byron center professional development november 17, 2011 erin busch-grabemeyer elizabeth nelson...
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Byron Center Professional Development
November 17, 2011
Erin Busch-GrabemeyerElizabeth Nelson
Common Assessments for
Writing
OBJECTIVES
1. Develop a shared understanding of the principles, methods, and design of good writing assessment.
2. Recognize the power of assessment and collaboration as a key to affecting instruction.
3. Look at writing from the perspectives of student work and teacher instruction.
Common AssessmentExperts
________________
Rick Stiggins Mike SchmokerRobert MarzanoSteve ChappuisJan ChappuisJudith Arter
Rick WormeliKen O’ConnerRick DuFour
,
What’s the big deal?
I am not a writing teacher!
Isn’t this the job of the
English dept.?Why do we need to use the same
assessment?
I don’t have enough time to cover one more
thing!
Nearly 1/3 of high school
graduates are not ready for college-level
writing.
Achieve, Inc., 2005
Only 1 out of 4 high
school seniors is a
proficient writer.
Salahu-Din, Persky, and Miller, 2004
.
The benchmark for good writing in the 19th century was on “correctness” of mechanics versus the deep rhetorical thinking required today.
Carnegie Report, 2010
The Information Age, full of high tech devices, is writing based.
Each phase of writing requires problem solving and critical thinking.
Because Writing Matters, Carl Nagin and NWP
Writing can support
learning and retention of knowledge in all disciplines
Writing to Learn, William Zinsser
Good writing is essential
For obtaining• high school diploma
• college degree• acquiring a good job
• participating in society.
Who is the stakeholder?
How we assess depends on why we assess.
Step 1
Why Assess?
Accountabi
lity
Why Assess?
Motivat
ion
Why Assess?
Monitor
Progress
Why Assess?
Provide
Feedback
Why Assess?
Inform
Instruct
ion
Why Assess?
Judge
Teacher
Effectiven
ess
Why Assess?
Determine
Strengths
Why Assess?
Determine
areas of
deficiency
Why Assess?
Report to
parents
Why Assess?
Determine how
many meet
standards
Why Assess?
Measure
American
students’
success
ASSESSMENTUSER
Assessment for Learning
(IN)FORMATIVE
Assessment of LearningSUMMATIVE
Students
Am I improving over time?Do I know what it means to succeed?What should I do next?What help do I need?
Am I succeeding at the level that I should be?Am I capable of success?How am I doing in relationship to my classmates?Is the learning worth the effort?
Teachers
What does this student need?What do these students need?What are student strengths to build on?How should I group my students?Am I going too fast? Too slow? Too far? Not far enough?
What grade do I put on the report card?What students need to be referred for special service?What will I tell parents?
Parents
What can we do at home to support learning?Is my child learning new things?
Is my child keeping up?Is this teacher doing a good job?Is this a good school? District?
Principal
Is instruction producing results?Are students ready for the workplace or the next step in learning?How shall we allocate building resources to achieve success?
Superintendent
Are our programs of instruction producing desired results?Is each building producing results?Which schools need additional resources?How shall we allocate district resources to achieve success?
Formative Assessment Qualities Summative Assessment Qualities
On-going, daily instruction At the end..no “do over”
Used to inform students and teachers what has been learned and what do students still need while the teacher is still teaching.
Used to examine teaching strategies and curriculum strengths and weaknesses
Informs both the teacher and the learner in order to adjust instruction along the way
Informs instruction for next year or course design. May provide effective teaching strategies
Focus is on understanding the task Focus is on mastery at a given point
Allows for immediate feedback to teacher and student
Means to sift and sort students for placement
What we assess depends On our
learning targets.
Step 2
What did I want my
students to learn?
Step 2
learning targets
A learning target is any achievement expectation we hold for students.
It’s a statement of what we want the students to learn.
Is this of sound
assessment design?
How do we know the assessment measures
this? Step 3
Sound Assessment Design
Create quality rubrics
Control for bias
Design the assessment so that students can self- assess and set goals
Do we have a shared
understanding of what student learning
should look like?
What is our inter-rater reliability?
Step 4
Inter-rater reliability is dependent upon the ability of two or more individuals to be consistent.
This involves a change
in focus from looking
at our work to looking
at student work.
What is our inter-rater reliability?
What is our inter-rater reliability?
No one assessment can measure
everything or do everything
for all stakeholders
There are many different kinds of writing
assessments
Where am I going?
1. Provide a clear learning target
2. Use examples and models of strong and weak work
Where am I now?
3. Offer 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 share in their learning
7 Practices of Assessment FOR Learning
Classroom Assessment for Student Learning: Doing It Right, Using It Well by Rick Stiggins (2004)
Remember: You are not in this alone.
Where do we begin?
Working Together will share the work load and allow you to create the best assessments.