ASSESSMENT CAN BECOME EFFECTIVE INSTRUCTION

Using Assessment for Learning: Strategies that Improve Student Achievement

OUR PARTNERSEdmonton Regional Learning Consortium

Alberta Assessment Consortium

AACAlberta

Assessment Consortium

THE GOALS OF THE WORKSHOP recognize the differences between

assessment for learning (formative assessment) and assessment of learning (summative assessment);

learn how assessment for learning can become instruction;

consider how involving students in the assessment process contributes to their achievement, and

begin to develop a personal and school plan for implementation.

ASSESSMENT FOR LEARNING

PLUSES, MINUSES AND INQUIRY ACTIVITYAssessment is a critical element of the learning process.

Pluses—benefits, advantages, positives

Minuses—drawbacks, barriers, disadvantages, negatives

Inquiry/Insights—questions, interesting ideas and implications

ASSESSMENT METAPHORS/SIMILES

Assessment is… (or Assessment is like…)

YES/NO SURVEYMY SURVEY QUESTION IS __________________

YES NO1.2.3.4.5.6.7.8.9.10.

TOTAL

GUIDING QUESTIONHow can assessment become

effective instruction?

HOW DO I CURRENTLY MEASURE STUDENT ACHIEVEMENT?Think about the 5 most common

ways you personally use to measure student achievement?

Without discussion, write one on each Post-it Note.

When everyone is finished, take turns grouping the Post-it Notes on the group’s chart paper.

Using consensus, label each category

In assessment of learning, students have little or no input in determining assessment criteria and may not even be aware of the criteria that the teacher has established.Research tells us that student achievement is enhanced when they

are fully involved in a process with established evaluation criteria.

Davies, 2002, Black and Wiliam, 2001, Wolfe, 2001.

CLEAR CRITERIA

ASSESSMENT FOR LEARNING TERMINOLOGYCard Sort InstructionsDeal out the yellow definition

cards.Place the blue term cards face up

on the table.Take turns placing the definition

cards on each of the term cards.Finalize your group’s choices

using a consensus.

KEY—TERMINOLOGY CARD SORT Descriptive Feedback

part of an ongoing hopeful conversation about learning that relates directly to the expected learning outcomes

Learning Outcomewhat we expect students to learn

Criteriawhat would be accepted as evidence that a student has achieved the learning

outcome(s) Assessment

collecting information on student achievement and performance to improve student learning

Evaluation judgment regarding the quality or worth of a response

Assessment for Learningusing information collected to communicate with students about their

progress toward a clearly specified learning destination (formative assessment)

Assessment of Learningsummarizing information collected about learning in order to share that

information with those outside classrooms (summative assessment)

KEY—TERMINOLOGY MATCHINGD—Assessment A. Part of an ongoing hopeful conversation

about learning that relates directly to the expected learning outcomes

F—Assessment for learning

B. What we expect students to learn

G—Assessment of learning

C. What would be accepted as evidence that a student has achieved the learning outcome(s)

C—Criteria D. Collecting information on student achievement and performance to improve student learning

A—Descriptive feedback E. Judgment regarding the quality or worth of a response

E—Evaluation F. Using information collected to communicate with students about their progress toward a clearly specified learning destination (formative assessment)

B—Learning outcome G. Summarizing information collected about learning in order to share that information with those outside classrooms) summative assessment)

Would you label this matching activity as assessment or instruction?

Why?

ASSESSMENT OF LEARNINGASSESSMENT FOR LEARNING

ONE STUDENT’S JOURNEY—REFLECTIONS ON GRADE 6 WRITING SAMPLES

What factors might account for this student’s remarkable progress in a 10-month period?

What learning experiences might she have had?

Why was she able to reflect on her work so effectively?

What does this student know about writing and about herself as a writer?

What does the research say about assessment?

PAUL BLACK AND DYLAN WILIAM POSED THREE QUESTIONSDoes improving formative

assessment raise standards?Is there room for improvement in

formative assessment practice(s)?

Are there ways to improve formative assessment practice(s)?

Refocus, p 11–13

BLACK AND WILLIAM’S RESEARCH INDICATES THAT IMPROVING LEARNING THROUGH ASSESSMENT DEPENDS ON FIVE KEY FACTORS:1. The provision of effective feedback;2. The active involvement of students in their own

learning;3. Adjusting teaching to take account of the results

of assessments;4. A recognition of the profound influence

assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning;

5. The need for students to be able to assess themselves and understand how to improve.

Refocus, p 11–13

EFFECTIVE QUESTIONING

PAT WOLFE, A LEADER IN BRAIN RESEARCH FOUND THAT:Emotion plays a significant role in

a student’s ability to learn.Emotionally negative environments/

experiences at school decrease student learning.

Emotionally meaningful experiences help make information relevant.

Refocus, p 15

PAT WOLFE, A LEADER IN BRAIN RESEARCH FOUND THAT: (CONT`D)Memory is enhanced when students

are fully engaged in the learning process;reflect on information being taught;relate to something they already know;form meaningful mental associations.

Think about your own learning experiences in relation to Wolfe`s research. Does it resonate?

Refocus, p 15

RESEARCH ON ASSESSMENT FOR LEARNING—DATA CARD ANALYSISInstructionsDeal out the research cards

among the group membersRead your card(s) and make a

personal connection to the information—anecdote, story, fact

Take turns reading the research data and sharing personal connections

KEY FACTORS IN ASSESSMENT FOR LEARNING1. Provides effective feedback for students;2. Actively involves students in their own

learning;3. Helps teachers adjust practices to take

account of the results of assessment;4. Recognizes the profound influence of

assessment on motivation and self-esteem;5. Acknowledges the need for students to be

able to assess their work and understand how to improve.

Refocus, p 16

CHARACTERISTICS OF EFFECTIVE ASSESSMENT FOR LEARNINGAssessment1. is an essential part of teaching and learning;2. Involves sharing goals (learner outcomes) with

students;3. Aims to help students know and recognize the

criteria to be achieved;4. Involves students in self-reflection;5. provides feedback that helps students recognize the

next steps and how to take them;6. is underpinned by the belief that every student can

improve; and7. involves both teacher and student reviewing and

reflecting on assessment data.Refocus, p 15

ANN DAVIES SAYS…(A CAROUSEL)InstructionsFour posters are placed around the

room, each having a quotation and a questionBrainstorm responses to the question at

your station―write these in a listAt the signal, move clockwise to the next

stationRead the list and add new ideas onlyContinue to rotate at the signalRevisit all stations and select one idea you’ll

try. Record it in your Participant Guide.

VENN DIAGRAM

Refocus, p 19

ASSESSMENT OF LEARNING…ASSESSMENT FOR LEARNING…

Adapted from Ruth Sutton

BALANCE IN ASSESSMENT—USERS AND USESInstructions Work with a partner to complete the chart

titled “Assessment Users and Uses”.List users Describe decisions each user might make. Is the user mainly concerned with large scale

or classroom assessment information.What are the implications of various stakeholders’ views on classroom assessment?

ACCORDING TO ARTER AND BUSICK (2001), SOME POSSIBLE CONCLUSIONS ABOUT ASSESSMENT USERS AND USES: Large-scale provincial achievement and standardized tests

do have an important function. They serve the information needs of some educators whose needs would not be met without achievement or standardized tests.

Classroom assessment is essential to the well-being of students. Many very important decisions are made on the basis of these data.

Classroom assessment uses go far beyond grading. Students are important consumers and users of assessment

information. We have to know what we’re doing to minimize negative effects and maximize positive effects.

Both large-scale and classroom assessments are important for the well-being of students.

MAKING CLASSROOM ASSESSMENT WORK—HOME GROUP TOPICS

Chapter 3―Beginning With the End in Mind

Chapter 4―Showing What the Learning Looks Like

Chapter 5―Evidence of LearningChapter 6―Using Assessment to Guide

InstructionChapter 7―Collecting, Organizing and

Presenting Evidence

MAKING CLASSROOM ASSESSMENT WORK—LESSONS LEARNEDJigsaw Lessons Step 1—Home Group—select five

practical/good classroom practices from your chapter (15 minutes)

Step 2—Expert Group—share and discuss ideas, identify 3 practical/good practices. (10 minutes)

Step 3—Home Group—take turns sharing the best of the best ideas. (15 minutes)

SURVEYING MY LANDSCAPEMoving Forward…Planning your

professional journeyMet―I am moving along confidently

in this area.On the Way―I am moving with

caution in this area.Beginning―I have not started

moving in this area.Refocus, p 24

UNDER THE MICROSCOPEAs I look at my responses to the Self-Reflection checklist,I feel good about…I have questions about…One of the statements I want to

meet is…I will know that I have met a goal

when…Refocus, p 25

ACTION TEMPLATEDesired outcome

State the targeted outcome that you want to move forward from red or yellow to green.

Evidence What evidence would you accept to show that the outcome has been achieved? Be specific.

Exemplars Identify specific resources that can help you accomplish the goal.

Strategies What will you do as staff (and as individuals) to move from your current position toward achieving the outcome? Be specific.

Assessment How will you monitor your progress as staff toward achieving your goal? Be specific.

Evaluation When will you as staff collect the data to summarize the level of your performance relative to your outcome statement?

WORKSHOP OUTCOMESrecognize the differences between

assessment for learning (formative assessment) and assessment of learning (summative assessment);

learn how assessment for learning can become instruction;

consider how involving students in the assessment process contributes to their achievement; and

begin to develop a personal and school plan for implementation.

CLOSING NARRATIVE Real Stories, Refocus, p 21, 22

Story of Emily, Appendix F, Vision of Success

“Students can reach any clear target that they know about and that stays still for them.”

Stiggins, 2001

“Remember that the one doing the work is the one growing the dendrites.”

Pat Wolfe, 2001