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Assessment Literacy Training of Trainers
Icebreaker Activity
UEA Assessment Literacy Task Force
• Diverse
• Teacher‐driven
• Grassroots
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Agenda:
• Why create an assessment curriculum?
• Key concepts of assessment literacy.
• Format of assessment training modules.
• Tips for successful assessment training.
• Overview of each training module.
Handouts: • PowerPoint presentation
• Utah Effective Teaching Standards: Standard 5
• Differentiated Assessment Classroom Scenario
• My Chocolate Chip Cookie Rubric
• Data‐Driven Instruction module presenter notes
• Student data
What do you think of when you hear the word
“assessment”?
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Why assessment literacy
Because of the power of assessment to support student
learning.
Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
The Teacher: a. Designs or selects pre‐assessments, formative and summative assessments in a variety of
formats that match learning objectives and engage the learner in demonstrating knowledge and skills.
b. Engages students in understanding and identifying the elements of quality work and provides them with timely and descriptive feedback to guide their progress in producing that work.
Utah Effective Teaching Standards
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Training Modules:
1. Data‐Driven Instruction
2. Assessment Design
3. Differentiated Assessment
4. Self‐Assessment: Rubrics, Goal Setting and Reflection
5. Effective Student Feedback
Effective use of data can ensure every child is on the path to success.
Breaking down the data wall…one brick at a time.
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Facilitator Discussion
Data‐DrivenInstruction
“ There is no value in assessing students if it does not impact learning and instruction.”
‐ Fullan, Crevola and Hill
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ESSENTIAL QUESTIONS
– Essential Question 1: What is baseline data and how can we use it?
– Essential Question 2: How do we write measurable instructional goals?
– Essential Question 3: What are formative assessments and how are they different from summative assessments?
– Essential Question 4: How can we use formative assessment data to focus immediate instructional interventions?
Baseline data is a “line in the sand” to measure student progress toward
academic goals.
‐ Quantifiable
‐ Who?
‐ What?
‐ When?
Hard Data:
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‐ Qualitative
‐ Surveys
‐ Interviews
‐ Opinion Polls
‐ Observation
Soft Data:
Observation
Survey Results
Interviews
TriangulationAnalysis
Based on the data, how would you structure learning for this student?
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Measurable instructional goals with clear student‐learning targets are key
to student success.
Involve stakeholders in data discussions to deepen community understanding of
student learning…
while working to create transparency and protect confidentiality.
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Facilitator Discussion
Assessment Design
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• Essential Question 1: What are the different types of assessments?
• Essential Question 2: When do we use different types of assessments?
• Essential Question 3: How do we design effective assessments?
Essential Questions
Summative assessments are given at the end of instruction and are an assessment of learning.
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Formative assessments are given during instruction to determine where students are during the learning process and are an assessment for learning.
Summative data are used to gauge learning at a specific point in time…
but, are usually collected too late in the learning process to adjust teaching.
Formative data provide information while learning is happening…
so the teacher can check for understanding and make adjustments.
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Summative assessments SUM it up.
Formative assessment helps FORMday‐to‐day instruction.
©2003 Brigham Young University
Types of Test Questions
©2003 Brigham Young University
World War II was mostly the fault of:
a. France because of DeGaulle’s policies.
b. Britain because of Chamberlain’s policies.
c. Germany because of Hitler’s policies.
d. America because of Roosevelt’s policies.
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___________ and ___________, the intrepid
explorers, trekked west to the ___________
river, and from there to ___________.
Fill in the Blank
Lewis and Clark started their journey into
Oregon via the ___________ river.
Fill in the Blank
Kahoot
To sign up for a your own accountGo to: https://create.kahoot.it
Sign up for free account
Kahoot is a free resource you can use for formative assessment such as quizzes, discussions and surveys. Students with access to the Internet can use their
phone or tablet to play.
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Let’s Play Kahoot!
Go to: https://kahoot.it
Enter the “Game pin” number given bythe presenter and click on “Enter.”
Assessment Design
Facilitator Discussion
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Differentiated Assessment
100% Engagement
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A Perfect Learning Environment
• Student directed.
• No fear of failure.
• Success is attainable.
• Success is rewarded with more sophistication.
• Essential Question 1: Why a differentiated classroom?
• Essential Question 2: How is differentiated assessment different from other assessments?
• Essential Question 3: What does differentiated assessment look like?
Essential Questions
Differentiated assessment cannot be separated from
these three vital components.
They are each part of the puzzle.
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Purpose: “…to quickly optimize the match between learner need and teacher instruction.”
‐ Tomlinson and Moon
Learning Profile:
• Readiness
• Learning style
• Interest
Differentiated Content and Pre‐Assessment
1. The power of becoming skilled in self‐assessment.
2. The importance of metacognition when monitoring their progress.
3. The motivation that can result from setting their own goals to progress in learning.
“At the heart of our assessment dilemma are missed
opportunities to harness the energy of students as
collaborators in the assessment process.”− Bond
Differentiated Process and Self‐Assessment
Assessment as arehearsal for learning?
Differentiated Product andPerformance and Choice Assessment
• Performance Assessment.
• Choice.
• More than one opportunity for success.
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Differentiated AssessmentAcross the Curriculum
Differentiated Assessment as Part ofContent, Process and Product
Assessment for Learning
Assessment as Learning
Assessment of Learning
• Enables teachers to use information about students’ knowledge, understanding and skills to inform their teaching.
• Involves students in the learning process where they monitor their own progress, ask questions and practice skills.
• Teachers use evidence of student learning to assess student achievement against learning goals and standards.
Differentiated Assessment Classroom Scenario
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To impact student learningdifferentiated assessment must be:
Deliberate.
Planned.
Applied in systematic and purposeful ways.
Facilitator Discussion
Self–Assessment: Rubrics, Goal Setting and Reflection
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Why self‐assessment?
"Self‐assessment empowers students to guide their own learning and internalize the criteria for judging success.”
– McMillan and Hearn
Essential Question 1: How do I help my students set and accomplish goals based on data?
Essential Question 2: How do I effectively use rubrics in the self‐assessment process?
Essential Question 3: How do I help students reflect on their growth?
EssentialQuestions
Where am I now?Analyzing data
Where am I trying to go?Knowing progress toward
learning targets
How will I know if I’ve arrived?Awareness of thinking
and reflection
What do I need to get there?Implementing strategies to
improve performance
Student Self‐Assessment Cycle
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Student Goal Setting
“Setting goals squarely on student performance is a powerful way to enhance student achievement.”
– Stronge and Grant
• Express goals positively.
• Be accurate.
• Set priorities.
• Keep goals small.
• Set goals students have control over.
• Set specific, measurable goals.
Basics of Effective Goal Setting
Vague: I will read faster.
SMART: I will increase my reading fluency by the next marking period.
SMARTer: I will increase my words per minute from 45 to 70 on level I by May. I will do this by practicing my speed, phrasing and sight words for 10 extra minutes each night.
A teacher can guide a first‐grade student in setting a goal to improve reading fluency.
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Think of a teaching standard or teaching practice you would like to improve and
write a SMART goal.
A goal is an outcome, something that will make a difference as a result of achieving it.
• Appropriate.
• Definable.
• Observable.
• Distinct from one another.
• Complete.
• Able to support descriptions along the continuum of quality.
Student‐Friendly Rubrics
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How does your cookie crumble?
● Think
● Analyze
● Plan
Reflection occurs when students…
Types of Reflection
Oral● Teacher/student
● Student/student
● Class discussion
Written● Journals
● Essays
● Assessment questions
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Triangle, Square, Circle Reflection
Getting across the finish line is something all students can do!
“Accurate self‐assessment is ... crucial for education to be a lifelong enterprise that continues far after the student has left the classroom.”
– Dunning, Heath and Suls
Skills
Stu
dy
Life
Work
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Facilitator Discussion
EffectiveStudent Feedback
Two‐Minute Communication Cycle
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Standard 5: Assessment
The teacher uses multiple methods of assessment to engage learners in their own growth, monitor learner progress, guide planning and instruction, and determine whether the outcomes described in content standards have been met.
The Teacher:
B. Engages students in understanding and identifying the elements of quality work and provides them with timely and descriptive feedback to guide their progress in producing that work.
Utah Effective Teaching Standards
ESSENTIAL QUESTIONS
• Essential Question 1: What makes feedback effective?
• Essential Question 2: How can I make feedback part of my system?
• Essential Question 3: How can I make feedback a two‐way street?
Essential Questions
Essential Question 1
What makes feedback effective?
• Goal‐referenced
• User‐friendly
• Timely
• Ongoing
• Consistent
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Whole‐Class Feedback Versus Individual Feedback
Simplify feedback so it applies to a whole class…
not just individuals.
Rubric: Checking for Patterns in Student Errors.
Levels of Feedback
1. Task feedback
2. Process feedback
3. Self‐regulation feedback
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Task Feedback
Identifies how well a student performs a given task.
Students feel empowered when they are given the opportunity for reflection and to tell the teacher how they feel.
Receiving Feedback From Students
• Look at your feedback.
• Assess timeliness of feedback.
• Discuss how to increase usefulness of feedback.
Time for teacher reflection:
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Effective feedback motivates students.
Facilitator Discussion
Presenting the Assessment Literacy modules in your local.
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The Role of the Trainer:
• Familiarize yourself with content.
• Prepare resources.
• Present modules in the recommended sequence.
Module Design:
• PowerPoint presentation
• Presenter notes
• Stop signs
• Handouts and resource guides
• Training roster and data collection sheet
• Template for re‐licensure points
Let’s walk through one module together!
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2‐3 Weeks prior…
At least 1 week prior…
At least 3 days prior…
Day of…
UEA Assessment Literacy Task Force
A Successful Presentation Many
• Members‐only benefit
• Data collection
• Customizing training for your local
• Regional training of trainers
• Value for everymember
• Advertising
• Participant materials
• Location of training
• University credit
Things to consider
Facilitator Discussion
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What are your feelings about Assessment Literacy now?
Breaking down the data wall…one brick at a time.
For more information go tomyUEA.org/AssessmentLiteracy
© 2015 Utah Education Association
