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CLASSROOM ASSESSMENT FOR STUDENT LEARNING CLASSROOM ASSESSMENT FOR STUDENT LEARNING Rick Stiggins.

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Presentation on theme: "CLASSROOM ASSESSMENT FOR STUDENT LEARNING CLASSROOM ASSESSMENT FOR STUDENT LEARNING Rick Stiggins."— Presentation transcript:

1 CLASSROOM ASSESSMENT FOR STUDENT LEARNING CLASSROOM ASSESSMENT FOR STUDENT LEARNING Rick Stiggins

2 ACCURACY Assessment quality requires ACCURACY as well as EFFECTIVE USE

3 Purpose: Assess to meet whose needs?

4 PURPOSE Two Uses of Assessment SUMMATIVE Assessments OF LearningAssessments OF Learning –How much have students learned as of a particular point in time?FORMATIVE Assessments FOR LearningAssessments FOR Learning –How can we use assessment information to help students learn more?

5 Assessment for Learning Rick Stiggins

6 FEEDBACK All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998 FORMATIVE ASSESSMENT

7 FORMATIVE ASSESSMENT Research consistently shows that regular, high- quality FORMATIVE ASSESSMENT increases student achievement.

8 Research On Effects.4 to.7 Standard Deviation Score Gain Largest Gain for Low Achievers

9 Formative Assessment Formative/In-Process Students & teachers participate Focus on learning goals Where is current work in relation to goal Take action to move closer to the goal

10 NEEDED IMPROVEMENTS Increased accuracy of formative assessmentsIncreased accuracy of formative assessments Increased descriptive feedback, reduced evaluative feedbackIncreased descriptive feedback, reduced evaluative feedback Increased student involvementIncreased student involvement

11 Why Assessment for Learning Works When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998; Sternberg, 1996; Young, 2000

12 Balanced Assessment: Meeting the Needs of All Stakeholders Annual accountability testing Interim, short-cycle or benchmark Ongoing, accurate classroom assessment for learning

13 Balanced Assessment Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Assessment for learning Use classroom assessments to inform teachers decisions

14 Keys to Classroom Assessment Key 1: Clear Purpose Key 2: Clear targets Key 3: Sound Assessment Design Key 4: Effective Communication Key 5: Student Involvement

15 Key 1: Clear Assessment Purpose Always begin by asking: What decisions? Whos making them? What information will be helpful to them?

16 Key 2: Clear Learning Targets Know what kinds of targets are represented in curriculum Know which targets each assessment measures

17 Kinds of Targets Master content knowledge –Know it outright –Know where to find it or how to do it Use knowledge to reason Demonstrate performance skills Create quality products

18 Key 3: Sound Assessment Design Target-method matchTarget-method match –Select a proper method Item qualityItem quality –Build the assessment with quality ingredients SampleSample –Gather enough evidence Minimize biasMinimize bias –Avoid sources of bias and distortion

19 Key 4: Effective Communication To the student: descriptive feedback About the student, to others: grades Involving the student, tracking learning: portfolios Involving the student, to others: conferences About the student: standardized tests

20 Key 5: Student Involvement Clear Purpose: Consider the student as the most important user of assessment information Clear Targets: Communicate the learning targets in advance in language students can understand Sound Design: Set assessments up so that students can use the information to self-assess and set goals Effective Communication: Provide students with descriptive feedback; involve students in tracking and communicating about their learning

21 The Long-Standing Problem Educators have rarely been given the opportunity to learn how to gather dependable evidence

22 Three Essential Questions for Students What do I need to know? Where am I? How will I get there?

23 SevenStrategies of Assessment FOR Learning Seven Strategies of Assessment FOR Learning 1.Clear & Understandable Vision of Target 2.Examples/models of strong & weak work 3.Regular Descriptive feedback 4.Teach Students to Self-Assess & Set Goals. 5.Focus on One Aspect 6.Teach Focused Revision 7.Engage students in Self-Reflection

24 A, B Partners A, B Partners Individually read section Individually read section A: shares key point or connection A: shares key point or connection B: And what makes that important to you? B: And what makes that important to you? Alternate, repeat until finished Alternate, repeat until finished 7 Strategies Read-Share-Inquire 15 minutes

25 First Turn/Last Turn Group Sharing In turn – share one of your items, ----but do not comment on it - The First Turn. Group members comment in round-robin order about the item. (No cross talk) The initial person who named the item then shares his or her thinking about the item and gets – The Last Turn. Repeat the pattern around the table. 25 Minutes

26 Three Essential Questions for Students What do I need to know? Where am I? How will I get there?

27 Expected Benefits and Proven Results Better instruction focused on standardsBetter instruction focused on standards Profound achievement gains for all students, with the largest gains for lowest achieversProfound achievement gains for all students, with the largest gains for lowest achievers More self-managed learning by studentsMore self-managed learning by students

28 What decisions do students make on the basis of classroom assessment information?

29 From High Stakes Assessment to In-Process Measures Mistaken Belief: Its the adults who use assessment results to make the most important instructional decisions… Mistaken Belief: The most important decisions are made annually based on annual high- stakes tests

30 Students and Assessment Rick Stiggins

31 Assessment Through the Students Eyes The Assessment Experience Scenario 1 & Scenario 2

32 NEW IDEA: Formative assessment can and should be done BY STUDENTS BY STUDENTS, students and teachers use as well as by teachers. The key to improvement is how students and teachers use assessment information.

33 Data What data should be collected? How should data be used? Who should be involved? What makes it relevant?

34 Using Data How good is good enough? Does this meet the standard? What are students doing well? What are the weak areas? What do we do about it?

35 Data Should Be: Multi-sourced Relevant Timely Consistent over time Collected by users Disaggregated Driving effective decision-making Supportive of mission: success for all Foundation of team efforts to find solutions

36 Using data to guide decision-making and continuous improvement How has the Cedar Rapids district implemented this principle? How has your school? You in your role? What could you do?


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