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Assessing Student Achievement
August 2014
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“Not everything that counts can be counted
“Not everything that counts can be counted. And not everything that can be counted, counts.” - Albert Einstein
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Plan For The Day Curriculum, Instruction and Assessment
What is Assessment? Instructional Design Model (UBD) Target-Method Match Practice, Practice, Practice!
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Change Reminder!! Helping teachers move toward a different way of assessing student achievement and growth can be very challenging for them. It is a process.
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Harlem Learning Process
Curriculum & Instruction Assessment Intervention Students What do we want students to know and be able to do? How will we know that they’ve learned it? What will we do if they don’t Not separate, discreet events, but work together to create a strong instructional process.
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Curriculum, Instruction and Assessment
Curriculum Guides: Skills or content that will be taught Curriculum Aligned with Standards and State Accountability Assessments Based on New Illinois State Learning Standards Assessment Instruction Student Achievement Balanced System Of and For learning Informs instructional practice Delivery of Curriculum Content Engaged Instructional Strategies Time on Task Data-Informed Decision Making Process
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Assessment inspire us to ask these hard questions:
Are we teaching what we think we are teaching? Are students learning what they are supposed to be learning? Is there a way to teach the subject better, thereby promoting better learning?
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When assessment works best, it does the following:
Provides diagnostic feedback What is the student's knowledge base? What is the student's performance base? What are the student's needs? What has to be taught?
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When assessment works best, it does the following:
Helps educators set standards What performance demonstrates understanding? What performance demonstrates knowledge? What performance demonstrates mastery?
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When assessment works best, it does the following:
Evaluates progress How is the student doing? What teaching methods or approaches are most effective? What changes or modifications to a lesson are needed to help the student?
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When assessment works best, it does the following:
Relates to a student's progress What has the student learned? Can the student talk about the new knowledge? Can the student demonstrate and use the new skills in other projects?
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When assessment works best, it does the following:
For student self-evaluation: Now that I'm in charge of my learning, how am I doing? Now that I know how I'm doing, how can I do better? What else would I like to learn? For teacher self-evaluation: What is working for the students? What can I do to help the students more? In what direction should we go next?
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Measuring Mastery
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Comprehensive Balanced Assessment
A comprehensive balanced assessment system includes: State (Accountability) Assessments Interim/Benchmark Assessments Classroom Assessments Formative Summative Each should be aligned to standards
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District Assessment Framework
Level Of Assessment Elementary Middle School High School Statewide PARCC PARCC/PSAE Interim/Benchmark STAR ACT Aspire Classroom (Summative) Writing Benchmarks *Common Assessments Teacher Developed/From textbooks Chapter/Unit assessments Teacher Developed/from textbooks Chapter/Unit Assessments Common Finals Classroom (Formative) Determined by teacher Common Pre-Assessments Universal Screener K: STAR Early Literacy 1st: STAR Early Literacy and STAR Math 2nd-6th: STAR Reading and STAR Math STAR Reading and STAR Math Locally developed reading and math Progress Monitor Reading: K-6:, STAR Reading, Running Records, AIMSWeb Math: K-6: STAR, AIMSWeb Reading and Math 7-8: STAR, AIMSWeb Running Records Running Records AIMSWeb
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The Backwards Design Model
Stage 1: Identify Desired Results Linked to Content Standards Stage 2: Determine Acceptable Evidence Ongoing Assessment Performance Tasks Stage 3: Plan Learning Experiences and Instruction Sequence of experiences Scaffolded Differentiated
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Before Instruction Determine what you want students to know and be able to do Essential learning, power standards/priority standards Identify learning progressions What if students don’t know foundational or “pre-requisite” skills Review current data to determine students’ current knowledge Collect additional data as needed Group students Develop differentiated classroom instruction based on data Work with Special Education Teachers and Consultants to determine how instruction will be supported for students with IEPs
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During Instruction What formative assessments (not just tests) will I use to determine if students are learning? How will I modify instruction based on that data? Examples of formative assessment (Checking for Understanding) Observations Questioning Discussion Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Individual Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock As I See It
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After Instruction Determine effective and less effective instruction and modify for future Determine next steps
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Selecting The Right Type of Assessment
Target -Method Match Selecting The Right Type of Assessment
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Clear Targets: Benefits to Students
Students who could identify their learning scored 27 percentile points higher than those who could not. ~Marzano, 2005 Students can hit any target they can see that holds still for them. Making targets clear to students increases their achievement. Students can hit any target they can see that holds still for them. This is common sense and many teachers do it already. The goal here is for all to fit this practice into their teaching and to understand why it increases student learning. Handout page 7 © 2007 Educational Testing Service Assessment Training Institute 23
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A Math Example Geometry Subject Pythagorean Theorem Topic Chapter 10
Resource Use Geometric Tiles for proof Activity The lengths of the three sides of a right triangle are related Learning Target
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Kinds of Targets Master content knowledge
Use knowledge to reason and solve problems Demonstrate performance skills Create quality products We can think of achievement targets as falling into one of four categories: Knowledge targets involve things like math facts, important dates in history, and grammar rules—anything we want student to know outright. Reasoning targets are learning expectations that call for students to use the knowledge in some way—to create an hypothesis, or to analyze a political argument, for example. Performance skill targets call for students to do things like give an oral presentation, read aloud with fluency, or use equipment correctly. A performance skill target is something we have to watch or listen to in order to evaluate. Product targets specify that students will create a product—a fitness plan in health, a physical model in science, or a research report in English. We evaluate the characteristics of the product to give evidence of achievement of these kinds of learning targets. Handout page 6 © 2007 Educational Testing Service Assessment Training Institute 26
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Learning Targets with Associated Verbs
Knowledge Reason Skill Product List Predict Measure Construct Define Infer Demonstrate Develop Understand Classify Use Create Recognize Evaluate Operate Produce Explain Summarize Calculate
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Converting Learning Targets to Student-Friendly Language
Identify important or difficult learning goal. Identify word(s) needing clarification. Define the word(s). Rewrite the definition as an “I can” statement, in terms that students will understand. Try it out and refine as needed. Have students try this process.
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Student-Friendly Language
Word to be defined: PREDICTION A statement saying something will happen in the future Student-friendly language: I can make predictions. This means I can use information from what I read to guess at what will happen next.
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4 Types Learning Targets
Knowledge Reasoning Performance/Skill Product
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Why It’s Important to Determine Target Type
Know if the assessment adequately covers what we taught Correctly identify what students know and don’t know Keep track of student learning target by target or standard by standard Helps determine HOW to assess (method)
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Target -Method Match: What is it?
A way to design assessments that cover our targets Answers “ASSESS HOW?”
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Types of Assessment Method
Selected response & short answer Extended written response Performance assessment Personal communication
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Selected Response (SR)
Students select correct or best response from a list provided Students’ scores are figured as the number or proportion of questions answered correctly Formats include: Multiple choice True/false Matching Short answer Fill-in questions
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Extended Written Response (EWR)
Requires students to construct a written answer in response to a question or task (not select one from a list) Extended = several sentences in length Examples: Compare pieces of literature Solve a math problem, show & explain work Interpret music, scientific info. or polling data Analyze artwork Describe in detail an economics process
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Extended Written Response
Correctness judged by: Giving points for specific info. present OR Use of a rubric Scores can be: Percentage of points attained OR Rubric scores
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Performance Assessment (PA)
Based on observation & judgment Rubric Judgment made on quality Examples: Playing instrument; speaking in foreign language; working in a group (the doing/process is important) Creating products like a lab report, term paper, work of art (quality of product is important)
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Performance Assessment
2 parts: Performance task or exercise Scoring guide/Rubric Scoring guide: Can award points for specific features of performance or product Can take form of rubric: levels of quality described Scores could be number or percent of points earned or a rubric score
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Personal Communication (PC)
Find out what students have learned through interacting with them Often an informal assessment, but if clear & accurate info. is gathered, can be used for feedback to students, self-reflection for students, goal setting Examples: Oral examinations Interviewing students in conferences Looking at & responding to students’ comments in journals and logs
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Personal Communication
Student responses evaluated in 2 ways: Correct/incorrect (for short, simple answers; parallels scoring of written selected response questions) Evaluate quality (for longer, more complex; parallels to extended written response) Could use a rubric to score or scoring guide
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Matching Target and Assessment Methods
Accuracy in classroom assessment revolves around matching the different target TYPES with the appropriate form of assessment METHODS
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Performance Assessment Personal Communication
Target-Method Match Selected Response Written Response Performance Assessment Personal Communication Knowledge Good Can assess isolated elements of knowledge and some relationships among them Strong Can assess elements of knowledge and relationships among them Partial Can assess elements of knowledge and relationships among them in certain contexts Can assess elements of knowledge and relationships among them Reasoning Can assess many but not all reasoning targets Can assess all reasoning targets Can assess reasoning targets in the context of certain tasks in certain contexts Skill Good match for some measurement skill targets; not a good match otherwise Poor Cannot assess skill level; can only assess prerequisite knowledge and reasoning Can observe and assess skills as they are being performed Strong match for some oral communication proficiencies; not a good match otherwise Product Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning Can directly assess the attributes of quality of products
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Effective Design Determine the type of learning target
Select a proper assessment method Ensure sufficient sampling to demonstrate mastery Select or create quality items, tasks, and rubrics Sample—gather enough evidence Control for bias Design assessments so students can self-assess and set goals
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Authentic assessment can include many of the following:
Observation Essays Interviews Performance tasks Exhibitions and demonstrations Portfolios Journals Teacher-created tests Rubrics Self- and peer-evaluation
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Let’s try it….but first….
Google Docs Set up your Harlem Gmail account Once you are logged in to your computer as yourself, please visit: Setting your password through this link will sync your Harlem and Google account so you can activate your account. Your log in will be Example: Your password will be the same password you set in the password reset portal. How to guide is on the Resources page of our Wiki so you can share with teachers in your building.
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Let’s Try It! Go to the standards page on the WikiSpace
In groups of 2 or 3 (same grade level), select one standard Identify the target and write in student friendly language, “I-Can” statements Determine the type of target it is What /are the best method(s) to assess this standard? How would you assess mastery?
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Share Google Docs Set up your Harlem Gmail account
Once you are logged in to your computer as yourself, please visit: Setting your password through this link will sync your Harlem and Google account so you can activate your account. Your log in will be Example: Your password will be the same password you set in the password reset portal. How to guide is on the Resources page of our Wiki so you can share with teachers in your building.
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