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1 Assessing our Classroom Olympians NSCTA Olympics: Training for Change September 26, 2008 Bethany Brunsman & Leslie Lukin, ESU #18.

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Presentation on theme: "1 Assessing our Classroom Olympians NSCTA Olympics: Training for Change September 26, 2008 Bethany Brunsman & Leslie Lukin, ESU #18."— Presentation transcript:

1 1 Assessing our Classroom Olympians NSCTA Olympics: Training for Change September 26, 2008 Bethany Brunsman & Leslie Lukin, ESU #18

2 2 What is Assessment? a process of gathering data to determine what students know & are able to do; and to determine how much they have learned. Examples : Traditional tests Student demonstrations/performances Observations Other forms of professional judgment Affective dataperception, anxiety, self-reflection Other data such as graduation rates, attendance, behavior

3 3 Students Curriculum Instruction Assessment What is assessed must align with what is essential to learn. The what and how of instruction must align with what is essential to learn. The what and how of assessment must align with the what and how of instruction. The system should align with student needs, ways of knowing/doing, etc.

4 4 Represents a collection of evidence, not an event Represents a collection of evidence, not an event Planned for prior to instruction Planned for prior to instruction Aligns with the content of learning Aligns with the content of learning Aligns with the context of learning Aligns with the context of learning Supports student learning against standards Supports student learning against standards Supports instructional decisions/adjustments Supports instructional decisions/adjustments Occurs formally and informally for continuous monitoring Occurs formally and informally for continuous monitoring Classroom Assessment:

5 5 Gathering accurate information about Gathering accurate information about student knowledge, skill, and perception to: student knowledge, skill, and perception to: Understand current status Understand current status Monitor and inform over time Monitor and inform over time Identify gaps Identify gaps Plan instruction Plan instruction Communicate Communicate Support Student Learning Support Instructional Decisions

6 6 Keys to Quality Classroom Assessment Key 1: Why Assess? Purpose? Users? Key 1: Why Assess? Purpose? Users? Key 3: Assess How? What method? Quality items? Sampled how? Avoid bias? Key 3: Assess How? What method? Quality items? Sampled how? Avoid bias? Key 4: Communicate How? Info management? Reporting? Key 4: Communicate How? Info management? Reporting? Key 2: Assess What? Learning targets? -clear -good Key 2: Assess What? Learning targets? -clear -good Key 5: Student Involvement Students are users of info Key 5: Student Involvement Students track progress & communicate Key 5: Student Involvement Students participate in the assessment process Key 5: Student Involvement Students need to understand targets Accurate Assessment Effectively Used Reproduced with permission: Assessment Training Institute

7 7 What is essential for teachers to be assessment literate? Understand both assessment and evaluation Know what it means to assess well Purpose of assessment(s) Purpose of assessment(s) Types of assessment Types of assessment Attributes of quality Attributes of quality Appropriate/effective use of data Appropriate/effective use of data Understand how to align purpose, use, and types Know how to involve students in assessment Understand the impact on student learning

8 8 Alignment & Consistency are Critical Use a Plan,Framework, or Map Map assessment & instruction onto same essential outcomes frame of reference!!

9 9 Think about your classroom assessments: What classroom assessments do you currently have in place?What classroom assessments do you currently have in place? What have you done to ensure that these assessments meet the standards of quality? What else could you do?What have you done to ensure that these assessments meet the standards of quality? What else could you do?

10 10 Formative vs. Summative Assessment

11 11 Summative Assessment = Assessment OF Learning Summative Assessment = Assessment OF Learning: Assessments used to determine how much students have learned at a particular point in time in order to report achievement status. Formative Assessment = Assessment FOR Learning Formative Assessment = Assessment FOR Learning: All activities undertaken by teachers and their students that provide information to be used as feedback: to adjust instruction in support of additional learning, to guide and support student learning, and to support the closing of gaps in learning.

12 12 Achieved Gain Associated with Number of Formative Assessments over 15 Weeks Number of Assessments Effect SizePercentile Gain 000 10.3413.5 50.5320.0 100.6022.5 150.6624.5 200.7126.0 250.7828.5 300.8229.0 The Art and Science of Teaching, p.13 The Art and Science of Teaching, p.13

13 13 Why is Assessment FOR Learning critical in the classroom? If done right it provides: a picture of the learning target that the student can see specific, descriptive, and meaningful feedback in student language models/examples of strong and weak work opportunities for peer and self-assessment It engages: Teachers in continuous monitoring and reflection teachers in devising lessons that ask students to focus on one aspect of improvement at a time students in the process of focused revision/improvement Students in self-reflection, helping them to self monitor and share what they know students and teachers in goal setting

14 14 REMEMBER, it is all about purpose: An assessment itself isnt inherently formative or summative The use of the assessment results determines how it is characterized. To be of high quality, the assessment should be built to support a particular use. A determination should be made at the time an assessment is being developed about whether the use will be primarily formative or summative. For SMART Goals, this means the gathering of formative information to monitor and adjust

15 15 The Key Point: IF you dont use the data to change instruction and learning, its not formative!!!!

16 16 Typical gain:.4 to.7 standard deviations Most studies showed a larger gain for low achievers Overall result was typically a reduced spread in scores with an overall gain Profound positive effects ! Strengthening Formative Assessment Boosts Test Scores From: Assessment for Learning, Black, et. al (2003)

17 17 Think about classroom formative assessment: Which of your classroom assessments currently function as formative assessments? Which serve as summative assessments?Which of your classroom assessments currently function as formative assessments? Which serve as summative assessments? Which of your classroom assessments could be restructured to serve as formative assessments? What would be the benefit?Which of your classroom assessments could be restructured to serve as formative assessments? What would be the benefit?

18 18 Descriptive Feedback

19 19 Summative Feedback: Typically uses a single measurement (e.g. grade or score) to summarize student work Typically uses a single measurement (e.g. grade or score) to summarize student work May compare students to each other or to big picture expectations May compare students to each other or to big picture expectations Generally provides summary/global information more of a survey of learning Generally provides summary/global information more of a survey of learning May encourage competition and/or students developing erroneous self-judgments May encourage competition and/or students developing erroneous self-judgments Sometimes linked to rewards vs. punishments Sometimes linked to rewards vs. punishments Descriptive Formative Feedback: Describes features of work or performance Describes features of work or performance Relates directly to learning targets and/or standards of quality typically has more depth and less breadth Relates directly to learning targets and/or standards of quality typically has more depth and less breadth Points out strengths and gives specific information about how to improve Points out strengths and gives specific information about how to improve Often uses models in relation to student s work Often uses models in relation to student s work May provide strategies for moving forward May provide strategies for moving forward

20 20 Brings assessment into the learning process Brings assessment into the learning process Provides information on the gap between current and desired performance Provides information on the gap between current and desired performance Supports self assessment and self correction Supports self assessment and self correction Allows students and teachers: Allows students and teachers: to see the consequences of their actions to see the consequences of their actions to develop a plan for moving toward to develop a plan for moving toward Descriptive feedback in the classroom:

21 21 Giving a student a grade (A, 1, Great) or a score (67% or 80/92) is not effective feedback, even if a few comments are included. Giving a student a grade (A, 1, Great) or a score (67% or 80/92) is not effective feedback, even if a few comments are included. Feedback to students must contain enough information that the student knows what to do next---the student can develop a course of action that is productive. Feedback to students must contain enough information that the student knows what to do next---the student can develop a course of action that is productive. One piece of necessary information shows a student how his/her performance compares to a standard or model of performance. One piece of necessary information shows a student how his/her performance compares to a standard or model of performance. The way feedback is provided and the content of the feedback communicate much more than just the words or symbols used---there is an impact on student self concept. The way feedback is provided and the content of the feedback communicate much more than just the words or symbols used---there is an impact on student self concept. An important use of the feedback is for the teacherto adjust instruction to meet student needs. An important use of the feedback is for the teacherto adjust instruction to meet student needs. What is essential for teachers to understand?

22 22 ClassroomDescriptiveFeedback Uncovers the Importance of: Making mistakes Taking risks Brings Assessment Into Learning Process Targets Gap Between Current & Desired Performance Supports Self Assessment & Self Corrections Supports Plans for Moving Forward Student Teacher Connects Actions & Consequences Student Teacher Reveals the Process of Learning

23 23 Not only must feedback be relative to standards and performance but assessment for learning must also provide feedback to the teacher about instruction so that he/she can construct the instructional focus and set the goals of the lesson accordingly. Breakthrough, M. Fullan (p. 19)

24 24 First, feedback must provide students with a way to interpret even low scores in a manner that does not imply failure. If it does not, students who are fearful of failure will continually be discouraged when they do not receive high scores. Second, feedback must help students realize that effort on their part results in more learning (as evidenced by higher scores). Robert Marzano. Designing a Comprehensive Approach to Classroom Assessment in Ahead of the Curve (2007) p. 105.

25 25 Think about descriptive feedback: How do you currently provide descriptive feedback to students?How do you currently provide descriptive feedback to students? How does this align with the purpose of your classroom assessments (formative vs. summative)? Are there any changes that might be beneficial?How does this align with the purpose of your classroom assessments (formative vs. summative)? Are there any changes that might be beneficial?


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