1. Finally! Utilizing Student Involvement to Prepare for Final Exams
Presented by: Jessica Drogos, Jeremy Vrtis,
Marie Gillespie & Kurt Johns

2. The word assessment means to
Workshop Objectives
The word assessment means to
‘sit beside’ someone. 
We ‘sit beside’ our students and let them know the things they know/do well.
Understand the power of involving students in assessment.
Obtain methods involving students in assessment including independent reflection and peer review.
“Certain formative assessment practices increased the achievement of low-performing students to the point of approaching that of high-achieving students.”
Classroom Assessment for Student Learning , Second Edition p. 22

3. Formative or Summative
To inform ongoing learning
Summative
To summarize final learning
Classroom Assessment for Student Learning , Second Edition

4. Formative or Summative
Summative Examples
Formative Examples
Unit Exams
Quizzes
Exit Slips
Final Projects
Journal Entries
Final Exams
Term Papers
Reflection Forms
Classroom Assessment for Student Learning , Second Edition

5. Think of a Classroom Unit
How do you express the clear purpose of your topic?
How do you present objectives in student friendly language?
Fill in Topics (First Column)
Use student centered language
How do you maintain student centered lesson?
How do you assist students in achieving their goal?

6. Keys to Quality Assessment
Clear Purpose
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
Involvement

7. To do so students must ask…
Clear Purpose
For students to be able to improve, they must have the capacity to monitor the quality of their own work.
To do so students must ask…
How can I close the gap?
Where am I now?
Know what high-quality looks like
Are able to objectively compare their work to the standard
Have a store of tactics to make work better based on their observations
Where am I going?

8. Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
Involvement

9. Clear Targets Fill in Subtopics (Second Column)
Students can hit any target they can see and that holds still for them.
Are learning targets clear to teachers?
What kind of achievements are to be assessed?
Fill in Subtopics
(Second Column)
Are these learning targets the focus of instruction?
Classifying learning targets is a necessary step in planning an assessment. It helps identify the assessment options appropriate to each target. We will take al look at assessment options shortly.

10. Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
Involvement

11. Sound Design
Assessments are aligned to match the targets they are intended to measure
Do assessment methods match learning targets?
Are items, tasks, and scoring rubrics of high quality?
Does the assessment control for bias?

12. Possible Assessment Methods
Selected Response
Written Response
Performance Assessment
Personal Communication

13. Performance Assessment Personal Communication
Target-Method Match
Selected Response
Written Response
Performance Assessment
Personal Communication
Good
Strong
Partial
Poor ?
Knowledge
Reasoning
Skill
Product
As the types of targets are introduced, list examples
Examples of Classifying Learning Targets
Knowledge:
Recognizes similes, metaphors and analogies
Knows that the pitch of a sound depends on the frequency of the vibration producing it
Identifies design elements in a work of art
Reasoning:
Compares and contrasts points of view from an historical event
Evaluates health and fitness information
Draws conclusions from experiment results
Skill:
Measures properties of objects using balances and thermometers
Participates in civic discussion with the aim of solving current problems
Integrates voice into character development
Product:
Produces maps, charts and graphs to scale
Draws a bar graph to represent a data set with up to four categories
Writes opinion pieces on topics or texts, supporting a point of view with reason and information
Disposition:
Looks forward to group discussions
Views oneself as capable of doing mathematics
Chooses to avoid drugs and alcohol
Disposition
Strong match: The method works for all learning targets in this type.
Good match: The method works for many of the learning targets of this type.
Partial match: The method works in some instances for learning targets of this type.
Poor match: The method never works for learning targets of this type.
Classroom Assessment for Student Learning , Second Edition

14. Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
Involvement

15. Effective Communication
Once the purpose and targets are clear and the assessments are soundly designed, then they must be effectively communicated to the students.
Can assessment results be used by students to guide their learning?
Do formative assessments give students effective feedback?
Classifying learning targets is a necessary step in planning an assessment. It helps identify the assessment options appropriate to each target. We will take al look at assessment options shortly.
Do grades tell students if they hit their target?
Do students see the connection between their targets and their results?

16. Keys to Quality Assessment
Clear Purpose
Clear Targets
Sound Design
Effective Communication
Student
Involvement

17. Student Involvement Our Third Column
The decisions that contribute the most to student learning success are made,
not by adults working in the system,
but by students themselves.
Are learning targets clear to the students?
Can students use the results to self-assess and set goals?
Our Third Column
Kurt’s form
Are students tracking and communicating their evolving learning?

18. 3 Methods of Involving Students in Assessment
Independent Reflection Prior to an Assessment
Independent Reflection Prior to an Assessment
Peer Review
Independent Reflection

19. Independent Reflection Prior to an Assessment
Your Forms

20. 3 Methods of Involving Students in Assessment
Independent Reflection Prior to an Assessment
Peer Review
Independent Reflection

21. Peer Review Vocabulary/concept review for the Marketing unit
Instead of the teacher grading their work they graded each other on:
Concept
Eye contact
Engaged audience
The average score increased from last semester by 4%

22. 3 Methods of Involving Students in Assessment
Independent Reflection Prior to an Assessment
Peer Review
Independent Reflection

23. Independent Reflection Quiz or Test Tracking Forms
Assessment:
Date:
Things I know really well (knowledge target):
Things I can do really well (skill target):
Things I need to know better (knowledge target):
Things I need to do better (skill target):
What simple things did I do wrong?
How do I not do it again?

24. Know Learning Target (examples) Date What I did well
What I need to work on
I can explain the constitutional structure of our government.
I can describe the processes that have been used to create, amend, and repeal laws.

25. Independent Reflection To Track Growth
Learning Target 1: I can explain the constitutional structure of our government.
Assignment
Date
Score
What I did well
What I need to work on
Learning Target 2: I can describe the processes that have been used to create, amend, and repeal laws.
Assignment
Date
Score
What I did well
What I need to work on

26. Do
Assessment: Skill Objective Course: ENGLISH II: Interpersonal Communication
Skill
Activity
PRACTICING
FINAL SPEECH OUT LOUD in class
Date
5/21
Score
10/10 for each
What did I do well with this skill?
What do I need to practice with this skill?
What is my plan for practicing?
Pitch; not being monotone
7/10
I used some pitch changes at the beginning.
I will practice the counting/pitch activity at home tonight.
Rate; not rushing, using pauses, not having filler words
8/10
I used some good pauses.
I was rushing at the beginning. I know that my timing was 45 seconds this time through.
I will practice at home and time myself and make sure it takes me 55 seconds

27. Finally, the Final!

28. We’re done!