ASSESSMENTIt defines acceptable evidence of

student’s attainment of desired results.

It determines authentic performance tasks that the student is expected to do

to demonstrate the desired understandings.

It defines the criteria against which the student’s performances or products

shall be judged.

Assessment Are they directly linked to

standards through clearly stated criteria?

Do they provide for multiple sources of evidence to document student progress/attainment of standards?

OUR

“UNDERSTANDINGS” ABOUT CLASSROOM ASSESSMENT:

Effective Assessment :

Is aligned with standards, curriculum, and instruction. (Stage 1 and 3 alignment)

Enables All students to demonstrate what they know and can do. Guides teaching and learning. It is about more than grades for the grade book. Produces valid and reliable results about student learning. Is considered relevant and worthwhile by students in providing guidance and feedback.

Principles of Effective Classroom Assessment

Assessment should be used as a teaching and learning tool for teachers and students.

Assessment is an on-going process which provides feedback to students.

Teachers should use a variety of assessments over time.

Teachers should communicate expectations for performance.

Assessment should be matched to standards and goals of the unit.

Teachers should define what evidence they will accept that demonstrates proficiency ( to show what they know and are able to do ).

Assessment should be put into context as they relate to standard, benchmark, and lessons.

Assessment tools should be equitable.

TWO VIEWS OF ASSESSMENT

ASSESSMENT IS FOR ASSESSMENT IS FOR

Gate keeping Nurturing

Judging Guiding

Right Answer Self Reflection

Control Information

Comparison to others Comparison to task

Use with single activities Use over multiple activities

Ongoing AssessmentSome teachers talk

about ---Some teachers talk

about ---

LEARNING GRADESVS.

Can these two coexist peacefully?

Should one receive emphasis over the other?

assessment serves

different purposes…

Use Formative and Summative Assessment

Formative Assessment( Assessment FOR Learning)

Summative Assessment(Assessment OF Learning)

The assessment done at the end of a unit, course, grade level. Provides a final summation of learning.

Quiz, teacher observations, mid-unit test, one minute essay

Gives feedback to either the teacher or student (or both) on what revisions to make to teaching or to student work.

Assessment occurring during the process of a unit or a course. During the formation of a concept or item. Answers question: How are the students doing? What are they learning? What misconceptions do they have?

End of chapter, final exam, final draft of writing portfolio, senior exhibition.

The adding-up or summary stage. Summarizes the learning for both the teacher and the students

Formative assessment critical

We do too much “testing” and not enough “feedback giving”

The research is clear: lots of formative assessment and opportunities to use it is key to the greatest gains in learning, as measured on conventional test

• See Black and William, “Inside the Black Box” in the Kappan, and How People Learn, Bransford etal.

On-going Assessment:A diagnostic continuum

FEEDBACK and GOAL SETTING

PRE-ASSESSMENT(Finding Out)

FORMATIVE ASSESSMENT(Keeping Track & Checking-up)

POST-ASSESSMENT(Finding Out)

Pre-testGraphing for Greatness

InventoryKWL

ChecklistObservation

Self-evaluationQuestioning

Conference Exit CardPeer Evaluation Portfolio Check3-minute pause QuizObservation Journal EntryTalk around Self-evaluationQuestioning

Unit TestPerformance TaskProduct/ExhibitsDemonstration

Portfolio Review

Pre- Assessment

What the student already knows about what is being planned?

What standards, objectives, concepts & skill the individual student understands?

What further instruction and opportunities for mastery are needed?

What requires re-teaching or enhancement?

What areas of interests and feelings are in the different areas of the study?

How to set up flexible group: Whole, individual, partner, or small group?

Common Types of

Readiness or Pre-Assessment

K-W-L CheckPre-TestSkills CheckMisconception CheckWriting simples or journal with promptMind mapping (graphic organizer)Checklist through observation, cruisingStudent products and work samplesInterviews or oral defenceDraw what you knowAnticipation / reaction guideInformal Q and A

Formative Assessment is

ASSESSMENT FOR LEARNING

“formative” and “diagnostic” is feedback and guidance for learners and their teachers or “coaches”

• The purpose, not the format or content, is what determines whether an assessment is summative(of learning) vs. formative (for learning)

THINKING ABOUT

ON-GOING ASSESSMENTSTUDENT DATA

SOURCESTEACHERS DATA

MECHANISMS

1. Journal entry2. Short answer test3. Open response test4. Home learning5. Notebook6. Oral response7. Portfolio entry8. Exhibition9. Culminating product10.Question writing11.Problem solving

1. Anecdotal records2. Observation by checklist3. Skills checklist4. Class discussion5. Small group interaction6. Teacher-student conference7. Assessment station8. Exit cards9. Problem posing10.Performance task & rubrics

YES / NO Cards

Using a 4 x 6 index card the student writes YES on one side and NO on the other.

When a question is asked the students hold up YES or NO. 1. Ask the students if they know the following vocabulary

words and what they mean.2. Call out a word. If a student is holding a YES they may be

called on to give the correct answer.3. Remind them that if they don’t know the words it is OK

because they will be learning them.4. You can do the same thing with conceptual ideas, etc.

SUMMATIVE ASSESSMENT

Of Learning and Engagement and Assessment of Understanding

Summative Performance Task To Assess Understanding of

Your Unit

• Using the GRASPS model or a narrative model, develop an assessment that demonstrates real world relevance to your topic and that will show transfer of learning

• Identify the criteria you will use to evaluate this task

• Use the Stage 2 GRASPS section of your template to complete this work.

Scenarios for Authentic Tasks

GRASPS

• Build assessment anchored in authentic task using GRASPS

What is the Goal in the scenario?

What is the Role?

Who is the Audience?

What is your Situation (context)?

What is the Performance challenge?

By what Standards will work be judged in the scenario?See for specific examples

Assessment is the key to improvement

in teaching and learning; it is not

just evaluation.