acp intern afl

8/9/2019 ACP Intern AFL

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ACP Intern 5:30

8:30

@ AHS Gold House

Assessment forLearning


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Who in the World is Davidavid Duez?


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Assignment for Ms. Anders How do you currently assess student

learning?

What have been the biggest factors that

have determined your assessment beliefs

and practices?

How do you feel you will change and

adapt in the 2010-2011 school year?

Write a one page, 3 paragraph paper (at least)

that explains your Assessment Philosophy.


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Warm Up Questions:Warm Up Questions:

1.1. What kind ofWhat kind ofassessments will youassessments will you

use in your classroom?use in your classroom?2.2. How can assessmentsHow can assessments

impact learning?impact learning?3.3. Check out the LearningCheck out the Learning

Target tri-fold board.Target tri-fold board.


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Table Share

Share your assessment strategies and

techniques.

Tests?

Quizzes?

Homework?

In class assessment of and for studentlearning?

Frequency, duration, results.


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Tonights Topic:Tonights Topic:

ImprovingImproving

AssessmentAssessment(And Motivation)(And Motivation)


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Based on the research,Based on the research,

presentation, and book by Kenpresentation, and book by Ken

OConnorOConnor

Important IdeasImportant Ideas

ConcerningConcerning

Grading forGrading forLearningLearning

Wh i K


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Who is KenWho is Ken

OConnor?OConnor?


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#1 TargetTarget the learning

from the get go#2 -- Relate gradinggrading to

the intended learninglearning.

#3 Limit the attributesincluded in grades to

individual achievementindividual achievement


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Examples of AssessmentExamples of Assessment

Assessment OFLearning

Test

Quiz

Homework

Essay

Project

Assessment FORLearning

Present Targets before

learning begins

Exit Ticket

Directive Feedback

Examples of Good/Bad

work

Games that provide

meaningful review


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Example Video:Andy Assessments in Science (10 min)


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Assessment ofLearning

Checks what has been learned to

date.

Is designed for those not directlyinvolved in daily learning andteaching.

Is presented in a formal report.

Usually summarizes informationinto marks, scores or grades.

Usually compares the student'slearning with either otherstudents or the 'standard' for agrade level.

Does not need to involve thestudent.

Assessment forLearning

Checks learning to decide what to do

next.

Is designed to assist teachers and

students.

Is used in responding to student work

and in conversation.

Usually detailed, specific, and descriptive

feedback in words and in relation to

criteria that has been set.

Usually focused on improvement,compared with the student's 'previous

best' and progress toward a standard.

Needs to involve the student (the person

most able to improve the learning)


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Make Grading MeaningfulMake Grading Meaningful

the best thing you can do ismake sure yourgrades

convey meaningful, accurateinformation about student

achievement.

Brookhart, S., Grading, Pearson Merrill Prentice Hall, Columbus, OH, 2004, 34


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Purpose of GradesPurpose of Gradesthe primary purpose ofgrades (is) tocommunicate student

achievement to students,parents, schooladministrators, post-secondary institutions andemployers.

Bailey, J. and McTighe, J., Reporting Achievement at the Secondary School Level: What and

How?


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P Am I sending

POSITIVE messages?

C Am I offering

CHOICES?

R Am I

encouraging

REFLECTION?


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#1 Target the#1 Target the

learning fromlearning from

the beginning.the beginning.


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LearningLearning

TargetsTargetsor Poweror Power

StandardsStandards


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How can we help them hit theHow can we help them hit the

target?target?1961 Norman Rockwell


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Unit Plans ~ My Target SheetsUnit Plans ~ My Target Sheets


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How can you create learning

targets in primary grades?

Posters

Discussion of what are we going to do today?

Review at the end of the session, what did we

learn today? What will we do tomorrow?

REVIEW YESTERDAY, FOCUS TODAY,

PREVIEW TOMORROW


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#2 Relate#2 Relate

grading tograding to

the intendedthe intendedlearning.learning.


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OConnor Grades are BrokenOConnor Grades are Broken

When They:When They:

Include ingredients that distortachievement

Arise from low quality or poorlyorganized evidence

Are derived from inappropriate

number crunching, and when they

Do not support the learning process

C St d #1 Ri k M t i F lli G d Case Study #1 Ricks Mysterious Falling Grade


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Case Study #1 Ricks Mysterious Falling GradeCase Study #1 Ricks Mysterious Falling Grade

The report card mathematics grade that Rick received inDecember in grade 9 was about 25% lower than thegrade he received in June at the end of grade 8.His parents were very concerned because Rick hadalways enjoyed mathematics and achieved at a highlevel.

They went to the parent-teacher conference

wondering whether he needed a math tutor. Whenthey put this question to the teacher, she said that thiswas not necessary. She went on to say that hismathematics results were excellent; all his testscores were more than 90%, but that he had

received low marks for participation, effort, groupwork, notebook, homework, and so forth.

Ricks parents felt the grade was very misleadingbecause it did not indicate clearly Ricks level of

mathematics achievement.


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OConnor How Can We RelateOConnor How Can We Relate

Grading to the IntendedGrading to the Intended

Learning?Learning?

Dont assign grades using

inappropriate or unclearperformance standards;

Provide clear descriptions of

achievement expectations.


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#2 Limit the#2 Limit theattributes includedattributes included

in grades toin grades to

individualindividualachievementachievement


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A Tale of TwoA Tale of TwoStudentsStudents

Eddy and Norm
http://www.clipart.com/en/close-up?o=1371155&memlevel=A&a=a&q=student&k_mode=all&s=1&e=18&show=&c=&cid=&findincat=&g=&cc=&page=&k_exc=&pubid=


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One student is EddyEddy, and

one student is NormNorm.Here are their grades in

science class:


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First PeriodScience ClassFirstPeriodScience ClassNameName Lab GradesLab Grades

(20%)(20%)TestsTests

(60%)(60%)MiscellaneousMiscellaneous

(20%)(20%)FinalFinal

GradeGrade

AttitudeAttitude ParticipatinParticipatin

EddyEddy 8585 00 8080 5050

(late)(late)

9898 9999 9898 00 00 69 F69 F

NormNorm 100100 100100 100100 100100 6464 6868 6666 100100 100100 80 B80 B

DD bl i h h


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Do you seeany problemswiththeseDoyouseeanyproblems with thesegrades?grades?ame Lab Grades

(20%)

Tests

(60%)

Miscellaneous

(20%)

Final

Grade

Attitude Participation

Eddy 85 0 80 50 (late)98 99 98 0 0 69 F

Norm 100 100 100 100 64 68 66 100 100 80 B


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Doeseachstudents gradereflectDoeseachstudentsgradereflecthis mastery ofthematerial?hismasteryofthematerial?

Name Lab Grades

(20%)

Tests

(60%)

Miscellaneous

(20%)

Final

Grade


Eddy 85 0 80 50 (late)98 99 98 0 0 69 F

Norm 100 100 100 100 64 68 66 100 100 80 B

N iN i t h l


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Norm isa teacherpleaser. He worksNorm isa teacherpleaser. He workshard, tries hard. But did he masterthehard, tries hard. But did he masterthe

material?material?Name Lab Grades(20%)Tests(60%)

Miscellaneous(20%)

FinalGrade


Eddy 85 0 80 50 (late)98 99 98 0 0 69 F

Norm 100 100 100 100 64 68 66 100 100 80 B

Eddy is less of a pleasure to have in class But didEddy is less of a pleasure to have in class But did


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Eddy is less ofa pleasure tohaveinclass. But didEddyis less ofapleasure to havein class. But didhemasterthe material? Shouldhehave to repeat thehe masterthematerial?Shouldhe have to repeat thesemester?semester?

Name Lab Grades(20%) Tests(60%) Miscellaneous(20%) FinalGrade


Eddy 85 0 80 50 (late)98 99 98 0 0 69 F

Norm 100 100 100 100 64 68 66 100 100 80 B

I b kI b k


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Ice breakerIce breaker 6 Phases of Teaching

http://www.vimeo.com/3737090
http://www.vimeo.com/3737090http://www.vimeo.com/3737090


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Bonus & Extra CreditBonus & Extra Credit

OC B & E tOC B & E t


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OConnor: Bonus & ExtraOConnor: Bonus & Extra

CreditCredit

Dont give points for extra

credit or use bonus points;seek evidence that more

work has resulted in a higherlevel of achievement.


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100 for Dress Like a Pirate100 for Dress Like a Pirate

Day?Day?

C l b t ! B tC l b t ! B t


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Celebrate! But,Celebrate! But,

grade???grade???


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Presidential DebatesPresidential Debates

Students watch at home, take Cornell Notes,

turn them in the next morning before the first bell.


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Should schools eliminate the

zero?


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Video Clip Douglass Reeves


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