1. The Why and How of “Less Teaching, More Assessing” DQIE January 27, 2009 DQIE January 27, 2009

2. React to the title of this presentation…. Three- Idea Roam Spend three minutes roaming the room seeking ideas/opinions from the participants. Return to your seat after you have collected three ideas. Three- Idea Roam Spend three minutes roaming the room seeking ideas/opinions from the participants. Return to your seat after you have collected three ideas.

3. The Solution Is… ePlan ways to give & receive feedback during instruction eDecide how to proceed based on the information gathered eThis results in slightly less teaching and slightly more assessing!

4. Do You Suffer From DRIP??? eSchools and teachers typically suffer from this syndrome…. D ATA R ICH I NFORMATION P OOR RICHARD DU FOUR (2004) “WHAT IS A PROFESSIONAL LEARNING COMMUNITY”, EDUCATIONAL LEADERSHIP, 61 (8), 6-11.

5. THE MAIN GOAL e“The main goal of classroom testing and assessment is to obtain valid, reliable, and useful information concerning student achievement.” LINN & MILLER, P. 134

6. HOW WE USE INFORMATION eWe can’t measure student achievement directly. eWe therefore have to measure it indirectly and infer what students know and can do.

7. POSSIBLE DECISIONS eChange the content (what is being taught or the sequence for what is being taught) eChange the process (the strategy for teaching, including opportunities for practice) eChange the product (the mechanisms by which students must demonstrate mastery) e REVIEW*RETEACH*RESTRUCTURE*ENRICH*MOVE ON

8. GOALS FOR CLASSROOM TEACHERS eTeachers can create classrooms that are information rich by providing multiple and targeted opportunities for students to show what they know, providing useful feedback to both teacher and the students.

9. FOOD FOR THOUGHT eThe most powerful single modification that enhances achievement is FEEDBACK! J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.

10. GRANT WIGGINS ON FEEDBACK e“Feedback is different from advice or guidance. It is also different from praise or blame. Feedback is information.‘Good job!’ is not feedback, it is praise. Praise isn’t information- it is affirmation.”

11. GOOD FEEDBACK IS: eTIMELY eEXPERT eCONSISTENT eDESCRIPTIVE eHONEST eON-GOING eACCURATE eUSER-FRIENDLY eSPECIFIC eCONSTRUCTIVE

12. GOOD FEEDBACK eProvides opportunities to try the activity again eIncludes what learners didn’t do in addition to what they did do eUses a shared vocabulary that all can understand eRelies on mutual trust, the belief that the teacher and students are partners in the feedback process

13. CHANGES IN THE LANDSCAPE eThere has recently been a shift in focus from assessment OF learning to assessment FOR learning.

14. ASSESSMENT FOR LEARNING eAssessment that occurs throughout the learning process that is designed to make each students’ understanding visible so that teachers can decide what they can do to help students progress.

15. ASSESSMENT OF LEARNING eWhen we use assessment at the conclusion of a learning activity, we are using assessment OF learning.

16. FORMAL FORMATIVE ASSESSMENT eQuizzes eHomework eRough drafts

17. WHAT’S THE DIFFERENCE eAssessment for learning is any assessment for which the first priority is to serve the purpose of promoting students’ learning eCollecting work, grading, returning vs. Collecting work, grading, giving feedback, returning eFEEDBACK ALONE MAKES THE GREATEST IMPACT ON STUDENT GRADES

18. TYPES OF ASSESSMENT FOR LEARNING e INFORMAL formative assessment can take place during any teacher- student interaction e FORMAL formative assessment includes planned activities designed to provide evidence about student learning.

19. INFORMAL FORMATIVE ASSESSMENTS eJournaling eEntrance slips eExit passes eWrap-around eSea of responses eQuick check eFreewrites eQuickshares eMid-course correction eFive-idea roam eMuddies point eRSQC2 eMinute paper eOne-minute quiz eDirected paraphrase

20. OUR MESSAGE TO TEACHERS eWhat we need to do is more assessing (gathering information),not more testing, measuring and evaluating.

21. WORDS OF WISDOM e“You cannot fatten the cattle by weighing them more. You have to FEED them.” Larry Lezotte