Student Assessment 2014-2015 CERRA National Board Candidate Support Workshop Toolkit WS5 2014

Student Assessment2014-2015

CERRA National Board Candidate Support

Workshop Toolkit

WS5

2014

CERRA National Board Toolkit 2

Essential Questions• How do I use a variety of valid assessments,

including summative and formative assessments?

• How do my assessment practices provide students with a variety of opportunities to demonstrate what they know?

• How do I use student assessment to drive instruction?



Unit Planning: Basics• Units of study are the vehicles for delivering learning

opportunities.

Consider the following: standards, student knowledge and abilities, student interests, and student needs.

• Begin with an assessment of student knowledge and determine what students need to know (ex. diagnostic test, class discussion, survey, standardized scores).

• Focus on identified, measurable learning goals, not generalities.

More of Unit Planning: Basics

• Include differentiated learning and student investigative opportunities.

• Demonstrate on-going and varied assessments.• Clearly define and address standards.• Assess knowledge and application of that

knowledge.



Questions for Unit Planning1. How does this unit promote rigorous study?

2. How do activities in this unit relate to real life?

3. How does this unit reflect the personal, social, or global issues of students?

4. What activities engage students?


More Questions for Unit Planning

5. What activities demand higher level thinking skills and encourage students to ask questions?

6. How will I inform students in the beginning of the unit about how they will be assessed?

7. What standards or curriculum requirements are addressed in this unit?

8. What learning questions are developed for this unit?

9. In what ways is this unit age-appropriate?

Student Assessment within a Unit of Study

• Assessment of students after a previous unit of study (their new skills and levels, learning continuum, current abilities)

• Assessment of contextual factors (student backgrounds, prior knowledge, needs, differentiated instruction)

• Identification of standards and curriculum requirements (NBPTS standards, state/district guidelines)


Student Assessment with a Unit of Study (cont.)

• Selection of unit (theme, life issues, problems)• Determining questions for learning • Designing assessments that support the plan of

instruction, including rubric design (if used as part of assessment)

• Instructional activities and resources• Analysis and reflection• Additional assessment(s) of student learning within

the continuum based on students’ new set of skills & knowledge


Assessment and Evaluation Compared

Assessment focuses on learning, teaching, and outcomes. It provides information for improving learning and teaching. Assessment is an interactive process between students and faculty that informs faculty how well their students are learning what they are teaching. The information is used by faculty to make changes in the learning environment and is shared with students to assist them in improving their learning and study habits.

Evaluation focuses on grades and may reflect classroom components other than course content and mastery level. These could include discussion, cooperation, attendance, and verbal ability.

• http://web.duke.edu/arc/documents/The%20difference%20between%20assessment%20and%20evaluation.pdf



Formative Assessment• Provides feedback to students about their learning

progress• Informs teachers of areas of mastery and areas for

growth• Occurs during the unit of learning; is ongoing• Can include self-assessment and teacher observation• May be informal (ex. exit slip, log, discussion)• Shapes future learning


Summative Assessment• Provides evaluation at the conclusion of a course of

study (ex. chapter, unit, book, broad topic)• Judges students’ skills or knowledge• Evaluates degree to which course met its goals• May determine whether student earns credit for a

course • May include final exams, culminating projects,

portfolio • Sums up learning within a time period (ex. unit, year)

Design Assessments that Support the Instructional Plan

• What formative assessments will I plan that will provide my students and me with feedback about their learning in progress?

• What might these assessments look like? • How will I develop the types and frequency of formative assessments

that will allow me to adjust the lessons to accommodate differentiated learning?

• What summative assessment(s) will I develop that will showcase student learning with regard to the standards?

• What product(s) will I ask my students to provide that will provide an opportunity for them to apply their new learning?


Authentic and Traditional Assessments

• Authentic—related to real-world tasks (ex. students write an item such as a letter or short story, create a product, do a performance, demonstrate a skill, offer solutions to a problem)

• Traditional—based more on teacher-produced assessment such as objective questions, standardized tests


Rubric Design• In what ways does the rubric serve to inform

my students of the standards on which they will be assessed?

• How have I created distinct and describable differences between levels on the rubric?

• Do I have at least one criteria for each targeted standard?

• In what ways might I have my students help to develop and apply the rubrics?


Internet Resources for Creating Rubrics

• teAchnology:

http://www.teach-nology.com/web_tools/rubrics/

• Rubrics4Teachers: http://www.rubrics4teachers.com/


Bloom’s Taxonomy: Keep in Mind for Questions and Tasks


Gardner’s Multiple Intelligences


One Way to Look at It …Instructional

Activity/Summative Product or

Performance

Possible Level on Bloom’s Taxonomy

Possible Multiple Intelligences

Design an ad

Create a musical presentation about …

Create a comic strip

Create a classroom museum

Draw a map

Write in a learning log



Pulling It All TogetherPlanning for Student Assessment in Instruction

Unit Theme: __________________________________

Unit Goals:

1.

2.

3.

Standard to be addressed (Include NBPTs)

Learning Questions

Assessment Blooms/MI

Formative:

Summative:

Feedback as Part of Assessment

Feedback should —•Be timely (early, ongoing, often).•Come in different formats (ex. check lists, rubric, teacher comments, peer evaluations, etc.).•Be specific and tailored to the student.•Be understandable to the student.•Allow for student self-adjustment.•Enable students to identify strengths and areas of growth.


In Summary: Purposes of Assessing Student Work

• Determine what students are learning; determine what students have learned

• Shape the next instructional steps• Indicate students’ strengths and weaknesses

to address areas for growth• Motivate students to work, build confidence,

create self-awareness, develop skills• Make learning rigorous and relevant to real-

world situations


Resources• www.boardcertifiedteachers.org• www.nbpts.org• Assessment Center Policy and Guidelines• Guide to National Board Certification• Scoring Guide for Candidates• NB Customer Support 1-800-22TEACH

(83224)• www.cerra.org; NB link


Documents

Student Assessment 2014-2015 CERRA National Board Candidate Support Workshop Toolkit WS5 2014