1. Assessing Student Learning Presenters: Eric Babbitt & Sherrard Pearce

2. Workshop
Purpose

3. Used with skill, assessment can
Motivate the unmotivated
Restore students’ desire to learn
Encourage students to keep learning
Create—not simply measure—increased achievement
--Stiggins, Arter, Chappuis, & Chappuis, 2006

4. CLASSROOM ASSESSMENT GUIDING PRINCIPLES:
Gather accurate information about student achievement
Use assessment process and results to promote maximum student learning

5. Expected Benefits and Proven Results
Assessment connected to learning
Better instruction focused on standards
Profound achievement gains for all students, with the largest gains for lowest achievers
More self-managed learning by students

6. Assessment FOR Learning- Seven Strategies
1. Provide a clear and understandable vision of the learning target.
2. Use examples and models of strong and weak work
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
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.
1 minute

7. Training Goals Every Teacher Will:
Know the 4 types of learning targets
Understand each target type
Be able to unpack an objective or standard with competence and confidence
Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs.

8. Teacher / Participant Activities & Key Learning

9. Learning Targets for Today:
Define Assessments of (summative) and for (formative) Learning
Learn 7 Strategies for engaging students in Classroom Assessment for Learning

10. The Goal of Assessment for Learning…
FOR TEACHERS TO KNOW:
How students’ brains work.
How they learn.
How to maximize students’ enthusiasm for learning.
2 minutes

11. Identify the Type of Achievement Target Activity
Instructions:
Divide into equal groups.
Read the objectives for the goal you receive.
Classify each objective into the appropriate type of achievement target on the worksheet.
Each group will read one of their objectives and their answer.

12. Now Put It In Kid-Friendly Language
See side two of the Deconstructing Standards worksheet.
I-SS requires that your essentials be posted and in student-friendly language.
If you need to adjust your 2nd semester essentials based on CFA/PA Data, now is the time to do so.

13. Every Teacher Will: Know the 4 types of learning targets
Understand each target type
Be able to unpack an objective or standard with competence and confidence
Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs.
Be able to Match the Assessment Method to the Learning Target.

14. Carefully select and clarify learning targets
Determine their relative importance
Chose the best assessment method
Carefully write questions or tasks and scoring guides, and critique them to ensure they adhere to standards of quality

15. The point is not that we adults don’t contribute immensely to student learning. We do. We are critical players in teaching, learning, and assessment. It’s just that we are second in rank order of importance as instructional decision makers.
Stiggins, Arter, and Chappuis2

16. Choose student & teacher success!
Register for our workshop and receive:
Differentiated training based on your district or staff needs and prior learning/experience
Materials to help move your teachers forward with their understanding
Materials that get teachers to reflect and analyze their assessments
Guaranteed student success!

17. Classroom Assessment: Moving Learning Forward for Teachers and Students Module 1 Key 1: Clear Assessment Purpose

18. Keynote Video Presentation Featuring Rick Stiggins

19. FORMATIVE ASSESSMENT: All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998

20. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

21. CLASSROOM ASSESSMENT GUIDING PRINCIPLES:
Gather accurate information about student achievement
Use assessment process and results to promote maximum student learning

22. ACCURACY EFFECTIVE USE PURPOSE EFFECTIVE COMMUNICATION DESIGN STUDENT
INVOLVEMENT
TARGET

23. Key 1: Clear Assessment Purpose
Always begin by asking
What decisions?
Who’s making them?
What information will be helpful to them?

24. What’s the PURPOSE for assessment?

25. Two Purposes for Assessment
SUMMATIVE
Assessments OF Learning
How much have students learned as of a particular point in time?
FORMATIVE
Assessments FOR Learning
How can we use assessment information to help students learn more?

26. Assessment for learning Assessment for learning
Balanced Assessment
Formative
Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed
Summative
Provides evidence achievement to certify student competence or program effectiveness
Assessment for learning
Use assessments to help students assess and adjust their own learning
Assessment for learning
Use classroom assessments to inform teacher’s decisions
Formative uses of summative data
Use of summative evidence to inform what comes next for individuals or groups of students

27. Key 1: Clear Assessment Purpose
Always begin by asking
What decisions?
Who’s making them?
What information will be helpful to them?

28. 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.

29. Clarifying Learning Targets
Begin with state standards
Order in learning progressions, if needed
Deconstruct into clear learning targets leading to each standard
Communicate the learning targets in advance in language students can understand

30. Products
Skills
Reasoning
Knowledge

31. Key 3: Sound Assessment Design
Select a proper method
Select or create quality items, tasks, and rubrics
Sample appropriately
Prevent bias
Design assessments so students can self-assess and set goals based on the results

32. Possible Assessment Methods
Selected Response
Multiple Choice
True/False
Matching
Fill in
Extended Written Response
Performance Assessment
Personal Communication
Questions
Conferences
Interviews

33. Key 4: Effective Communication
Provide students with timely, accurate descriptive feedback
Involve students in tracking and communicating about their learning
Use grading practices that accurately communicate about student learning
Interpret and use standardized test results correctly

34. Effective Feedback… Describes features of work or performance
Relates directly to learning targets and/or standards of quality
Points out strengths and gives specific information about how to improve
Occurs during the learning process
Limits correctives to the amount of advice the student can act on

35. Key 5: Student Involvement
Students are identified as important users of assessment information
Students understand the learning targets and standards of quality
Assessments are designed so that students can use the results to self-assess and set goals for further action
Students keep track of and share their achievement
Assessment FOR Learning!

36. 5 Keys to Quality Classroom Assessment

37. Requirement for Success? Quality Assessment!
All assessment arise from high-quality content standards
All assessments produce accurate evidence
All users use assessment to benefit student learning

38. Expected Benefits and Proven Results
Assessment connected to learning
Better instruction focused on standards
Profound achievement gains for all students, with the largest gains for lowest achievers
More self-managed learning by students

39. Classroom Assessment for Student Learning Module 1 Key 1:Clear Assessment Purpose
Introduction 1 minute

40. Learning Targets for Today:
Define Assessments of (summative) and for (formative) Learning
Learn 7 Strategies for engaging students in Classroom Assessment for Learning
Setting the objective for your professional development
2 minutes

41. Hear the experts….
Rick Stiggins on Assessment for/of Learning

42. What does it look like? Summative Assessments OF Learning Formative
-How much have students have learned as of a particular point in time?
Autopsy
EOG
Report Card Grade
Project Grade
End-Unit-Test
Formative
Assessments FOR Learning
How can we use assessment information to help students learn more?
Check-up
CFAs
PDSA Assessments
L to J
Predictive Assessments
DRA

43. The Goal of Assessment for Learning…
FOR TEACHERS TO KNOW:
How students’ brains work.
How they learn.
How to maximize students’ enthusiasm for learning.
2 minutes

44. Three Questions that Define Students’ Information Needs
Effective formative assessments answer these three questions :
Where am I going?
Where am I now?
How can I close the gap?

45. JIGSAW FUN! At your table: Each person choose a different strategy
Become an expert of your strategy
Share your new knowledge of your strategy with your table

46. Assessment FOR Learning- Seven Strategies
1. Provide a clear and understandable vision of the learning target.
2. Use examples and models of strong and weak work
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
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.
1 minute

47. Where are you? Take a few minutes to consider “Where Am I Now?”
Fill out the accompanying document & turn in to your Instructional Facilitator, please.

48. Classroom Assessment for Student Learning Module 2 Key 2: Clear Targets
Introduction 1 minute

49. Today’s Training Goals
Every Teacher Will:
Know the 4 types of learning targets
Understand each target type
Be able to unpack an objective or standard with competence and confidence
Begin to consider how this knowledge of learning targets applies to your lesson objectives, PDSA goals, classroom instructional strategies and CFAs.

50. We Need Clear Targets To:
Know if the assessment adequately covers what we taught
Correctly identify what students know and don’t know
Have students self-assess or set goals for future study that are likely to help them learn more
Keep track of student learning target by target or standard by standard
Complete a standards-based report card (CASTLE Learning does this already!)

51. Kinds of Achievement Targets
Knowledge – Master factual and procedural knowledge
Reason – Use knowledge to reason and solve problems
Performance – Demonstrate mastery of specific performance skills
Product – Create quality products
(See handout for verbs to go with each type of target)

52. Identify the Type of Achievement Target Activity
Instructions:
Divide into equal groups.
Read the objectives for the goal you receive.
Classify each objective into the appropriate type of achievement target on the worksheet.
Each group will read one of their objectives and their answer.

53. Now Put It In Kid-Friendly Language
See side two of the Deconstructing Standards worksheet.
I-SS requires that your essentials be posted and in student-friendly language.
If you need to adjust your 2nd semester essentials based on CFA/PA Data, now is the time to do so.

54. Round Robin Activity
In your groups, take turns responding orally to the following question:
How does the knowledge from today’s training help us develop more informative CFAs based on our lesson objectives and PDSA goals?

55. For the next CASL PD
We’ll be matching the types of assessment methods with the type of learning target(s) students need to master.

56. Focus for Today Key 3: Sound Design (Target Method Match)
CASL Training
Focus for Today
Key 3: Sound Design (Target Method Match)

57. Today’s Training Goals
Review the 5 Keys to Quality Classroom Assessment
Review the 4 Learning Targets
Be able to Match the Assessment Method to the Learning Target

58. Key 3: Assess How? Sound Design
Assessment methods matched to learning targets
Well written tasks, items, and scoring guides
Adequate sample
Bias Avoided

59. Assessing Learning Targets
Selected Response
Extended Written Response
Performance Assessment
Personal Communication

60. Selected Response
(Multiple choice, True/False, Matching, Fill in the blank, Labeling)

61. Extended Written Response
Students create a written answer at least several sentences in length in response to a question or task
Evaluated with a checklist or rubric

62. Performance Assessment
Assessment based on observation and judgment
Consists of tasks and scoring criteria

63. Personal Communication
Conversations with students
Questions and answers
Conferences
Interviews
Oral examinations

64. Links Among Achievement Targets and Assessment Methods
Table 4.1 (on table)

65. Target Method Match Activity
A strong match between method and kind of learning target results in accurate information gathered as efficiently as possible
A mismatch occurs when the assessment method is not capable of yielding accurate information about the learning target.
Place a plus sign (+) in each assessment method column you believe is a strong match
Share out.

66. Next Steps Assessment Cycle Development
All assessment, regardless of method selected, go through the same five stages of development: planning, developing, critiquing, administering, and revising.

67. Stages in Assessment Development
Plan: Assess why? Assess what? Assess how? How important?
Develop: Determine the sample. Select, create, or modify test items or tasks and scoring mechanisms.
Critique: Evaluate for Quality
Administer: Administer the test or assessment.
Revise: Evaluate test quality based on results and revise as needed.

68. That’s All Folks! Thank you for your participation and attention.
Please plus/delta today’s training .

69. Classroom Assessment for Student Learning
Module 4:
Assessment Planning
and
Development

70. The Connection Between Clear Targets and Assessment Quality
Assessments of learning must reflect what has actually been taught and what students have had an opportunity to learn.
What happens when assessments of learning don’t do this? How might it impact instruction? How might it impact students?
Today will equip us to plan for and develop high quality assessments.

71. What was being assessed on this test?
What does the smiley face indicate? What does the “M” indicate?
What were the learning targets?
Does the “grade” reflect level of learning vs. requirements?
(So that teachers can look closely at “Claire’s Test”, a handout is available a companion document to this PPT.) Slides 308 engage teachers in a close look at a classroom assessment and guide them through how it can be analyzed in order to answer several key questions about quality assessment for learning.
“Claire’s Test” is a third grade assessment used to help teachers begin thinking about whether or not their assessments actually assess what students are expected to learn and have had an opportunity to learn.
It also leads teachers to begin thinking about the marks or “grade” placed on student assessments and the degree to which those marks give students helpful information about their learning. (For example, the happy face on Claire’s test may simply tell Claire that the teacher is happy with her work, not what her strengths were on the test). Teachers discuss these and other points on the slides that follow.
Remember that in the story of Claire’s test – a true story - when Claire’ mom saw this test and asked Claire about it, Claire was unable to tell her mom whether she did a good job or not, much less what the test assessed and what her own strengths or weaknesses were or what she needed to do to improve. When asked what she was tested on, she could only answer, “Math.”
Copies of Claire’s Test documents are in the CASL Notebook, Tab 3, blue pages 43 – 46. We suggest making a hard copy of only the test on page 44.

73. Step 2: Organize the learning targets into a test plan Claire’s Math Page 33
# of points
Item #s
Learning Target 15
1, 5, 9, 11, 16
Number Sense: Place Value 1 2
Representation 5
4,12
Number Operations: Fractions, multiply by 2, subtract with borrowing 1 3
Problem Solving/Add with carry 7
7,10,14,15
Measurement: Identify correct units 3 13
Data Analysis & Probability: Tables, charts, & graphs 4
6,8
Algebra: number patters, number sentences

74. Now look back at Claire’s test & discuss:
Whether the test actually assesses what the teacher taught
How student results on this test might help inform the teacher’s lesson planning.
Conditions under which this test should be graded and the grade placed in the grade book.
Overall conclusions about Claire’s math test.

75. Analyze Your Own Assessment for Clear Targets
Analyze the test item by item. (we already did this)
Organize the learning targets into a test plan. (see slide 19)
Question your test plan.
Number of points = relative importance of targets?
Number of points = amount of instructional time on each target?
Any targets left out?
How does assessment and instruction match content standards?
Page 34

76. Analyze Your Own Assessment for Clear Targets
Analyze the test item by item.
Organize the learning targets into a test plan.
Question your test plan.
Adjust your test plan.
Draw conclusions/adjust the test.
How could Claire’s teacher complete 4 & 5 above in order to improve the assessment given to Claire’s class?

77. Keys to Quality Classroom Assessment
Accurate Assessment
Clear Purposes
Why Assess?
What’s the purpose?
Who will use results?
Clear Targets
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Good Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Effectively Used
Sound Communication
Communicate How?
How manage information?
How report?
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.

78. Overview of Stages in Assessment Development
All assessments, regardless of method selected, go through the same five stages of development:
Planning
Developing
Critiquing
Administering
Revising

79. Stage One - Planning Assess WHY?
Determine the intended use of an assessment
Identify the learning targets to be assessed (WHAT?)
Select the proper assessment method (HOW?)

80. Stage Two - Developing Select or create test items or tasks
Select or create scoring mechanisms (rubric, scantron, etc.)

81. Stage 2: Develop the Assessment
Learning Targets
Type of Target
Assessment Method
Percent
Importance
1.03a – I can explain personal responses to lit. based on evidence from the text.
Reasoning
Extended Response
40 % Provide 2 excerpts from lit. text to support your opinion of the main character.
1.03b – I can examine my own personal views & make connections to a text.
40% Use evidence from the text to support your opinion of the way the main character solved the conflict

82. Learning Target
Type of Target
Assessment Method
Percent Importance

83. Stage Three - Critiquing
Evaluate to avoid bias or misrepresentation
Evaluate for quality
Reminder: March focus

84. Stage Four - Administering
Simply administer the assessment to students
Reminder: You’ll do this between March & April CASL sessions.

85. Stage Five - Revising Evaluate test quality based on results.
Problems with questions?
Problems with tasks?
Problems with scoring?
Reminder: April focus; will use the classroom assessment you created

86. Next steps: CASL
Use test plan document to create a classroom assessment (not a CFA). Bring it to the next training on CASL.

87. Classroom Assessment for Student Learning
Module 5:
Assessment Critiquing

88. Before we begin…
Make sure you have a copy of your assessment for today’s Professional Development

89. Keys to Quality Classroom Assessment
Accurate Assessment
Clear Purposes
Why Assess?
What’s the purpose?
Who will use results?
Clear Targets
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Good Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Effectively Used
Sound Communication
Communicate How?
How manage information?
How report?
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.

90. Overview of Stages in Assessment Development
All assessments, regardless of method selected, go through the same five stages of development:
Planning
Developing
Critiquing
Administering
Revising

91. Stage One - Planning Assess WHY?
Determine the intended use of an assessment
Identify the learning targets to be assessed
Select the proper assessment method

92. Stage Two - Developing Select or create test items or tasks
Select or create scoring mechanisms (rubric, scantron, etc.)

93. Stage Three - Critiquing
Evaluate to avoid bias or misrepresentation

94. Critique Working Definition
Going back over the assessment to see if you have completed or addressed all the necessary components of sound assessment design.

95. Bias Working Definition
Anything in the assessment, or the conditions under which the assessment was given, including student barriers, that would lead to inaccurate measurements of student learning.

96. Basic Components of Sound Assessment Design – Selecting an Assessment Method
Will the assessment method(s) chosen accurately reflect the learning target(s) to be assessed? In other words have you done your target-method match?

97. Basic Components of Sound Assessment Design - Sampling
Do the learning targets represent what was taught?
Does the relative importance of each learning target match its relative importance during instruction? Have you considered how much instruction time was spent on a target and represented that target accordingly on the assessment?
Is the sample size large enough to inform the decisions intended to be made.

98. Basic Components of Sound Assessment Design – Item Quality
Do the assessment items, exercises, scoring procedure, and scoring guides/rubrics adhere to standards of quality?
(This is something we will look at much more in-depth next year. For now, look carefully at each test item and do your best to determine whether it is a quality test item.)

99. Basic Components of Sound Assessment Design – Avoiding Potential Sources of Bias and Distortion
Is there anything in the assessment itself or in the conditions under which it is administered that could lead to inaccurate estimates of student learning?
Will accommodations made for diverse student characteristics result in any distortions in the final judgment of student learning?
Are instructions present, clear, and concise?

100. Stage Four - Administering
Simply administer the assessment to students

101. Stage Five - Revising Problems with questions Problems with tasks
Problems with scoring

102. Standard II b Standard III a, b Standard IV a, b, c, h
CASL Content Connects to the Following NC Professional Teaching Standards:
Standard II b
Standard III a, b
Standard IV a, b, c, h
Standard V a, b, c

103. CASL Stages in Assessment Development
Revise the Assessment

105. What have we done? Carefully selected and clarified learning targets,
Determined their relative importance,
Chosen the best assessment method,
Carefully written questions or tasks and scoring guides, and critiqued them to ensure they adhere to standards of quality.
We’re finished, right?

113. “What really counts happens after the assessments.”
Thomas Guskey

114. What do you do with the Data?
In your table groups, discuss your findings from the preliminary work on your assessment data.

115. Test Revision Beginning Questions:
Did you get any feedback from your students?
Were there questions or parts of the test that were a surprise or that were confusing to the students?
Did they know the answer but could not find it?
Did they finish the assessment? If not, why?
Did they rush to finish at the end? Why?
Did any student question their grade? Why
Were students given the time to go back through and check their work?

116. Test Revision The BIG questions:
Did this assessment really inform you of what students need to be able to know and do based on what you taught?
Did your instruction fall short on the target(s) you taught?
How will you adjust your instruction to ensure all students master the essential content taught?

117. The point is not that we adults don’t contribute immensely to student learning. We do. We are critical players in teaching, learning, and assessment. It’s just that we are second in rank order of importance as instructional decision makers.
Stiggins, Arter, and Chappuis2

118. This is our feedback for your learning this year.
Your Ticket OUT!
Complete the survey
“Where Am I Now?”
This is our feedback for your learning this year.
Thank You!