assessment Criteria for Infomercial

27. Teacher Records Formative Performance

28. Students Discuss Feedback from Peer Assessment of Formative Performance

29. Time to Talk About Assessment • Share with a colleague your initial reactions to these examples of assessment through observation & conversation.

30. Triangulation of Evidence by Assessment Mode Do (performance tasks) observations Valid & Reliable Picture of Student Achievement Write (tests, essays, projects, etc.) products Say (oral defense, conferencing, conversations, etc.)

31. Chris’s Story

34. Teach for Understanding and Assess for Transfer • When students are able to demonstrate a skill on cue, in a controlled situation, they have knowledge… BUT • When students independently make appropriate decisions by drawing on their knowledge and skills in response to new situations, they understand

35. Authentic Performance Tasks

36. Authentic Performance Tasks • Are designed to provide evidence of learning of 1 or more overall expectations • Require transfer or application of knowledge & skills • Are relevant, meaningful, and therefore engaging for students • Are challenging • Often involve simulation or role-play • Are accompanied by clear assessment criteria: a rubric and/or checklist • Include realistic constraints: time, resources, etc. • May require collaboration, and therefore include individual accountability

37. Backward Planning from an Authentic Summative Performance: The G7

38. Stage 1: Essential Learning TargetsGrade 12 - Economics Enduring Understandings (content) Students will demonstrate an understanding of the following economic concepts: • International trade • Economic interdependence and convergence • Specialization • Exchange rates and their impact on trade • Risk assessment and foreign expansion • Infrastructure • Relationship between money supply and interest rates • Inflation • Taxes and spending and their impact on national and global economies Essential Skills (competencies) Students will demonstrate the following skills : • Collaboration • Negotiation • Application of knowledge of course concepts • Decision-making • Responsibility • Problem-solving • Critical thinking • Self-reflection , self-montoring, and self-adjustment

39. Time to Talk About Assessment • Discuss the essential skills that Jeff can assess through the G7 task that could NOT be assessed through the written examination.

40. Jeff’s Assessment Plan for His Grade 12 Economics Course End-of-Course Summative Assessment Tasks Diagnostic (Pre) Assessments to Identify Strengths & Needs in Each Essential Skill & Concept Mid-Unit Formative Tasks to Identify Learning & Learning Gaps G7 Simulation: -performance -written report Summative Interview With Teacher End-of-Unit Summative Tasks Written Examination

41. Reliability Reliability is a measure of confidencein the data weare gathering.

42. Validity Does this assessment task actually provide evidence of the learning I’m looking for?

43. Reliability and Validity Validity Reliability

44. Summative Assessment and Reliability • When students work in groups, the reliability of individual student assessment data will naturally be compromised • To counter this, you must plan for individual accountability: • Independent student report • Individual student conferencing - Recording the evidence

45. Professional Judgment Decisions educators make, in light of their professional experience, with reference to public standards and guidelines (Cooper, Redefining Fair)

46. Triangulation of Evidence by Assessment Mode Do (performance tasks) observations Valid & Reliable Picture of Student Achievement Write (tests, essays, projects, etc.) products Say (oral defense, conferencing, conversations, etc.)

47. Conversation as Assessment

48. Alan’s Story

49. Listening to Conversation to Assess Mathematical Understanding

50. Assessment as Learning: Using Conversation to Improve Reading Skills