LNHS CASL Training Tuesday, December 16th, 2008

Classroom Assessment For Learning A Quick Review Key 1: Clear Assessment Purpose Key 2: Clear Learning Targets Key 3: Sound Assessment Design Key 4: Effective Communication Key 5: Student Involvement

PURPOSE TARGET ACCURACYEFFECTIVE USE STUDENT INVOLVEMENT DESIGN EFFECTIVE COMMUNICATION

Possible Assessment Methods Selected ResponseSelected Response –Multiple Choice –True/False –Matching –Fill in Extended Written ResponseExtended Written Response Performance AssessmentPerformance Assessment Personal CommunicationPersonal Communication –Questions –Conferences –Interviews

Assess Why? Formative vs. Summative Summative = finished with it until exam review Assessment FOR Learning! –Re-teach, Re-visit –Hold students accountable for all of the objectives, all of the time –Second-chance learning –The Zero Factor (Google It!)

Seven Strategies of Assessment For Learning Where am I going? 1.Provide a clear and understandable vision of the learning target 2.Use examples and models of strong and weak work. Where am I now? 3.Offer regular descriptive feedback. 4.Teach students to self-assess and set goals. How can I close the gap? 5.Design lessons to focus on one aspect of quality at a time. 6.Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

Key 2: Assess Clear Targets Assess What? Clear Targets We know what our students are supposed to learn, but do our students have a clear vision of it? When we have a clear vision, we can communicate that vision to them! Example = “The Essentials” posted in your classroom “I Can” statements = the intended learning

Key 2: Clear Learning Targets Know what kinds of targets are represented in curriculum –Knowledge –Reasoning –Performance skill –Product Master the targets ourselves Know which targets each assessment measures Make learning targets clear to students, too.

The Targets In Order By Level Knowledge Reasoning Skills Products “Explain; understand; describe; identify; tell; name; list; define; choose; recall; recognize; select; know” “Analyze; Compare/Contrast; Synthesize; Classify; Evaluate” “Design; produce; create; develop; make; write; draw; represent; display; model; construct”

Why Not Just Use The Standard Course Of Study? Some objectives are not essential to success on the EOC’s or Final Exams The Skills/Performance Targets help us to answer the question……. “What if they already know it?” They can be used as an extension Once Knowledge Targets are introduced and mastered, the Reasoning, Performance & Skills Targets are a natural next step The Knowledge Targets have to be mastered first! (This is why we deconstruct the standards!)

Let’s Try It Goal: “The Learner will drive a car with skill” Big & Broad (We see this in our curriculum too!) The Guiding Questions: –What knowledge will students need to demonstrate the intended learning? –What patterns of reasoning will they need to master? –What skills are required, if any? –What product development capabilities must they acquire, if any?

Unpack The Objective: “Will Drive A Car With Skill” Take a look at the deconstructed learning objective by target Each group writes an “I Can” (Student –Friendly Learning Target) Statement for their assigned target Share out

Now Let’s Look At Some Real Examples Knowledge, Reasoning, Skill or Product? M=Math LA = Language Arts PE = Physical Education SS = Social Studies Sc = Science Th = Theater (Drama) Sp = Spanish (Foreign Lang.)

Mastering The Targets What did we do in PLC’s at the beginning of this year? –Looked At Your Goals & Objectives –Determined Your Essentials –Deconstructed These into “I Can” statements –Suggested focus areas or activities that modeled Knowledge Targets, Reasoning Targets, Skill Targets, and Performance Targets

Remember… When deconstructing standards, you are looking at what students are to know and be able to do, not how you will assess it! (If someone can pass the driver’s license written test, are they automatically ready to drive?) Going through the process of deconstructing (unpacking) a standard with a colleague is a good way to get clear about the intended learning

Remember….. Deconstruct on the content standard, rather than all possible ways to assess it or all possible ways to teach it! Be clear about the intended learning in advance!

A Work In Progress We have Curriculum Guides & Blueprints Can you take the goal/objective, unpack it into Knowledge/Reasoning/Skill/Product targets? Can you write student friendly “I Can” statements? What is your daily routine? Do you make the connection with your students? Work in PLC’s to customize for our own students

What’s Happening Now? In your PLC’s, you are looking at CFA questions and data Summative = objective/goal is mastered, no need to revisit except for review Formative = What’s left to teach? Throw some formative questions in to see what students know This drives your instruction during these last few weeks

Essentials In The Classroom Can all students view them? Do they know the progress being made? See examples