1. Classroom Assessment for the 21 st Century Session 2 Stan Masters Coordinator - Instructional Data Services Lenawee ISD Summer 2010

2. Goals of the series Describe the keys to quality classroom assessment Explain how clear targets and good methods are essential for supporting a balanced assessment of and for learning Describe the relationship between accurate classroom assessment and communicating student achievement Identify ways to involve your students in classroom assessment Create a set of assessments for a unit of instruction

3. Time Start on time (8:30 a.m.), end on time (3:30 p.m.) Lunch on your own (11:30 a.m. – 12:30 p.m.) Participation Each person has speaking time Each person shares what they are doing in their “classrooms” We will honor confidential information. Keep the conversations/topics positive Focus We are focusing on the creation and use of assessments We will focus on student achievement Our Norms

4. assessment for learning –placement (given before instruction to gather information on where to start) –diagnostic (helps find the underlying causes for learning problems) –formative (monitors student progress during instruction) –interim (monitor student proficiency on learning targets assessment of learning –summative (the final task at the end of a unit, a course, or a semester) Purposes of Assessments Why?

5. Seven Strategies of Assessment for Learning (p.42) Where am I going? –Clear targets –Models of work Where am I now? –Descriptive Feedback –Student self-assessment/goal setting How can I close the gap? –Lessons that focus on one target at a time –Teaching self-reflection –Student record-keeping

6. Kinds of Learning Targets Knowledge – The facts and concepts we want students to know and understand. Reasoning – Students use what they know to reason and solve problems Skills – Students use their knowledge and reasoning to act skillfully Products – Students use their knowledge, reasoning, and skills to create something new. Dispositions – Students’ display attitudes about school and learning. Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75.

7. Checking our “construction” resources Planning for your unit Unpacking your outcomes into learning targets Unpacking student targets into “I can...”s “Interim Assessments: Keys to Successful Implementation” reading

8. Paraphrase Passport Think of one insight, “ah ha” or idea that seemed significant from the article “Interim Assessments: Keys to Successful Implementation”. One person shares his/her idea and explains why it is important. The person to the right earns a “passport” by first pausing and paraphrasing what was just said. That person now shares to share his/her idea. Rotate around the table until everyone has shared.

9. “You Be George” A Formative Assessment Activity Imagine that you have just received some feedback on a recent math assessment. Using the information from your teacher, –Identify which learning targets you got right –Identify which learning targets you need to review –Identify which learning targets you need to keep practicing

10. How is assessment used to measure student achievement?

11. Keys to Quality Classroom Assessment 1.Clear Purposes 2.Clear Targets 3.Good Design & Methods 4.Sound Communication Student Involvement in all keys!

12. Confidence Questionnaire Privately, complete the questions related to “ASSESS HOW?” This questionnaire will be revisited by you throughout the sessions.

13. Measuring Student Achievement – Activity 1 Individually, –Read the following narrative about a school district studying their student achievement. What about this school looks/sounds/feels like your school? What would be your plan of action?

14. Donegal’s Plan of Action Professional development on assessment Unpacked expectations for assessment Developed a standards template for designing assessment tasks Met in teams to analyze assessments

15. Break

16. Methods of Assessment Selected response –one answer is correct; sometimes taken from a list Extended written response –constructed into sentences; criteria given for quality Performance assessment –observed product of learning; criteria given for quality Personal communication –interaction with student; uses checklist or criteria Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 91-93.

17. KNOWLEDGE/UNDERSTANDING REASONING SKILLS PRODUCTS Organizeusingconcrete objects, pictures, tallies, tables, charts, diagrams, and graphs data Selected Extended Written Selected Extended Written Performance Personal Performance Personal Communication Extended Written Performance Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.100

18. Target-Method Match Activity Individually: –Review your targets from your unit. –Refer to the chart on page 100 showing the target-method match. –On your right hand side of the chart of your target/method planning sheet, list the methods that would be the best matches for the targets you have identified.

19. Formative Assessment – Checking for Understanding What did you notice about your target-method matches? What methods may be best for the purposes for assessment you need to utilize during your unit?

20. assessment for learning –placement (given before instruction to gather information on where to start) –diagnostic (helps find the underlying causes for learning problems) –formative (monitors student progress during instruction) –interim (monitor student proficiency on learning targets assessment of learning –summative (the final task at the end of a unit, a course, or a semester) Purposes of Assessments

21. Methods of Assessment Selected response Extended written response Performance assessment Personal communication AUTHENTIC

22. Components of an Summative Assessment Task What “new” prompt will you use to trigger “old” learning from prior instruction? What directions will you give to the students completing the task? What procedures will you use as the teacher administering the task? What scoring rubric will use to evaluate the quality of the students’ task?

23. A rubric is… a protocol using a set of scoring guidelines/criteria they describe a range of possible student responses for a particular assessment task. Fantastic Fact! The word “rubric” comes from c.1375 meant "directions in religious services" (often in red writing), from Old French “rubrique”, from Latin “rubrica” meaning "red ochre, red coloring matter"

24. A rubric contains… a scale that indicates different performance levels of proficiency a set of meaningful descriptors for each performance level on that scale. –Descriptors establish the continuum of competence along which a learner moves towards proficiency. Fantastic Fact! Rubrics are frequently accompanied by examples of products or performances illustrating the different performance levels

25. Why use a rubric? Communicate appropriate standards and expectations for students (“what will count”) Provide feedback to students and parents Guide and focus instruction Promote student self-assessment and goal setting Improve grading consistency Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 200. Fantastic Fact! Rubrics should be shared with students during instruction so that they “hit the target”

26. Features of High-Quality Rubrics Content: What counts? Clarity: Does everyone understand what is meant? Practicality: Is it easy to use by teachers and students? Technical quality/fairness: Is it reliable and valid? Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 201 and 203 Fantastic Fact! Rubrics for performance levels that go beyond the expectation can be developed to include another mode of reasoning.

27. Designing rubrics for tasks Task-General Rubric Rubrics can be used with a variety of tasks Examples: Writing assignments Lab reports Problem-solving Oral presentations Task-Specific Rubric Rubrics can be used with a specific task Examples: Solar system mobile Colonial narrative Symmetry poster Geometry proof Fantastic Fact! Rubrics can be created from scratch or borrowed from other models.

28. Holistic or Analytical Rubrics? Holistic Rubric: Gives a single score or rating for the entire product or performance based on an overall impression of a student’s performance. Analytical Rubric: Divides a product or performance into essential traits (“Look Fors”) so they can be judged separately. Provides a profile of strengths and weaknesses. Fantastic Fact! Holistic rubrics are used most often with summative assessments. Analytic rubrics are used most often with formative assessments.

29. Reflection on “How” Assess Review your Confidence Questionnaire on “Assess How” related to summative assessments Write some notes to yourself about your: New LearningQuestions WondermentsNext Steps

30. Lunch See you at 12:30 p.m.

31. assessment for learning –placement (given before instruction to gather information on where to start) –diagnostic (helps find the underlying causes for learning problems) –formative (monitors student progress during instruction) –interim (monitor student proficiency on learning targets assessment of learning –summative (the final task at the end of a unit, a course, or a semester) Purposes of Assessments

32. Talking Points Presentation by Jay McTighe, November 30, 2007, Macomb ISD “Students should be presumed innocent of understanding until convicted by evidence.” Prior knowledge is like the largest part of the iceberg. “Think photo album versus snapshot” when it comes to assessment.

33. Defining a Lesson An instructional activity to give students the opportunity to learn Aligned with, but not identical to, the assessment tasks within the unit plan Lessons can vary in length, but have distinct starting and ending points which follow a sequence of steps

34. How do you align instruction with assessment? Organize instruction to meet the learner’s needs Develop strategies for students to process knowledge and skills Utilize teacher techniques to allow students to reflect and respond

35. Formative Assessment Techniques Source: Fisher, D. and Frey, N. (2007). Checking for Understanding. Alexandria, VA: ASCD, pp. 5-12 Oral Language –Accountable talk, nonverbal cues, value lineups, retellings, think- pair-share, whip around Questions –Response cards, hand signals, personal response systems, Socratic seminars Writing –Interactive writing, read-write-pair-share, summary writing, RAFT Tests –Multiple choice with misconceptions as distracters, short answer with word banks, true-false items with correction for the false items

36. Formative Assessment Process Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 3-9 Students 1.Understand the target 2.Produce work 3.Compare the work to the target 4.Evaluate the strengths and weaknesses and prescribe action for improvement 5.Take action for improvement Teachers 1.Select and communicate clearly the learning target 2.Make a least one assignment 3.Compare student performance with learning target and determine the student’s learning progression 4.Evaluate the student’s strengths and weaknesses and give clear oral or written feedback 5.Support action to close the gap

37. Formative Assessment Tools Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 10-55 Creating Quality Classroom Assignments –Does the assignment require students to use the content specified by the learning target? –Does the assignment require the student to use the cognitive processes specified by the learning target? –Would the student know what to do for all of the aspects of the assignment? –Are the criteria for evaluating the assignment given, and are they clear?

38. Formative Assessment Tools Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 10-55 Blueprint for Pre-Assessment –Teachers should plan to address these domains: Prior school experiences Vocabulary Concept knowledge Attitudes Personal connections

39. Formative Assessment Tools Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 10-55 Intervention Framework –Identify learning target(s) that are a weakness for a substantial portion of your students, according to state assessment results –Identify instructional resources that can be used to support explicit instruction on the learning target(s) –Plan instructional lessons that allow for differentiation to meet the needs of all students

40. Keys to Open Instructional Potential Visit the classrooms of other teachers Videotape yourself instructing a lessonVideotape yourself instructing a lesson Keep asking the question, –“What can I do to help students learn this better?”

41. Reflection on “How” Assess Review your Confidence Questionnaire on “Assess How” related to formative assessments Write some notes to yourself about your: New LearningQuestions WondermentsNext Steps

42. Break

43. Let’s check our understanding for the afternoon… Begin planning the assessments for the outcomes that you have unpacked for your unit –summative, authentic assessment tasks –formative assessment strategies Place them in your unit template

44. For Tomorrow Keep working on your plan for the summative and formative assessments for your unit Skim and scan “Inside the Black Box” –Choose one description from the article –Be ready to share how this information will help you promote the use of formative assessment.

45. Exit Slip with Your Name I need more… I need less… I am “good” with… I need help with…