1. Student Assessment Workshop #5 CERRA National Board Candidate Support Workshop Toolkit WS5 2010

2. CERRA National Board Toolkit 2 Essential Questions How do I use 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 Discussion Architecture of Accomplished Teaching

4. CERRA National Board Toolkit 4

5. 5 Unit Planning Basics Units of study are the vehicles for delivering learning opportunities Consider: -standards -student knowledge and abilities -student interests Planning begins with an assessment of student knowledge and a determination of what they need to know No general learning focus, focus should be on identified learning Differentiated learning and student investigative opportunities On-going assessment Clearly defined standards Assess knowledge and application of that knowledge

6. CERRA National Board Toolkit 6 Questions for Unit Planning 1. How might this unit promote rigorous study? 2. How might activities in this unit relate to real- life? 3. How might this unit reflect the personal, social or global issues of students?

7. CERRA National Board Toolkit 7 Questions for Unit Planning 4. What activities may have been planned to engage students? 5. What activities might have been developed that demanded higher level thinking skills? 6. What activities might have made the students ask questions?

8. CERRA National Board Toolkit 8 Questions for Unit Planning 7. What standards or curriculum requirements might have been covered in this unit? 8. What learning questions might be developed for this unit? 9. In what ways might this unit be age- appropriate?

9. CERRA National Board Toolkit 9 Assessment What is the difference between an assessment and an evaluation?

10. 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 10

11. CERRA National Board Toolkit 11 Assessment What is the difference between formative and summative assessment?

12. CERRA National Board Toolkit 12 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 Ongoing May be informal Shapes future learning

13. CERRA National Board Toolkit 13 Summative Assessment Evaluation at the conclusion of a course of study Judges student skills or knowledge Evaluates degree to which course met its goals May determine whether student earns credit for a course

14. Design assessments that support the plan for the instruction What formative assessments will I plan that will provide my students and me with feedback about their learning? 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 14

15. 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 15

16. Internet sites resources for creating rubrics Kathy Schrock’s Rubrics: http://school.discovery.com/schrockguide/asse ss.html http://school.discovery.com/schrockguide/asse ss.html Rubistar: http://rubistar.4teachers.org/index.php http://rubistar.4teachers.org/index.php Rubrics4Teachers: http://www.rubrics4teachers.com/ http://www.rubrics4teachers.com/ CERRA National Board Toolkit 16

17. CERRA National Board Toolkit 17 Blooming with Multiple Intelligences

18. Bloom’s Taxonomy CERRA National Board Toolkit 18

19. Gardner’s Multiple Intelligences CERRA National Board Toolkit 19

20. One way to look at it … Instructional Activity/Summative Product or Performance Possible Level on Bloom’s Taxonomy Possible Multiple Intelligences Write an advertisement 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 20

21. CERRA National Board Toolkit 21 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:

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