1. Student Assessment Workshop #5 CERRA National Board Candidate Support Workshop Toolkit WS5 2014

2. CERRA National Board Toolkit 2 Essential Questions How do I use a variety of valid assessments, including summative and formative assessments? How do my assessment practices provide students with a variety of opportunities to demonstrate what they know? How do I use student assessment to drive instruction?

3. CERRA National Board Toolkit 3

4. 4 Unit Planning: Basics Units of study are the vehicles for delivering learning opportunities. Consider the following: standards, student knowledge and abilities, and student interests. Begin with an assessment of student knowledge and determine what students need to know (ex. diagnostic test, class discussion, survey). Focus on identified, measurable learning goals, not generalities.

5. More of Unit Planning: Basics Include differentiated learning and student investigative opportunities. Demonstrate on-going and varied assessments. Clearly define and address standards. Assess knowledge and application of that knowledge. CERRA National Board Toolkit 5

6. 6 Questions for Unit Planning 1. How does this unit promote rigorous study? 2. How do activities in this unit relate to real life? 3. How does this unit reflect the personal, social, or global issues of students? 4. What activities engage students?

7. CERRA National Board Toolkit 7 More Questions for Unit Planning 5. What activities demand higher level thinking skills and encourage students to ask questions? 6. How will I inform students in the beginning of the unit about how they will be assessed? 7. What standards or curriculum requirements are addressed in this unit? 8. What learning questions are developed for this unit? 9. In what ways is this unit age-appropriate?

8. Assessment and Evaluation Compared Assessment focuses on learning, teaching, and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment and is shared with students to assist them in improving their learning and study habits. Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability. http://web.duke.edu/arc/documents/The%20difference%20between%20assessment%20and%20evaluation.p df http://web.duke.edu/arc/documents/The%20difference%20between%20assessment%20and%20evaluation.p df CERRA National Board Toolkit 8

9. 9 Formative Assessment Provides feedback to students about their learning progress Informs teachers of areas of mastery and areas for growth Occurs during the unit of learning; is ongoing Can include self-assessment and teacher observation May be informal (ex. exit slip, log, discussion) Shapes future learning

10. CERRA National Board Toolkit 10 Summative Assessment Provides evaluation at the conclusion of a course of study Judges students’ skills or knowledge Evaluates degree to which course met its goals May determine whether student earns credit for a course May include final exams, culminating projects, portfolio Sums up learning within a time period (ex. unit, year)

11. Design Assessments that Support the Instructional Plan What formative assessments will I plan that will provide my students and me with feedback about their learning in progress? What might these assessments look like? How will I develop the types and frequency of formative assessments that will allow me to adjust the lessons to accommodate differentiated learning? What summative assessment(s) will I develop that will showcase student learning with regard to the standards? What product(s) will I ask my students to provide that will provide an opportunity for them to apply their new learning? CERRA National Board Toolkit 11

12. Authentic and Traditional Assessments Authentic—related to real-world tasks (ex. students write an item such as a letter or short story, create a product, do a performance, demonstrate a skill, offer solutions to a problem) Traditional—based more on teacher-produced assessment such as objective questions, standardized tests CERRA National Board Toolkit 12

13. Rubric Design In what ways does the rubric serve to inform my students of the standards on which they will be assessed? How have I created distinct and describable differences between levels on the rubric? Do I have at least one criteria for each targeted standard? In what ways might I have my students help to develop the rubrics? CERRA National Board Toolkit 13

14. Internet Resources for Creating Rubrics teAchnology: http://www.teach-nology.com/web_tools/rubrics/ Rubrics4Teachers: http://www.rubrics4teachers.com/ http://www.rubrics4teachers.com/ CERRA National Board Toolkit 14

15. Bloom’s Taxonomy: Keep in Mind for Questions and Tasks CERRA National Board Toolkit 15

16. Gardner’s Multiple Intelligences CERRA National Board Toolkit 16

17. One Way to Look at It … Instructional Activity/Summative Product or Performance Possible Level on Bloom’s Taxonomy Possible Multiple Intelligences Design an ad Create a musical presentation about … Create a comic strip Create a classroom museum Draw a map Write in a learning log CERRA National Board Toolkit 17

18. CERRA National Board Toolkit 18 Pulling It All Together Planning for Student Assessment in Instruction Unit Theme: __________________________________ Unit Goals: 1. 2. 3. Standard to be addressed (Include NBPTs) Learning Questions AssessmentBlooms/MI Formative: Summative:

19. Feedback as Part of Assessment Feedback should — Be timely (early, ongoing, often). Come in different formats (ex. rubric, teacher comments, peer evaluations, etc.). Be specific. Be understandable to the student. Allow for student self-adjustment. Enable students to identify strengths and areas of growth. CERRA National Board Toolkit 19

20. In Summary: Purposes of Assessing Student Work Determine what students are learning; determine what students have learned Shape the next instructional steps Indicate students’ strengths and weaknesses to address areas for growth Motivate students to work, build confidence, create self-awareness, develop skills Make learning rigorous and relevant to real- world situations CERRA National Board Toolkit 20

21. CERRA National Board Toolkit 21 More Information National Board for Professional Teaching Standards ® www.nbpts.org 1-800-22-TEACH Virginia Bartels virginia@cerra.org http://.nbsupport.blogspot.com nationalboard@cerra.org www.cerra.org 1-800-476-2387 School District Liaison: