Presentation on theme: "David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Collecting, Organizing, and Documenting Student ProgressTeaching Again."— Presentation transcript:
David M. Callejo Pérez & Sebastían R. Díaz West Virginia University Collecting, Organizing, and Documenting Student ProgressTeaching Again
Occurs All Day LongDrives TeachingNot Subject SpecificIncludes the Learners Life Engages Learners, Teachers, and Parents, Collectively Based on Developmental Standards Engages Teachers, Learners, Parents, and Administrators to Take Ownership of School Performance Focuses on the Whole Person
The tasks used to assess what the students know and can do need to reflect the tasks they will encounter in the world outside schools, not those limited to schools themselves. The tasks used to assess students should reveal how students go about solving a problem, not only the solutions they formulated. Assessment tasks should reflect the values of the intellectual community from which they are derived. Assessment tasks need not be limited to solo performance. Many of the most important tasks we undertake require group efforts.
Assessment tasks should think about more than one possible solution and one possible answer to a problem. Assessment tasks should have curricular relevance, but limited by the curriculum itself. Assessment tasks should require students to display a sensitivity to configurations or wholes, not simply discrete elements. Assessment tasks should permit the student to select a form of representation they choose to use to display what has been learned.
We need to feel competent. We need to feel we belong. We need to feel useful. We need to feel potent. We need to feel optimistic.
Assessment is the process of gathering evidence of learning integrated with the Curriculum. Examples include: social Interchanges cooperative work written and oral responses creative work recreation activities in and out of school and interpersonal skills
Teachers assess learning when they: Clear understanding of learning goals/outcomes Relate these understandings to their students Construct learning activities that yield rich assessment data Incorporate assessment information into descriptive feedback to increase students understanding of the learning experience Adjust teaching, goals, objectives, approaches based on findings from ongoing research Teach students to assess themselves to initiate some metacognitive processes Develop students ability to articulate their current level of knowing
Suggestions for developing school wide strategies to develop and use assessment Workshops that build on teachers interests and knowledge Team meeting where teachers/administration discuss student learning and assessment Individual study, classroom practice, and reflection
What is the Impact of Data and Learning and Teaching? How Should We Organize and Preserve All This Data? How Should we Collect and Evaluate It? What Assessment Data Should we Collect?
Linguistically Diverse Learners Impact of language and culture on learning. Developmentally Diverse Learners NCLB and Special Education. Policy Considerations Legislation, law, and contexts of educational language Technical Considerations Validity and Reliability of Assessment Involving Parents Who are they; if children are diverseAre their parents not diverse too?
What Constitutes Evidence of Thinking? Thinking Made Visible Gathering Thinking Evidence Daily Anecdotal Notes Parents as Co-Observers Student Records of Thinking Evidence Written Reflections Multiple Successful Performances Organizing and Storing Data Effectively Considerations for Diverse Populations
What is Student Work? It is more than benchmarks, it is the foundation of growth toward standards. Significance is not determined by the size but by what it represents. Worthy artifacts can show: Breakthroughs or ahasskills or strategies that were confused are now performed well. Solid demonstration of a target goal Unique insights Creative thinking Problem solving Connections made to self, others, texts, world Diverse Populations require diverse work samples.
Criterion-Referenced Measures Compares the student to the instructional aim, rather than to others (Norm-Reference Test) Teacher-created tests can be more accurate because of the teacher-student relationship Running Records Rubrics A Retelling Rubric and Holistic Journal Rubric Formative and Summative Rubrics Present the Evidence
According to James Popham (2008) in Transformative Assessment, there are 4 levels in formative assessment: Apply formative assessment to transform the traditional classroom Entire school or district adopts formative assessment Students self- assess and make decisions about what they need to know. Teachers Collect evidence that decisions on assessment will be based upon Level 1: Teachers Instructional Adjustments Level 2: Students Learning Tactic Adjustments Level 3: Classroom Climate Shift Level 4: School- wide Implementation
Triangulating Evidence of Skill and Competency Cross-Checking Data Data-based Decision Making Dealing with Unmet Standards Examine Time Management Are Learning Opportunities Appropriate? Seek Alternative Data Sources Reporting Acquisition
Social Compact of Assessment Assessment is a process, a series of authentic conversations, which are public and open. Learners Teachers Administrators Community Politicians
Stakeholders need to value an open community based upon ideals in which freedom of expression is protected, civility is affirmed, and appreciation and understanding of individual differences are honored; where we value a caring community in which the well being of each person is important.