1. Assessment Practices that Enhance Instruction and Learning Alisa H
Assessment Practices that Enhance Instruction and Learning Alisa H. Braddy Senior Consultant International Center for Leadership in Education

2. Alisa H. Braddy Florence, SC 26 years as an educator
Fulltime international education consultant
Taught grades K – 6 and 9 – 12
One son, 11 years old TODAY!

3. What’s wrong with our current assessment practices?

4. Assessment now must be relevant and ask students to do something with their knowledge – what do they need to know and how will they demonstrate understanding. This is critical if we are to prepare students for the demands of 21st century and be ready for CCR.

5. What’s wrong with our current assessment practices?

6. Playing Card Discussion
View the playing card given you when you arrived at the breakout session.
Form a discussion group with the people who are holding the same numbered card as you.
Take turns answering the questions that match your suit.
Be sure to ask whether anyone in your group has anything to add about your topic.
Discussion continues until all group members have discussed their topics.

7. Playing Card Discussion Questions
SPADES: What are the purposes of assessment in teaching and learning and why are they important?
DIAMONDS: Describe the types of assessments you currently use and discuss the one assessment you use the most and explain why.
CLUBS: How does assessment fit into the process of teaching for high rigor and high relevance?
HEARTS: Summarize what you understand about designing assessments that mirror Next Generation Assessments and implementation of CCSS.

8. “Traditional” Assessment Practices
Generally encourage rote/ superficial learning
Can predict students results on external tests, but provides little information about students’ learning needs
Focus on quantity, rather than quality, of work
Over-emphasize grading, under-emphasize learning

9. Did You Know…
The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do ‘with’ and ‘for’ students and not ‘to’ students (Green, 2009).

10. 3 R’s For Creating Assessments That Improve Student Learning
RIGOR
RELEVANCE
REFLECTION

11. The Common Core State Standards Next Generation Assessments will approach formative and summative assessment in a way that addresses all four quadrants in the Rigor/Relevance Framework.

12. Rigor/Relevance Framework®

13. Rigor/Relevance Framework

14. What is the value of using the Rigor/Relevance Framework?
The Rigor/Relevance Framework is a useful construct for developing assessments that include higher-level thinking skills (increased rigor) and apply knowledge to real-world situations (increased relevance). Different types of assessments, from multiple-choice and constructed-response to portfolio and self-reflection, apply to different quadrants in the framework.

15. 2 Critical Points Assessment must mirror Learning.
Reflecting mastery of learning objectives rather than mere assignment completion

16. Formative Assessment is FOR Learning
Assessment Purposes
OF Learning
Provide feedback to parents and students
Evaluate effectiveness of different programs
Sort and reward students
Evaluate schools
Formative Assessment is FOR Learning
FOR Learning
Diagnose, identify, monitor student’s progress
Provides feedback to teachers to improve instruction
AS Learning
Engage students in active learning process
Increase rigor and relevance w/ unpredictable situations

17. Assessment for learning is the 21st-century way, a way of garnering information about where students are in order to adjust and establish instruction that will move them toward specific learning goals. Assessment for learning is used to:
• Hold students accountable for learning
• Diagnose, identify, and monitor students’ progress
• Provide feedback to teachers to improve instruction
• Provide feedback to students to inform learning

18. "Formative Assessment is a process not a specific type of “test”
"Formative Assessment is a process not a specific type of “test”." Robert Marzano

19. Give One, Get One
Using the “Give One, Get One” model, create a chart and record three different formative assessments that you currently use with students..
When the music begins, move quietly around the room with your chart and a pencil/pen.
When the music stops, share one idea with the person closest to you.
Ask your partner to do the same and fill in the “Get One” column.
If you both have the same idea, brainstorm a new idea to write in one of the blanks on the chart.

20. TOPIC: Formative Assessment Ideas
Give One
Get One 1. 2. 3.

21. Types of Formative Assessments
Observations
Questioning
Discussion
Exit/Admit Slips
Learning/Response Logs
Graphic Organizers
Peer/Self Assessments
Practice Presentations
Visual Representations
Kinesthetic Assessments
Individual Whiteboards
Four Corners
Think Pair Share
Appointment Clock

22. Characteristics of Formative Assessment that Promote Learning
It is embedded as an essential part of teaching and learning
It involves sharing learning goals with students
It helps students know and recognize the standards they are aiming for
It involves students in self assessment
It provides feedback that helps students to recognize their next steps and how to take them
Teachers and students both believe that every student can improve
It involves both teachers and students reviewing and reflecting on assessment data

23. HOW CAN LEARNING IMPROVE THROUGH FORMATIVE ASSESSMENT?
Providing effective feedback to students
Actively involving students in their own learning
Adjusting teaching as a result of analysis of assessment data
Recognizing the profound influence assessment has on the motivation and self esteem of students.
Helping students to self assess themselves and understand how to improve

24. Video Clip Reflection Questions
How does using the three colored chips act as both an assessment and a reflection strategy?
Why is it important to elicit feedback about student thinking and experiences?
How could this strategy be used with other lessons to assess understanding?

25. Three Colored Chips

26. Video Clip Reflection Questions
How does using the three colored chips act as both an assessment and a reflection strategy?
Why is it important to elicit feedback about student thinking and experiences?
How could this strategy be used with other lessons to assess understanding?

27. Embedding assessment as an essential part of teaching and learning
Backwards Design:
What specifically do you want students to understand and be able to do?

29. Handout – Formative Assessment Organizer
Reflection Question
Handout – Formative Assessment Organizer
How can you enhance your current use of formative assessments to ensure increased understanding and self-reflection by your students?

30. Summative Assessment is used AS Learning
Assessment Purposes
OF Learning
Provide feedback to parents and students
Evaluate effectiveness of different programs
Sort and reward students
Evaluate schools
FOR Learning
Diagnose, identify, monitor student’s progress
Provides feedback to teachers to improve instruction
Summative Assessment is used AS Learning
AS Learning
Engage students in active learning process
Increase rigor and relevance w/ unpredictable situations

31. Establishing Curriculum Priorities
Worth Being Familiar with
Important to Know
Enduring
Understanding
Assessment Focus

32. Summative Assessment

33. Assessment AS Learning Rubrics are most often used
SUMMATIVE assessments provide students with a culminating appraisal of their performance.
Assessment AS Learning
Rubrics are most often used

34. CCSS Definition of Performance Tasks
What is a Performance Task?
Tasks that are authentic and meaningful that ask students to synthesize knowledge and skills learned and apply them to construct a response, create a product and/or performance that demonstrates understanding.

35. Rigor/Relevance Framework

36. Verb list for Assessment Design6
analyze differentiate
categorize discriminate
classify evaluate
compare explain
conclude infer
contrast judge
defend justify
diagram prove
adapt justify
argue modify
compose predict
conclude prioritize
construct propose
design rate
evaluate recommend
formulate revise
invent teach 5 4 3
Calculate match
choose memorize
count name
describe recite
find record
identify select
label spell
list locate
adjust interpret
apply interview
build make
Calculate model
construct play
dramatize relate
draw solve
illustrate 2 1 1 2 3 4 5

37. Products for Assessment Design
definition
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention 37 37

38. Common Core State Standard How would you assess this CCSS?
Expressions and Equations – Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
How would you assess this CCSS?

39. Performance Task
A graphic designer is creating a poster for an art exhibition. The width of the poster will be 9 inches less than the length, and the perimeter of the poster will be greater than 74 inches and less than 110 inches.
a) Write an inequality to show the possible lengths, in inches, of the graphic designer's poster. Don't forget to define the variables.
b) Solve the inequality and graph the solution set on a number line.
c) Write a one-paragraph interpretation of what the solution means for the graphic designer. Explain how you came up with the inequality, how you solved it, and what the graph represents.

40. Common Core State Standard How would you assess this CCSS?
Reading Standards for Literacy in History/ Social Studies
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
How would you assess this CCSS?

41. Performance Task
Visit the Electoral College’s website at
Analyze the information on how the Electoral College works, and look at the statistics on the three most recent president elections, determining how the Electoral College vote and the popular vote differ. Then compose an editorial for your school or local newspaper identifying the pros and cons of the Electoral College. Decide whether you support the use of the Electoral College in presidential elections, and give reasons why or why not, based on the statistics you have examined.

42. Common Core State Standards
Social Studies Academic Standard K-3.1:
Recognize the significance of symbols of the United States that represent its democratic values, including the American flag, the bald eagle, the Statue of Liberty, the Pledge of Allegiance, and The Star Spangled Banner.
CCSS Reading Informational Text RI.K.1:
With prompting and support ask and answer questions about key details in a text.
CCSS Writing W.K.7:
Participate in shared research and writing projects (e.g. explore a number of books written by an author and express opinions about them).

43. Kindergarten Performance Task
Choose one of the American symbols we have been studying. Write at least two questions about that symbol. Use the books we have read in class to research the answers to your questions. Create a page for our American Symbols Photo Journal with visual images and your questions and answers. Read and respond to our photo journal during center time.
Kindergarten

44. Common Core State Standards
Science Academic Standard 1.2:
The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments.
CCSS Reading Informational Text RI.1.2:
Identify the main topic and retell key details of a text.
CCSS Writing W.1.2 and W.1.8:
Write informative/expository texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

45. First Grade Performance Task
Based on evidence found in texts, other research conducted and the information our guest speakers provided, create a communication tool (PSA, glog, bumper stickers, magnets, posted guidelines poster, etc.) to convey to the patrons of Sesquicentennial State Park the impact made to the plants and the life cycles of plants by hiking in areas that are not marked as official paths.
Revisit Sesquicentennial State Park. Distribute the communication tools.
Revisit Sesquicentennial State Park after communication tools are distributed/posted. Observe if the work has improved the use of marked paths and decreased the use of unmarked paths.

46. Common Core State Standards
Social Studies Academic Standard 2.3.1:
Summarize roles of community workers who provide goods and services.
CCSS Reading Informational Text RI.2.8:
Describe how reasons support specific points the author makes in a text.
CCSS Writing W.2.1:
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons to support that opinion….

47. 2nd Grade Performance Task
Based on our readings and study of community workers, choose a worker who you think provides the most important good or service. Create a five panel comic strip to describe what the worker provides and specific reasons how and why it is the most important good or service.

48. Common Core State Standards
Science Academic Standard 3.2.4:
Explain how changes in the habitats of plants and animals affect their survival.
CCSS Reading Informational Text RI.3.3:
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
CCSS Writing W.3.2:
Write informative/explanatory texts to examine a topic and convey ideas and information clearly

49. 3rd Grade Performance Task
Design an informational brochure that educates our local community of the impact human actions have on animal habitats. Include facts and other information from the articles and text book that will clearly convey your point. Suggest possible solutions and present a plan of action. Use your brochure to educate your relatives about human impact on animal habitats.

51. 3 Stage Backward Design Identify and Clarify Goals
What is worthy and requiring of understanding? Enduring Ideas
Design Formative and Summative Assessments
What is the Evidence of Understanding?
Plan Instruction and Activities

52. Balloon Performance Task
Blow up a balloon.
Tie the balloon closed.
Attach a piece of string.
Hand the balloon to assessor for assessment.
Following acceptance or rejection, start the process over.

53. Balloon Assessment Criteria
Balloons are rejected if they do not meet the following criteria:
The balloon is blown up and has string tied to the knot.
2. The person who hands it to you is holding onto the string.
3. It is handed to you with the left hand.
4. The balloon is a different color from the previous one accepted.

54. Creating Effective Assessments
Planning assessments comes before the learning begins in the classroom.
Know what to assess - establish criteria to assess each product and performance
Students should know exactly what will be required of them, and what criteria will be used to evaluate their performance BEFORE they begin.
Create rubrics for the project

55. Factors that Inhibit Teachers from Creating Effective Assessment
A tendency for teachers to assess quantity of work and presentation rather than quality, and to assess at low levels of understanding
Greater attention to marking and grading (much of it tending to lower self esteem of students) than providing feedback for improvement
Teachers’ feedback to students often serving social or managerial purposes rather than helping them learn more effectively
Teachers not knowing enough about their students’ learning needs

56. Next Generation Assessments http://parcconline.org

57. Actively Involve Students in Their Own Learning
Share the learning outcomes or learning goals with students at the beginning of a lesson/unit
Research shows that:
not only are students more motivated and task-oriented if they know the learning outcome of the task,
but they are also able to make better decisions about how to go about the task.
Learning goals should be clear and unambiguous, and explained to students in a way that they can understand.

58. REFLECTION Students need to be involved in self assessment; teachers and students must review and reflect on assessment data together
How does effective reflection and self assessment lead to improved learning?

59. Self Assessment - Reflection
How is this assessment different than other assessments I have created?
What will my students understand and be able to do by completing this assessment?
Does it assess the intended learning?
Does it assess the learning at a high level?
How do I know?

60. What it does for students
Increases Engagement
Promotes Understanding of Learning Goals
Helps Learners Know How to Improve
Develops the Capacity for Self-Assessment
Makes Learning a Process
Focuses on How Students Learn 60

62. May Your Moments be Many!
“Educators are addicted to the moment when a student’s eyes light up, when the teaching becomes learning. May your days be filled with such moments.”
Philip Patrick Horenstein

63. 21st Annual Model Schools Conference
Effective and efficient approaches to improving student achievement in times of declining resources and increasing expectations
Focusing on instructional excellence as the key to the Common Core State Standards, Next Generation Assessments, and Teacher Evaluations
Instructional approaches for special populations
Identifying and overcoming common barriers to dramatic school improvement
June 30 – July 3 | Washington, D.C.

64. How to Reach Us
Alisa H. Braddy FACEBOOK: inspireandengage
International Center for
Leadership in Education
Phone (518)

65. D C B A Rigor/Relevance Framework Next Generation High Low Low
Summarize, analyze, organize, evaluate
Predict, design, create, innovate
High R I G O A B
Recall, facts, observations, demonstrate
Apply, relate, demonstrate
Low
Low
RELEVANCE
High