Assessment

Did You Know?

There is a shift in teaching, one that involves

1) What do we want our students to learn?

2) How do we know that they have learned

3) Think about what we will do and provide in teaching and learning activities.

ASSESSMENTHow will we know what we have

learned?

PYP Essential Elements: What Makes Assessment Authentic?

How do you know that you know?

Complete the activity “What Do I do Well”

Discuss characteristics of authentic assessment.

Angela Schmidt and Nely Miguel

What Makes Assessment Authentic?

What do I Do Well?

How do I know I do it well?

What were the steps taken to learn it well?

Ex. I have a good volleyball serve


I am able to always serve to my targets and often ace my opponents

My serves are strong

I can score many points with my serves for my team

I toss high, bend my legs and put my body into it


Practiced

Modeled by a pro

Broken down to one improvement at a time

Good analogies like throwing a ball.

Example: I listen well


People confide in me and seek me out for advice.

People tell me I am a good listener.

I give time to the person needing to talk.

I listen to what is said and feed back what I have heard to the speaker to make sure I have understood the situation.


I have practiced active listening in workshops with others.

I have learned to listen to what is being said before formulating questions or solutions.

I have developed this skill in my work as a teacher

Essential Elements of PYPWhat is Assessment?

1. Pre-assessment

2. Summative Assessment

3. Formative Assessment

Why do we need assessment?

Assessment is integral to all teaching and learning.

It allows

teachers and students to evaluate learning

teachers provide more effective instruction.

“ You can enhance or destroy students’ desire to succeed in

school more quickly and permanently through the use of assessment than with any other

tools you have at your disposal.”

Stiggins


Active Learning

• Discuss characteristics for assessment with your grade levels•Please share

What is Authentic Assessment?Researchers say…

A form of assessment in which student are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

- Jon Mueller


Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.

- Grant Wiggins


Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered.

Richard J. Stiggins

Traditional Assessment vs. Authentic Assessment

Traditional

Selecting a Response

Contrived

Recall/Recognition

Teacher-structured

Indirect Evidence

Authentic

Performing a Task

Real – Life

Construction/Application

Student Structured

Direct Evidence

Jonathan Mueller


Active Learning/Reflection

Any additions, changes to our description of authentic assessment?

Develop a summative assessment for your Central Idea.

Assessment Strategies and Tools

Assessment

Tools

Assessment Strategies

Rubrics Exemplars Checklists Anecdotal Records

Continuums

Observations

Performance Assessments

Process-focused assessments

Selected Responses

Open-ended tasks


Observations

Performance Assessments

All students are observed often and regularly, with the teacher taking a focus varying from wide angle to close up, and from non-participant to participant.

The assessment goal – directed tasks with established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response.


Process – Focused assessments

Students are observed often and regularly, and the observations are recorded by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklist, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.


Selected Responses

Open-ended Tasks

Single occasion, one – dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment.

Situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be brief written answer, a drawing, a diagram or a solution. The work, with the assessment criteria, could be included in a portfolio.

Assessment Tools

Rubrics

Exemplars

An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.

Samples of students’ work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set benchmarks that are appropriate and usable within their particular school context.

Assessment Tools

Checklists

Anecdotal records

These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.

Anecdotal records are brief written notes based on observations of students. “Learning stories” are focused, extended observations that can be analyzed later. These records need to be systematically compiled and organized.

Assessment Tools

Continuums These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a students is in a process.

These assessment tools may be used in conjunction with other forms of assessment, such as standardized tests, in order to assess both students performance and the efficacy of the programme.

Creating a Balance of Assessment Strategies and

Tools

The Assessed Curriculum

Documentation is important as it gives us evidence of student learning.

Things such as videos, audio, photographs and graphic representations. Or written records of students conversations, comments, explanations and hypotheses can serve this purpose.

Portfolios

According to IB and NB standards, it is our responsibility to show evidence of student learning.

Portfolios are one method of collecting and storing information that can be used to document and assess student progress and achievement.

Purpose of Portfolios

1.Growth Portfolios

2.Showcase Portfolios

3.Evaluation Portfolios

How do you Create a Portfolio Assignment?

1. Purpose: What is the purpose(s) of the portfolio?

2. Audience: For what audience(s) will the portfolio be created?

3. Content: What samples of student work will be included?

4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing) will be engaged in during the development of the portfolio?

5. Management: How will time and materials be managed in the development of the portfolio?

6. Communication: How and when will the portfolio be shared with pertinent audiences?

7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated?

Jonathan Mueller

Growth Portfolios: What samples might be included?

Purpose Some possible inclusions

a. To show growth or change over time

• early and later pieces of work• early and later tests/scores• rough drafts and final drafts• reflections on growth• goal-setting sheets• reflections on progress toward goal(s).

b. To help develop process skills • samples which reflect growth of process skills• self-reflection sheets accompanying samples or work• reflection sheets from teacher or peer• identification of strengths/weaknesses• goal-setting sheets• reflections on progress towards goals(s)

c. To identify strengths/weaknesses • samples of work reflection specifically identified strengths and weaknesses• reflections on strengths and weaknesses of samples• goal – setting sheets• reflection on progress towards goal(s)

d. To track development of one or more products or performances

• obviously, drafts of the specific products or performance to be tracked• self-reflections on drafts• reflection sheets from teacher or peer

Jonathan Mueller

Showcase Portfolios: What samples might be included?

Purpose Some possible inclusions

a. to showcase end-of-year/semester accomplishments

• samples of best work• samples of earlier and later work to document progress• final tests or scores• discussion of growth over semester/year• awards or other recognition• teacher or peer comments

b. to prepare a sample of best work for employment or college admission

• cover letter• sample of work• reflection on process of creating sample of work• reflection on growth• teacher or peer comments• description of knowledge/skills work indicates

c. to showcase student perceptions of favorite, best or most important

• samples of student's favorite, best or most important work• drafts of that work to illustrate path taken to its final form• commentary on strengths/weaknesses of work• reflection on why it is favorite, best or most important• reflection on what has been learned from work• teacher or peer comments

d. to communicate a student's current aptitude

• representative sample of current work• match of work with standards accomplished• self-reflection on current aptitudes• teacher reflection on student's aptitudes• identification of future goals

Jonathan Mueller

Evaluation Portfolios: What samples might be included?

Purpose Some possible inclusionsa. to document achievement for grading • samples of representative work in each subject/unit/topic to be graded

• samples of work documenting level of achievement on course/grade-level goals/standards/objectives• tests/scores• rubrics/criteria used for evaluation of work (when applied)• self-reflection on how well samples indicate attainment of course/grade-level goals/standards/objectives• teacher reflection of attainment of goals/standards• identification of strengths/weaknesses

b. to document progress towards standards

• list of applicable goals and standards• representative samples of work aligned with respective goals/standards• rubrics/criteria used for evaluation of work• self-reflection on how well samples indicate attainment of course/grade-level goals/standards/objectives• teacher reflection of attainment of goals/standards• analysis or evidence of progress made toward standards over course of semester/year

c. to place students appropriately • representative samples of current work• representative samples of earlier work to indicate rate of progress• classroom tests/scores• external tests/evaluations• match of work with standards accomplished• self-reflection on current aptitudes• teacher reflection on student's aptitudes• parent reflection on student's aptitudes• other professionals' reflections on student's aptitudes

Jonathan Mueller

IB & New Brunswick Expectations

Generally the expectations in terms of assessment for PYP and New Brunswick correlate.

The difference lies in the use of standardized achievement tests. IB does not administer nor do they encourage the use of standardized achievement tests however they do recognize that there may be national requirements of such tests for IB world Schools.

NB does require the students to complete Provincial Assessments and therefore we will continue to do so.

Resources

Jonathan Mueller. Authentic Assessment Toolbox

Angela Schmidt and Nely Miguel. IB Primary Years Level 1B pptx

IB Handbook. “Making the PYP Happen”

Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall; Expanded 2nd edition, 2005.

Documents

Assessment