Chapman Learning Lab Results

What?Why?How?

Assessment

EnduringUnderstanding

“Assessment is essential for effective instruction and improved student

learning.”

‘I Can’ Statements for Today

I can identify the three types of classroom assessments and determine the purpose of each

I can use a variety of assessment methods to gather evidence “For” and “Of” student learning

I can implement a variety of formative assessment techniques in my classroom

I can apply ‘Backward Design’ best practices

WHAT is assessment?

The word asssess is from the Latin assidereassidere, which means “to sit beside.” This implies that assessment is something we do “with” and “for”students, not “to” them. (Green, 1999)

AssessmentAssessment

Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task.

(Harlen, Gipps, Broadfoot, Nuttal,1992)

WHY do we assess students?

Some teachers talk about LEARNING

Some teachers talk aboutGRADES

WHY do we assess?

Assessment serves different purposes at different times depending on the needs

of the instructional process.

1. It may be used to find out what students already know and can do.

2. It may be used to help students and teachers improve their learning or instruction.

3. It may be used to let students, parents, and administrators know how much students have learned within a prescribed period of time.

Assessment Process

Assessment Process

Before

DuringAfter

Pre-Assessment/Diagnostic

Often focuses on one area or domain of knowledge

Best used at the initial point of instruction to get a glimpse into the learner’s stage of learning

Determines the current level of knowledge and skill of a learner

Helps teachers determine flexible grouping and should be used regularly

Types of Pre-Assessment/Diagnostic

Pre-test KWL charts Graphic

organizer Student

discussions Checklist Student products

Writing samples Writing prompts Teacher observations Spelling inventory Entrance/exit slip

Reading and Reflecting on the TextFormative and Summative Assessments in the Classroom (Garrison and Ehringhaus)

Four A’s Protocol

1. As you read, code the text for the following ideas:

An idea with which you Agree (agree with and understand…)

An idea with which you can Argue (question or not sure of…)

An idea for which you could Advocate (strongly agree with and would highly support…)

A idea for which you Aspire (not there yet, but something you feel strongly about working towards…)

2. Discuss your ideas with a partner at your table.

3. Record a “big idea” from this article.

Formative Assessment - Research

“Many studies demonstrate that when formative assessment is used to improve learning during instruction, student achievement improves.”

“The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size.”

“…few interventions in education come close to having the same level of impact as assessment for learning.” (Stiggins, et al, 2006)

Formative assessment has an “effect size of 0.4 to 0.7”. This is equal to moving a student from the 50th percentile to the 70th percentile. This effect size is larger than most of those found for other educational interventions. Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148

Formative Assessment

Assessment for Learning

Occurs at varying intervals while learning is still underway to Determine student needsEvaluate the quality of student learningPlan next steps in instruction Provide students feedback they can use to improve the quality of their workEvaluate the quality of the instructionHelp students see where they are, where they are going, and how they are progressing

It is not about accountability – it is about getting better!

Questioning and Formative Assessment

“Effective use of questioning arouses curiosity, Stimulates interest, and motivates students to seeknew information. Students engaged in the questioning process benefit from the clarification of concepts, emergence of key points, and enhancement of problem-solving skills. Using questioning, teachers assess students’ knowledge, determine needs for focused reteaching, and encourage students to think at higher cognitive levels.” (Caram, C. and Davis, P., 2005)

How do you ensure that your questioning techniques Lead you to assess student knowledge, determine their needs, and encourage higher levels of thinking?

Summative Assessment

Assessment of/after Learning

Generally taken by students at the end of a unit or semester to demonstrate the "sum" of what they have or have not learned. Summative assessment methods are the most traditional way of evaluating student work. Tied to grades or some type of measurement

"Good summative assessments - tests and other graded evaluations - must be demonstrably reliable, valid, and free of bias" (Angelo and Cross, 1993).

Summative Assessment

Summative assessments are designed to determine how much learning has occurred after a significant period of instruction. The data from such assessment is often used to determine report card grades.

Summative Assessments

State assessments – ARMT+ End-of-unit or chapter tests End-of-term or semester exams Scores that are used for

accountability for schools (AYP) and students (report card grades)

Any assessment that is assigned a grade

Formative and Summative Assessments

The Garden Analogy

If we think of our

children as plants….

Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants.

Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth and strong healthy development.

The summative is in the upper while the formative is in the down side. The analogy is the summative assessment only

covers a little part of whole learning process. The formative is based more on students’ level of understanding.

Factors Inhibiting Effective Assessment

A tendency for teachers to assess quantity and presentation of work rather than quality of learning.

Greater attention given to marking and grading, much of it tending to lower the self esteem of students, rather than providing advice for improvement.

A strong emphasis on comparing students with each other, which sometimes demoralizes the less successful learners.

Self Evaluation

Where would you place your assessment practice on the following continuum?

Is the assessment focused on:Quantity of work/Presentation Quality of learning

Marking/Grading

Advice for improvement

Comparing students Identifying individual

progressHow are you bridging summative and formative assessments to positively impact student achievement in your school?

Assessment ‘Ink Think’

SHHH!! This activity is a no-talking activity. We are going to read and think about assessment.

•You will read and respond to a quote that is already posted

on chart paper.•We will rotate to different quotes VERY QUICKLY. You

may respond to the quote or someone else’s response.•GRAB a pencil/pen. DRAW a card from the small deck

at your table. MATCH your card to one of the posters,

and you may BEGIN reading and responding to your

first quote. •Remember – No talking, just written responses.

Backward Design

What is Backward Design?

An instructional design method which begins with the end in mind—

What do students need to know and be able to do?From this end, teachers work backwards to develop assessments and activities to meet this goal

“I always know where I am going as I teach, because I have already been there in my planning.” Stacy Irvin , Highland Middle

Understanding by Design - Backward Design

The Backward Design approach consists of three general stages:

1.Identify desired results

2.Determine acceptable evidence

3.Plan experiences and instruction

Backward Design – Desired Results

Stage 1 – Identify Desired Results

Consider the goal –

1. What should students know, understand, and be able to do?

2. What “enduring” understandings are desired?

3. What questions are worth pursuing?4. What specific knowledge and skills are

needed for effective performance?

Wiggins & McTighe 2009

Backward Design – Curricular Priorities

“nice to know”

foundational knowledgeand skill

big idea andcore tasks

30

Definition ofdistributive property

How to group& regroup

Equivalence, and being able to simplify, to solve

real problems,

using the idea

big idea –enduring

understanding

foundational skill

“nice to know”

Sample of Curricular Priorities

Backward Design – Assessment Evidence

Stage 2. Determine Acceptable Evidence

Consider the evidence of learning (assessment)

How will we know students have met the content standards?What will we use as evidence of proficiency?

The goal is to obtain valid, reliable, credible, and useful evidence (authentic performance tasks, rubrics (products), and self-assessment).

Wiggins & McTighe 2009

Backward Design – Instruction

Stage 3. Plan learning experiences and instruction

With goals and assessments in place – time to plan instruction

What learning experiences and instruction will promote the desired understanding, knowledge, and skills of Stage 1?How will instruction ensure all students are engaged?Consider the WHERETO elements as guidelinesThe learning plan is focused on “effective” and “engaging” learning experiences

Wiggins & McTighe 2009

Backward Design - WHERETO

WHERETO

“Where are we headed?” (the student’s Q!)How will students be “Hooked”?What opportunities will there be to be equipped and to Experience and Explore key ideas?What will provide opportunities to Rethink, Rehearse, Refine, and Revise?How will students Evaluate their work?How will the work be Tailored to individual needs, interests, styles?How will the work be Organized for maximal engagement and effectiveness?

Wiggins and McTighe (2002)

Summary - Research on Effective Assessment

Black and William’s (1998) research indicates that improving student learning through assessment depends on five factors.

1.Providing effective feedback to students2.The active involvement of students in their own learning3.Adjusting teaching to take account of the results of assessment 4.Recognizing the profound influence of assessment on students’ motivation and self-esteem – both crucial influences on learning5.The need for students to be able to assess themselves and understand how to improve

EXIT WRITING: Time to Reflect

Spend a few moments reflecting on today….

What was your most significant learning?What specific actions do you plan to take?What results would you like to see from those actions?How will you assess the effectiveness of these actions?