Presentation on theme: "Assessing our Classroom Olympians"— Presentation transcript:
1Assessing our Classroom Olympians NSCTA Olympics: Training for ChangeSeptember 26, 2008Bethany Brunsman & Leslie Lukin, ESU #18
2What 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/performancesObservationsOther forms of professional judgmentAffective data—perception, anxiety, self-reflectionOther data such as graduation rates, attendance, behavior
3Students Curriculum Assessment Instruction 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 system should align with student needs, ways of knowing/doing, etc.The alignment here is critical as well. Formative, summative, pre-assessment…. Is all aligned with what is essential. Effective us of formative assessments, that are aligned with summative assessments, may result in less retesting…………..AssessmentInstructionThe what and how of assessment must align with the what and how of instruction.
4Classroom Assessment: Represents a collection of evidence, not an eventPlanned for prior to instructionAligns with the content of learningAligns with the context of learningSupports student learning against standardsSupports instructional decisions/adjustmentsOccurs formally and informally for continuous monitoring
5Classroom Assessment: Gathering accurate information aboutstudent knowledge, skill, and perception to:Understand current statusMonitor and inform over timeIdentify gapsPlan instructionCommunicateLoriSupport Student LearningSupport Instructional Decisions
6Keys to Quality Classroom Assessment Reproduced with permission: Assessment Training InstituteAccurate AssessmentKey 1: Why Assess?Purpose?Users?Key 2: Assess What?Learning targets?-clear-goodKey 3: Assess How?What method?Quality items?Sampled how?Avoid bias?Effectively UsedKey 4: Communicate How?Info management?Reporting?Key 5: Student InvolvementStudents need to understand targetsKey 5: Student InvolvementStudents are users of infoKey 5: Student InvolvementStudents track progress & communicateKey 5: Student InvolvementStudents participate in the assessment process
7What is essential for teachers to be assessment literate? Understand both assessment and evaluationKnow what it means to assess wellPurpose of assessment(s)Types of assessmentAttributes of qualityAppropriate/effective use of dataUnderstand how to align purpose, use, and typesKnow how to involve students in assessmentUnderstand the impact on student learning
8Alignment & Consistency are Critical Use aPlan,Framework,or MapMap assessment & instruction onto same essential outcomes frame of reference!!
9Think about your classroom assessments: 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?
11Summative 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: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, andto support the closing of gaps in learning.Make bottom three bullets pop out; connect to Stiggins clip about for vs of; split into sec and elem group---discussion of what is happening with formative assessment at the school; have them share some of the big issues at their schools (this can serve as a pre-assessment of sorts for them)
12Achieved Gain Associated with Number of “Formative” Assessments over 15 Weeks Number of AssessmentsEffect SizePercentile Gain10.3413.550.5320.0100.6022.5150.6624.5200.7126.0250.7828.5300.8229.0The Art and Science of Teaching, p.13
13Why 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 languagemodels/examples of strong and weak workopportunities for peer and self-assessmentIt engages:Teachers in continuous monitoring and reflectionteachers in devising lessons that ask students to focus on one aspect of improvement at a timestudents in the process of focused revision/improvementStudents in self-reflection, helping them to self monitor and share what they knowstudents and teachers in goal setting
14REMEMBER, it is all about purpose: An assessment itself isn’t inherently formative or summativeThe 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
15IF you don’t use the data to change instruction and learning, The Key Point:IF you don’t use the data to change instruction and learning,it’s not formative!!!!
16Strengthening Formative Assessment Boosts Test Scores Typical gain: .4 to .7 standard deviationsMost studies showed a larger gain for low achieversOverall result was typically a reduced spread in scores with an overall gainProfound positive effects!From: Assessment for Learning, Black, et. al (2003)
17Think about classroom formative assessment: 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?
19Descriptive Formative Feedback: Summative Feedback:Typically uses a single measurement (e.g. grade or score) to summarize student workMay compare students to each other or to big picture expectationsGenerally provides summary/global information—more of a survey of learningMay encourage competition and/or students developing erroneous self-judgmentsSometimes linked to rewards vs. punishmentsDescriptive Formative Feedback:Describes features of work or performanceRelates directly to learning targets and/or standards of quality—typically has more depth and less breadthPoints out strengths and gives specific information about how to improveOften uses models in relation to student’s workMay provide strategies for moving forwardMention the formative – summative alignment here as well…………………..
20Descriptive feedback in the classroom: Brings assessment into the learning processProvides information on the gap between current and desired performanceSupports self assessment and self correctionAllows students and teachers:to see the consequences of their actionsto develop a plan for moving toward
21What is essential for teachers to understand? 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.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.An important use of the feedback is for the teacher—to adjust instruction to meet student needs.
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.”This is the end of the morningBreakthrough, M. Fullan (p. 19)
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 ClassroomAssessment in Ahead of the Curve (2007) p. 105.
25Think about descriptive feedback: 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?