EDUC 5555: Assessment and Intervention Class 2

1. EDUC 5555: Assessment and InterventionClass 2

2. HW articleInside the Black Box: Raising Standards Through Classroom Assessment • Summary sheet • Review independently and answer questions with a partner

3. Assessment for Learning Five Key Strategies

4. 7 Basic Assumptions of Classroom Assessment • The quality of student learning is directly, although not exclusively, related to the quality of teaching. • To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives • To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. (students need opportunities to give and get feedback on their learning before they are evaluated for grades) Classroom Assessment Techniques: A Handbook for TeachersAngelo and Cross • The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching. • Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge. • Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines. • By Collaboration with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.

5. 7 Assumptions & 5 Key StrategiesSimilar Formative Assessment Ideas? • The quality of student learning is directly, although not exclusively, related to the quality of teaching. • To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives A – Clarifying, sharing & understanding goals for learning and criteria for success w/ learners. B – Engineering effective classroom discussions, questions, and tasks that elicit evidence of student’s learning. C – Providing feedback that moves learning forward. D – Activating students as owners of their own learning. E – Activating students as learning resources for one another.

6. 7 Assumptions & 5 Key StrategiesSimilar Formative Assessment Ideas? • To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. (students need opportunities to give and get feedback on their learning before they are evaluated for grades) A – Clarifying, sharing & understanding goals for learning and criteria for success w/ learners. B – Engineering effective classroom discussions, questions, and tasks that elicit evidence of student’s learning. C – Providing feedback that moves learning forward. D – Activating students as owners of their own learning. E – Activating students as learning resources for one another.

7. 7 Assumptions & 5 Key StrategiesSimilar Formative Assessment Ideas? • The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching. A – Clarifying, sharing & understanding goals for learning and criteria for success w/ learners. B – Engineering effective classroom discussions, questions, and tasks that elicit evidence of student’s learning. C – Providing feedback that moves learning forward. D – Activating students as owners of their own learning. E – Activating students as learning resources for one another.

8. 7 Assumptions & 5 Key StrategiesSimilar Formative Assessment Ideas? • Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge. • Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines. A – Clarifying, sharing & understanding goals for learning and criteria for success w/ learners. B – Engineering effective classroom discussions, questions, and tasks that elicit evidence of student’s learning. C – Providing feedback that moves learning forward. D – Activating students as owners of their own learning. E – Activating students as learning resources for one another.

9. 7 Assumptions & 5 Key StrategiesSimilar Formative Assessment Ideas? • By Collaboration with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction. A – Clarifying, sharing & understanding goals for learning and criteria for success w/ learners. B – Engineering effective classroom discussions, questions, and tasks that elicit evidence of student’s learning. C – Providing feedback that moves learning forward. D – Activating students as owners of their own learning. E – Activating students as learning resources for one another.

10. Formative Assessment Techniques Justified List A justified list begins with a statement about an object, process, or concept. Examples that fit or do not fit the statement are listed. Students check off the items on the list that fit the statement and provide a justification explaining their rule or reasons for their selections. Traffic Light Cups/Cards Traffic light cups are used during group work and student investigations to signal to the teacher when groups need help or feedback. They can also be used as a voting mechanism during class discussions.

11. Formative Assessment Techniques Fist to Five Fist to five asks students to indicate the extent of their understanding of a concept or procedure by holding up a closed fist (no understanding) up to five fingers (I understand completely and can explain to someone else). Learning Goals Inventory This is a set of questions that relate to an identified learning goal in a unit of instruction. Students are asked to “inventory” the extent to which they feel they have prior knowledge about the learning goal.

12. Formative Assessment Techniques Missed Conception A missed conception is a statement about a topic that is based on commonly held student misconceptions. Students read the statement and respond why people may hold that misconception. Ten-Two After ten minutes of instruction that involves a large amount of information, students take two minutes to reflect on and summarize what they have learned thus far.

13. Formative Assessment Techniques • What have you tried? • How did it work? What would you change? Share a formative assessment technique with us or tell us one you’d like to try and would like to hear from someone who has tried it.

14. Assessment for Learning Five Key Strategies Self Assessment Peer Assessment Peer Assessment Activating students as owners of their own learning and as learning resources for one another

15. Helping Students Own Their Own Learning Peer-Assessment and Self-Assessment

16. Same or Different? • Self-report Grades: students’ estimates of their own performance – typically formed from past experiences in learning • Reciprocal Teaching: each student takes turns at being the teacher – students can check their own understanding of the material by generating questions and summarizing From Visible Learning by John Hattie

17. Same or Different? • Self-verbalization and Self-questioning: one form of self-regulation • Meta-cognitive Strategies: higher-order thinking which involves active control over the cognitive processes engaged in learning – can include planning an approach to a given task, evaluating progress, and monitoring comprehension From Visible Learning by John Hattie

18. Which has the greatest influence on student learning? • Feedback • Self-report Grades • Reciprocal Teaching • Self-verbalization & Self-questioning E. Metacognitive Strategies F. Providing formative evaluation G. Teacher-student relationships

19. Level of Importance From Visible Learning by John Hattie

20. Self-Reported Grades • Students have reasonably accurate understandings of their levels of achievement • High level of predictability about achievement • Should question the necessity of so many tests when students appear to already know much of the information the tests supposedly provide • May become a barrier for some students

21. Reciprocal Teaching • Teacher moves students from being “spectator” to being “performer” • Students check understanding of the material by generating questions and summarizing • Used mainly as a strategy to teach reading

22. Key Feedback Questions • Where are they going? • How “well” are they getting there? • Where to next? • “They” refers to both teacher and student

23. What does a grade really mean? • Does passing a class mean a student learned the material? • What do tests really tell us? • How can formative assessment help student achievement if it is not “graded”?

24. Rubrics – Targets/Objectives/Learning Goals

25. Rubrics

26. BREAK

27. M-COMP Administration(8 minutes)

28. Math Computation (M-COMP) Administration Directions….. • Students should have a pencil and cover sheet. • Say: “We’re going to take an 8 minute math test. Read the problems carefully and work each problem in the order presented, starting at the first problem on the page and working across the page from left to right. Do NOT skip around. • If you do not understand how to do a problem, mark it with an X and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked. • Although you may show your work and use scratch paper if that is helpful for you in working the problems, you may not use calculators or any other aids. • Keep working until you have completed all of the problems or I tell you to stop. • Do you have anyquestions? (Answer questions & distribute probes.)

29. Math Computation (M-COMP) Administration Directions….. 3. Here are your tests. Put your name, your teacher’s name, and the date on each page in the space provided, then turn over the test (face-down). Do not turn the test back over or start working until I tell you to begin. (Allow time to write their info. on the probe.) Begin. 4. If a student asks a question or requests clarification, redirect him or her to the probe and say: Read the directions again, and work the problem as best you can. If you still do not understand the problem or are unable to work it, you may move on to the next question. • If you see a student is skipping ahead without attempting each item, provide the following direction: Try to work each problem. Do not skip around. • When the 8 minutes have elapsed, say: Stop and put down your pencil. • If student continues to work, restate: Stop working now and put down your pencil. • Collect probes & proceed to scoring.

30. M-CAP Administration(10-minutes)

31. M-CAP Standard Administration Directions • Say: “We’re going to take a 10-minute math test.”(8-minute for elementary grades). • Say: “Read the problems carefully and work each problem inthe order presented. Do not skip around.” • Say: “If you do not know how to work a problem, mark it with an ‘X’ and move on. Once you have tried all of the problems in order, you may go back to the beginning of the worksheet and try to complete the problems you marked.” • Say: “Write the answers to the problems in the blanks. For multiple choice questions, place the letter (A, B, or C) of the correct answers in the blank. You do not have to show your work, but you may if that is helpful for you in working the problems. Keep working until you have completed all of the problems or I tell you to stop. Do you have any questions?” (Answer questions)

32. M-CAP Standard Administration Directions • Hand out the probes and say: “Here are your tests. Put your name, your teacher’s name, and the date on each page in the space provided. Do not start working until I tell you to begin.”(Allow them time to write their information on the probe.) • Say: “Begin.” • If a student asks a question or requests clarification, redirect him to the probe and say: “Read the directions again, and work the problem the best you can. If you still do not understand the problem or are unable to work it, you may move to the next question.” • When the appropriate time has elapsed (10 min.), say:“Stop and put down your pencil.”If student continues to work, restate: “Stop working now and put down your pencil.” • Collect the probe and proceed to scoring.

33. M-CAP Scoring • Each problem either receives full credit or no credit. • Be sure to use the scoring key and total the points at the bottom. • Monitor students closely to make sure they are working the problems in order and not skipping around. • Although alternative acceptable responses are given in the Answer Key for many items, credit may be given for a clearly correct response conveyed in a manner other than the one indicated; this is where the examiner must rely on best practices and professional judgment.

34. Ferreting Out Formative Assessment TEACHERS-IN-ACTION VIGNETTES Individually decide whether five teachers-in-action are using formative assessment practices.

35. Ferreting Out Formative Assessment • Are there any misunderstandings, reflections, or questions about formative assessment?

36. Professional Reflection & Analysis Discussion #1 As a group, choose one of these topic choices: • Formative assessment: What it is, what it isn’t • Formative assessment strategies • Formative vs. Summative assessment • “Big ideas” from classes 1 & 2 *Write notes in your math journal & complete the group summary sheet to turn in to your facilitators.

37. Exit Slip Turn in your completed group summary of the Professional Reflection & Analysis Discussion #1