1. 4Th. Annual Canadian Assessment for Learning Conference
Taking a "VOCAL" Approach to Assessment: validating observation and conversation when assessing learning
4Th. Annual Canadian Assessment for Learning Conference
Saskatoon, May 5, 2017
Damian Cooper
Plan Teach Assess
website: 
cell: 
Damian Cooper, Plan~Teach~Assess, 2017

2. Session Outcomes We shall:
Consider what balanced assessment looks like
Explore why balanced assessment is essential
Examine challenges and solutions to gathering evidence of balanced assessment

3. Fair Means Same?

5. Balanced Assessment?

6. Balanced Assessment Means Triangulation
Do (performance tasks)
observations
-state & local standards-based assessment to measure how well students are meeting state or district standards. Usually a 4-point rating
-Norm-referenced tests are comparative. Use percentiles or standard scores.
-both of these types of assessment have little potential for immediate intervention because too much elapses before results are available. Results also typically provide insufficient data to address specific areas of need.
-classroom assessments: least reliable but have the advantage of formative assessment to enable teachers to make immediate interventions
Valid & Reliable Picture of Student Achievement
Write (tests, essays, projects, etc.)
products
Say (oral defense, conferencing, conversations, etc.)
Damian Cooper, Plan~Teach~Assess, 2017

7. Triangulation: the what and why
Definition
Triangulation involves using multiple data sources in an investigation to produce understanding.
Reasons to triangulate
A single method can never adequately shed light on a phenomenon.  Using multiple methods can help facilitate deeper understanding.
(Citation: Cohen D, Crabtree B. "Qualitative Research Guidelines Project." July ) 1. 2. 3.

8. Why is it necessary to triangulate assessment evidence?
2 Main Reasons:
The curriculum demands it
Students need it
Write Do
Say

9. Validating observation and conversation when assessing learning

10. “Backward Design” Program Planning
Stage 1: Identify essential learnings
Stage 2: Determine critical evidence (summative) of those learnings
Stage 3: Plan learning experiences and instruction that make such learnings possible
Adapted from Wiggins and McTighe, Understanding by Design

11. We must begin with the question, “What constitutes essential learning for students in the 21st. century?”

12. Jack’s Story

13. Stage 1: Identify targeted understandings

14. Fair Assessment???

16. Stage 2: Determine appropriate assessment
Stage 2: Determine appropriate assessment of those understandings & skills

17. Planning Assessment with the End in Mind

18. 3 Critical Questions to Ask Before Assessment Occurs
What is the purpose of this assessment?
Diagnostic?
Formative?
Summative?
Who is the primary user of the data?
Teacher?
Student?
Parent? Next grade teacher? Employer?
University/College entrance board?
What kind of data does the user need?
Feedback?
Score?
Percentage grade?
Anecdotal evidence?
Portfolio?

19. Effective Assessment Planning: Full Year/Course or Per Unit
Design summative assessment tasks first. These must provide evidence or one or more of the essential learning targets
Review to determine whether this set of summative tasks includes an appropriate balance of write, do, and say
Design smaller formative tasks to build understanding and skills towards the summative tasks
Design initial/diagnostic assessment tasks to determine students’ levels of understanding and skill before you begin teaching

20. Summative Assessment: Helen Hills Grade 9 English Seminar

21. Helen’s Backward Planning

22. Helen’s Backward Planning
Key to success: gradual release of responsibility from teacher-directed to student autonomy

23. Helen Hills Grade 9 English Seminar

25. Assessment for Learning: Diagnostic Mathematics Assessment
(add video of Jeff interviewing Blake)  

26. Co-constructed Assessment Criteria for Infomercial

27. Teacher Records Formative Performance

28. Students Discuss Feedback from Peer Assessment of Formative Performance

29. Time to Talk About Assessment
Share with a colleague your initial reactions to these examples of assessment through observation & conversation.

30. Triangulation of Evidence by Assessment Mode
Do (performance tasks)
observations
-state & local standards-based assessment to measure how well students are meeting state or district standards. Usually a 4-point rating
-Norm-referenced tests are comparative. Use percentiles or standard scores.
-both of these types of assessment have little potential for immediate intervention because too much elapses before results are available. Results also typically provide insufficient data to address specific areas of need.
-classroom assessments: least reliable but have the advantage of formative assessment to enable teachers to make immediate interventions
Valid & Reliable Picture of Student Achievement
Write (tests, essays, projects, etc.)
products
Say (oral defense, conferencing, conversations, etc.)
Damian Cooper, Plan~Teach~Assess, 2017

31. Chris’s Story

34. Teach for Understanding and Assess for Transfer
When students are able to demonstrate a skill on cue, in a controlled situation, they have knowledge…
BUT
When students independently make appropriate decisions by drawing on their knowledge and skills in response to new situations, they understand

35. Authentic Performance Tasks

36. Authentic Performance Tasks
Are designed to provide evidence of learning of 1 or more overall expectations
Require transfer or application of knowledge & skills
Are relevant, meaningful, and therefore engaging for students
Are challenging
Often involve simulation or role-play
Are accompanied by clear assessment criteria: a rubric and/or checklist
Include realistic constraints: time, resources, etc.
May require collaboration, and therefore include individual accountability

37. Backward Planning from an Authentic Summative Performance: The G7

38. Stage 1: Essential Learning Targets Grade 12 - Economics
Enduring Understandings (content)
Students will demonstrate an understanding of the following economic concepts:
International trade
Economic interdependence and convergence
Specialization
Exchange rates and their impact on trade
Risk assessment and foreign expansion
Infrastructure
Relationship between money supply and interest rates
Inflation
Taxes and spending and their impact on national and global economies
Essential Skills
(competencies)
Students will demonstrate the following skills :
Collaboration
Negotiation
Application of knowledge of course concepts
Decision-making
Responsibility
Problem-solving
Critical thinking
Self-reflection , self-montoring, and self-adjustment

39. Time to Talk About Assessment
Discuss the essential skills that Jeff can assess through the G7 task that could NOT be assessed through the written examination.

40. Jeff’s Assessment Plan for His Grade 12 Economics Course
End-of-Course Summative Assessment Tasks
Diagnostic (Pre)
Assessments to Identify Strengths & Needs in Each Essential Skill & Concept
Mid-Unit Formative Tasks to Identify Learning & Learning Gaps G7
Simulation:
-performance
-written report
Summative
Interview
With Teacher
End-of-Unit Summative Tasks
Written
Examination

41. Reliability
Reliability is a measure of confidence in the data we are gathering.

42. Validity
Does this assessment task actually provide evidence of the learning I’m looking for?

43. Reliability and Validity
Damian Cooper, Plan~Teach~Assess, 2017

44. Summative Assessment and Reliability
When students work in groups, the reliability of individual student assessment data will naturally be compromised
To counter this, you must plan for individual accountability:
Independent student report
Individual student
conferencing
- Recording the evidence

45. Professional Judgment
Decisions educators make, in light of their professional experience, with reference to public standards and guidelines
(Cooper, Redefining Fair)

46. Triangulation of Evidence by Assessment Mode
Do (performance tasks)
observations
-state & local standards-based assessment to measure how well students are meeting state or district standards. Usually a 4-point rating
-Norm-referenced tests are comparative. Use percentiles or standard scores.
-both of these types of assessment have little potential for immediate intervention because too much elapses before results are available. Results also typically provide insufficient data to address specific areas of need.
-classroom assessments: least reliable but have the advantage of formative assessment to enable teachers to make immediate interventions
Valid & Reliable Picture of Student Achievement
Write (tests, essays, projects, etc.)
products
Say (oral defense, conferencing, conversations, etc.)
Damian Cooper, Plan~Teach~Assess, 2017

47. Conversation as Assessment

48. Alan’s Story

49. Listening to Conversation to Assess Mathematical Understanding

50. Assessment as Learning: Using Conversation to Improve Reading Skills
Damian Cooper, Plan~Teach~Assess, 2017

51. Conversation: Jackie’s Grade 3 Reading Program
Data-gathering
Student oral reading
Student viewing video of her reading performance
Student setting goals for improvement
Conference with peer coach
Conference with teacher
Teacher communication with parents
Student meeting with parent and teacher
Damian Cooper, Plan~Teach~Assess, 2017

52. Conversation: Jackie’s Grade 3 Reading Program
Damian Cooper, Plan~Teach~Assess, 2017

53. Planning for Conversations

54. Assessing Collaboration in the Primary Classroom

56. Assessing Collaboration in the Primary Classroom

58. How shall I assess this learning?
Gr. 11 English - Writing
How shall I assess this learning?

59. Of course …. Macbeth: Essay Topics
1) The supernatural plays an important role in Macbeth. To what extent does it motivate Macbeth's actions? 2) Discuss King Duncan and examine what contribution he makes to the play. 3) In constructing Macbeth, Shakespeare dramatically altered historical characters to enhance certain themes. Examine Shakespeare's sources and discuss why he made these radical changes. 4) Is Lady Macbeth more responsible than Macbeth for the murder of King Duncan? Is Lady Macbeth a more evil character than her husband and, if so, why?

60. An Authentic Performance Task in English
Could a TED Talk possibly provide evidence of those curriculum standards?

61. Grading and Reporting in 2017
As a parent, what do you want to learn about your son/daughter’s learning through the grading and reporting process?

62. A New Reporting Paradigm

63. A New Reporting Paradigm

64. Damian Cooper, Plan~Teach~Assess, 2017