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Formative Assessment Institute. Barb Rowenhorst Jennifer Nehl Jackie Jessop Rising Pam Lange. http://fai.tie.wikispaces.net/ Need to download PowerPoint. Outcomes. To develop an understanding of how and when to utilize performance assessments. - PowerPoint PPT Presentation
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Formative Assessment Institute
Barb Rowenhorst
Jennifer Nehl
Jackie Jessop Rising
Pam Lange
http://fai.tie.wikispaces.net/
Need to download PowerPoint
Outcomes
• To develop an understanding of how and when to utilize performance assessments.
• To extend our knowledge of technology integration with assessment practices.
• Critique, develop, and/or modify your district’s professional development plan as it pertains to formative assessment.
Agenda
March 30 (8:00 – 3:30)– Research of Performance Assessments– Checklists, scoring guides, rubrics– Formative Assessment Technology
March 31 (8:00 – 2:00)– Sharing of FAI products– Professional Development Planning– District Planning– Celebration
ResearchScavenger Hunt
Jennifer Nehl
Articles/Research
• Performance AssessmentBy Samuel J. Meisels,
Ed.D.
• Implementing Performance Assessment in the Classroom
By Amy Brualdi,
• Performance AssessmentBy David Sweet
Paraphrase Passport
1. Team members form pairs.
2. Instructor poses question or problems.
3. Team members individually read and
process.
4. The first team member (partner)
begins speaking while the second
partner listens without commenting.
Paraphrase Passport5. The first team member (partner) stops
talking.
6. The second team member (partner)
paraphrases what the first team member
(partner) says while the first team member
(partner) listens silently.
7. The partner confirms the accuracy of the
paraphrasing.
8. The roles reverse.
Paraphrase PassportGuiding Questions from Instructor
1.Address the research regarding Performance Assessment.
2.Discuss the benefits of Performance Assessment.
3.Discuss the student involvement component of Performance Assessment.
4.Review the application component of Performance Assessment in the classroom.
Paraphrase Passport• Highlight information which addresses guiding
questions as you read.
• Put a Question Mark (?) by information that you need clarification on or don’t agree with.
• Put an exclamation mark (!) by information that provides any AH HA! moments.
• Put an equal (=) sign by information that you agree with.
• While a team member is speaking, others are taking notes on a T-Chart.
Scavenger HuntOn a scale of 1 -5:
• How familiar are you with your resources in the Classroom Assessment for Student Learning book?
• How familiar are you with your resources on the Classroom Assessment for Student Learning CD?
•Find an elbow partner with a person from another table.
•Complete the Scavenger Hunt worksheet provided.
Scavenger Hunt
•Put a Question Mark (?) by information that you need clarification on or don’t agree with.
•Put an exclamation mark (!) by information that provides any AH HA! moments.
•Put and equal (=) sign by information that you agree with.
Performance Assessments Tasks & Criteria
Barb Rowenhorst
Performance Assessments
Which of the following is best described as a performance assessment?
1. Matt writes his recipe for making an apple pie.
2. Sally builds a birdhouse.
3. Steven takes his written driver's permit test.
4. Cleo takes the multiple-choice SAT to get into college.
Performance Assessments
In what way is performance assessment different or unique when compared to essay assessment?
1. Performance assessment requires scoring rubrics.
2. Performance assessment is more objective.
3. Performance assessment is fairer than essay assessment.
4. One must determine the type of performance product to be assessed.
Performance Assessments
Steven gets a good grade on his multiple-choice test on the solar system. Yet when he is asked to create a science fair project regarding the solar system he fails miserably. What has probably occurred?
1. Performance assessment has shown that Steven has not mastered the material at higher levels in understanding.
2. The performance assessment was biased.
3. The science fair assignment was confusing.
4. Steven has demonstrated that he is not good at making things in general.
Performance Assessment
Stiggins refers to performance tasks and performance criteria.
•What are these?
•How are they different?
•How do they relate to performance
assessments?
•What are some examples of each?
2-4-8 Reflection
• Pair (someone not in your district)
• Define (in your own words)– Tasks– Criteria
• Give 2 examples (preferably not from the book)
Pages 192 – 194
2-4-8 Reflection• Combine partners to make a group of 4
– Share each partner’s definitions– Come to “group” consensus on a definition for each
term
• Combine the group of 4 to make a group of 8– Share each team’s definitions– Come to “group” consensus on a definition for each
term– Put your definitions on chart paper and post
C
Revised curriculum, instruction and assessmentaligned to standards
Data drives your decisions
Curriculum data aligned to standards
Assessment dataaligned to standards
Curriculum mapping Analysis of results
Writtencurriculum
Taughtcurriculum
State andNational
Local
Performance Pathways An Integrated Data Solution for Student Achievement
Performance Assessment Learning Target
Tasks Criteria
RubricsChecklist
s
Exercises
Scoring
Guides
Activities
5 DimensionsContentClarity
FeasibilityFairness & Accuracy
Sampling
4 DimensionsContentClarity
PracticalityTechnical Quality & Fairness
Performance Criteria
• Making clear decisions about your criteria before you begin will help make the scoring process quick, fair, and accurate.
• Do your students feel like Sally?
Performance Criteria
Three Kinds For Teacher and Student Use
Checklist
Scoring Guide
Rubric
What Are Checklists?
Checklists: ExampleOral Presentations
• What makes a good oral presentation?
Checklists
When might you use a checklist?
Checklists
Develop checklists on-line• Writing, science, oral presentations, multi-
media
http://pblchecklist.4teachers.org/checklist.shtml
What is a Scoring Guide?
Scoring Guide Defined
• A scoring guide is nothing more than assigning points to items
• Designed to rate papers on separate criteria
• Doesn’t talk about the quality of the items
Scoring Guide: ExampleOral Presentations
• What makes a good oral presentation?
• Assign points to the list of expectations.
Scoring Guide
• When might you use a scoring guide?
What is a Rubric?
Rubric Defined
• Clear characteristics for each level of performance to be assessed.
• Students know what is expected, how well they have done, and what they need to accomplish in the future.
Rubrics
Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task, then how far this was achieved [criteria], and finally be given help in knowing how to move closer towards the desired goal or ‘in closing the gap’.
-Clarke, 1998, p. 68 as quoted in Seven Strategies for Student Learning, Chappuis
Rubrics: ExampleOral Presentations
• What makes a good oral presentation?
• Watch the videos and score the “Delivery” part of the rubric.
Rubrics: Oral Presentations
• Insert video clips
Rubrics
1 2 3 4
What rating did you give speech #1?
Rubrics
1 2 3 4
What rating did you give speech #1?What rating did you give speech #2?
Rubrics: Pros & Cons
What are some advantages and disadvantages of using
checklists/scoring guides/rubrics?
Let’s Practice
Determine your task
Develop your criteria for your task
Create a rubric from your criteria
Performance Assessments
• Recognize that children can express what they know and can do in many different ways.
• Evaluate progress as well as performance.
• Involve children in the process of assessing their own growth.
• Contribute to meaningful curriculum planning and the design of appropriate interventions.
• Give parents specific, direct, and understandable information about their child.
Technology Integration
Jackie Jessop Rising
Using Technology with Performance Assessments
– Checklist– Scoring Guide– Rubric
Animoto
What is it?
•A free video site•Upload your photos•Choose your music•Let animoto do the work
www.animoto.com
•Completely automatic•Easy to use•30-second shorts are for free•Paid version offers longer videos•inexpensive
Choose your video type:
Get your images.
Upload your images.
EDIT
TEXT
Choose your music.
Title and Create
How do I use it in my classroom?
Your Turn
How can these be assessed?
ChecklistScoring Guide
Rubric
Select CREATE.
How do I use it in my classroom?
Descriptive Feedback
Student and Teacher
Pros & Cons
• free• accents can be
changed• easily
embeddable• fun for all• adds variety
• limited to 60 seconds of
• the speed of the speech cannot be customized.
• must spell phonetically
Your Turn
How can this be assessed?
ChecklistScoring Guide
Rubric
•Send a text to 99503
•In message body, include keyword 13430
•Then your answer
Cell Phone Users
or Use the Web
http://tinyurl.com/c6td46
Day Two
Sharing Information
Barb/Jackie
Sharing: Expectations
Share something you have done with formative assessment during the last 2
years.
Product
Process
Assessment
Analysis
Sharing: Discussion Structure
• Protocol “Save the Last Word for Me”
• Formative Assessment Discussion Guide– You will be given extra time to fill this portion out.
• Discuss time limits – important
Facilitator and Timekeeper
Sharing: First Round
First Round Grouping• 4 to a group• Different schools per group
Three minutes to group
Sharing: Discussion Guide
25 minutes
Sharing: Reflection
Sharing Discussion Guide (bottom)Individually, take five minutes and reflect on the information you have learned.
Ideas:– What might you like to report back to
your team?– Suggestions for your district– Ideas that you might use in your position
10 minutes to reflect
Sharing: Second Round
Second Round Grouping• 4 to a group• Different schools per group
Three minutes to group
25 minutes
Sharing: Reflection
Sharing Discussion Guide (bottom)Individually, take five minutes and reflect on the information you have learned.
Ideas:– What might you like to report back to
your team?– Suggestions for your district– Ideas that you might use in your position
10 minutes to reflect
Formative AssessmentReflective Questions
Jen
1. Choose a question which:• addresses any concerns you may have, OR• you feel you may have some expertise in
providing guidance.
2.You will have 10 minutes with your questions. At the end of 10 minutes, we will signal the time has expired.
3.If you would like to change tables you may, or you may choose to stay at your current table.
4.We will repeat the process six times.
Please share your expertise, concerns and questions!!
Reflective Questions
Professional Development
Pam
Professional Development
• Set the vision for year-long professional development – based on data– Handout at August In-service
– Year-long professional development plan
– Professional development content
– Expectations of implementation
Professional Development
• All districts are in different places
• A Professional Development Journey Handout– Color One: Currently evident– Color Two: Weak area or not evident
• You will have 20 minutes to begin your discussion
• Individually, complete Professional Development Capacity Survey
• As a group, score your survey (Refer to example on how to score survey)
• Determine perceived strengths and weaknesses
• 20 minutes to complete this activity
Professional Development
• Select weak area or area of focus
• Brainstorm why this area might be weak or needs to be a focus (true brainstorm)– 2 minutes
• Cross off what you can’t control
Professional Development
• How can you have input into 2009-10 professional development calendar?
• How many professional development days are scheduled in your district?
• Consider PD Planning Guide for 09-10 Professional Development.
• What additional resources might your district need?
Professional Development
FAI Training
• Second Round Cohort
• On-site at District: TIE– First Come First Serve Basis
Plan Time
Seven Strategies for Assessment FOR
LearningWhere am I going?1.Provide a clear and understandable vision of the learning target.2.Use examples and models of strong and weak work.
Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.
How can I close the gap?5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection and let them keep track of and share their learning.
We’ll Miss You
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