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Assessment 005Assessment Literacy
September 12 and 13, 2006
Green River Regional Educational Cooperative
Facilitated by:
Kate Garrison
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Session Overview
• Welcome • An Ability Task• Formative vs. Summative: What do we really mean?
• Methods of Assessment• Student Involvement • Descriptive Feedback
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Session Goals:Participants will understand:
• The importance of Assessment Literacy
• The difference between formative and summative assessments
• Various assessments have different purposes and provide different information
• Student involvement through feedback as a linchpin to achievement
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Ability Task
Tie a knot in your piece of string without letting go of the ends.
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PERFORMANCE STANDARD
Expected degree of proficiency
CONTENT STANDARD
What students are expected to know and be able to do.
INSTRUCTION
Learning experiences, ongoing assessment and resources
ASSESSMENT
Demonstration of student achievement
INDIVIDUALSTUDENT
Standards-Based PlanningInteractive Curriculum, Instruction, Assessment Cycle
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3-Step Standards-BasedPlanning Process
Step 1
UNPACK THE STANDARD
Step 2
DESIGN THE ASSESSMENT
Step 3
PLAN THE LEARNING EXPERIENCES
This is a simplified model for backwards design.
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Little knowledge of specific students
In-depth knowledge of specific students
NationalAssessments
State Assessments
District Assessments
Classroom Assessments
Marzano, 1996 Figure 5
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Areas to Balance
• Classroom and standardized assessment
• Achievement targets
• Assessment methods
• Methods of communication
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Curriculum Alignment
Student and school success depends in part upon alignment. The relationship between what is specified in the content curriculum and the assessment, or what is taught, written and tested.
The greater the degree of congruence, the higher the student achievement.
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Assessment Literacy
1. “What teachers and administrators need to know about testing, at least for purposes of educational accountability, relies on common sense more than statistical exotica.”
2. “Educational accountability and assessment literacy are almost joined at the hip—or should be.”
3. “ . . . assessment illiteracy is professional suicide.”
W. James Popham Educational Leadership, September 2004
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What Constitutes Effective Classroom Assessment?
Key Points• Assessment is information, not scores (Scores are accountability)
• Assessment is best done early and often (Assessment at the end is accountability)
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Triangulating Information Gathering
Products
ObservationsCommunication
Complete picture of student learning, growth,
and abilities.
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What Is Assessment?
• a process of collecting information• a gathering of evidence of student learning• a tool to inform and encourage student
growth
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Summative and Formative Assessment
Assessment of Learning (Summative Assessment):
How much have students learned as of a
particular point in time?
Assessment for Learning (Formative Assessment):
How can we use assessments to help students learn more?
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Assessment of Learning
The purpose is to• measure student achievement for
reporting and accountability;• sort students in rank order; and• maximize student learning through
standardized tests.
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Assessment for Learning
The purpose is to • promote further improvement of student
learning during the learning process and• involve students in the ongoing
assessment of their learning.
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Primary Users
Assessment of Learning Assessment for Learning• students• educators• parents
• policy makers• program planners• supervisors• educators• parents• students
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Typical Uses
Assessment of Learning• certify competence • sort students by
achievement
Assessment for Learning• help students to see
and hit the target(s) • help teachers identify
and respond to student needs during the instructional process
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Teacher’s Role
Assessment of Learning• follow test administration
procedures• grade/score and record
classroom summative assessments
• use results to determine if students meet standards
Assessment for Learning• transform standards into
classroom targets• inform students of targets• use formative assessments• adjust instruction• provide descriptive feedback• involve students in
assessment
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Student’s RoleAssessment of Learning
• study to meet standards
• take the test• strive for the highest
score possible• avoid failure
Assessment for Learning• strive to understand the
target• act on classroom
assessment to improve• take responsibility for
continued success
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Activity #1 Assessment of and for
Directions:• Work in pairs• Complete the chart according to the
information we just discussed• Be prepared to share
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Assessment CyclesType When Timeline Uses
Long Cycle End of marking periods, quarters semesters, years
4 weeks to a year
Program evaluation, curricula alignment, sub-group analysis
Medium Cycle Within and between instructional units
1 to 4 weeks Lesson revision, re-teaching
Short Cycle Within and between lessons
24 to 48 hours 5 seconds to 2 hours
On-the-fly adjustments
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Formative AssessmentShort Cycle
• Cannot be separated from instruction
• Is used to track learning during the instructional process
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Setting the Stage
• Establish learning goals/targets for students and setting the criteria or success
• Create effective discussions and tasks that provide information relative students’ leaning
• Provide feedback that helps students move forward
• Involve students as instructional resources for each other
• Put students at the center of their own learning
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Ways to Make it Happen• Feedback
– Not giving the correct answer. Proving students with opportunity to improve and extend
• Setting and Sharing Criteria– Annotated exemplars relative to rubrics or
expectations of quality• Students owning their learning
– Providing ways for students to respond and give feedback about understanding as instructions happening
• Students as resources and support for peers– checklists
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Taking Action
Use the evidence you gather regarding student learning to adapt your instruction to meet their needs!
This means both in remediation or re-teaching as well as accelerating or extending.
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Activity #2As a table group, create and fill out the
following “T” chart
Support Barriers
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Other Forms of Classroom Assessment
Medium and Long Cycle
• Purpose
• Use and Users
• Types of Assessment
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Designing Classroom Assessments
Fundamental Questions
• What standard(s) are you assessing?• What kind of evidence are you gathering?
• What levels of performance do you expect?
• Will this assessment be used formatively or summatively?
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Kinds of Achievement Targets
• Master Factual and Procedural Knowledge– To be learned outright or retrieved
through reference materials• Use Knowledge to Reason and Solve
Problems– Analytical, comparative, inferential, or
evaluative reasoning
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Kinds of Achievement Targets
• Demonstrate mastery of Specific Skills– Speaking a second language, public
presentations, working on a team, carrying out the steps in a process
• Create Quality Products– Term papers, artistic/craft products, or
science exhibits
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Let’s investigate an example of one question in two
formats designed to gather different information.
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Multiple-Choice Format
A school bus holds 36 high school students. If 1,128 high school students are being bused to a special event, how many buses are needed?
a. 12b. 31
c. 31.33d. 32
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Constructed-Response Format
A school bus holds 36 high school students. If 1,128 high school students are being bused to a special event, how many buses are needed? Explain your answer.
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Student Responses to the Constructed-Response Task
1. If you have 31 buses there are 12 students left over. These 12 students can squeeze into 31 buses. So they just need 31 buses.
2. You need 31 buses, but there are 12 students left. They need to go, too. But one bus for these 12 students is too big. So you just need another mini-van. There fore, answer should be 31 buses and one mini-van.
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3. Twelve students are left, another bus is needed for 12 students, so the answer is 32.
OR4. Out of the 31 buses you can choose
12 buses to hold the 12 students, each bus holds 1 extra student. Therefore, you just need 31 buses.
How could this question be improved to elicit the desired student response?
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Assessment Methods• Selected response
– Multiple choice– True/false– Matching– Fill inShort Answer Tasks Fall Between These Two Methods
• Writing Assessments– Constructed Response– Extended Response– Essays
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Assessment Methods• Performance Assessments
– Skills– Products– Demonstrations
• Personal Communication– Questions/Answers– Conferences– Interviews– Oral Examinations
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Activity #3 Matching Achievement Targets & Assessment
Methods• Read the scenarios presented at the
top of each page• Answer all four questions in the order
they appear• Work with a partner
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Student Involvement
• When students are involved in the assessment process they are required to think about their own learning, articulate what they understand, and what they still need to learn. Achievement improves.
• (Black and Wiliam, 1998; Sternberg, 1996; Young, 2000)
• Student involvement in assessment by default changes how teachers teach.
• (Davies 2001)
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Student Involvement: Looks Like, Sounds Like…
• Developing criteria/attributes of a good performance
• Practice assessment design: test questions • Scoring work: peer and self evaluation• Knows/applies strategies for improvement• Student-led conferences/communication• Reflection: deciding what’s next• Record keeping re: progress
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Feedback• Feedback is most effective when it points out
success and is designed to stimulate correction of errors relevant to the task. (Bloom)
• Intensive correction is completely useless. Marking all errors is no more advantageous in terms of student growth than marking none of them. (Hillocks, 1986)
Increase specific, descriptive feedback and decrease coded, evaluative feedback.
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Evaluative vs. Descriptive• Evaluative: giving rewards and punishments,
expressing approval or disapproval• Descriptive: value neutral, lacks praise/blame
– Telling students they are right or wrong, why correct or incorrect, understandable
– Telling what they have and have not achieved; pinpoint strengths and build
– Specifying or implying a better way – Getting them to suggest their own
strategies for improvement
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Effective Feedback• Marking/grading every piece of
homework is misdirected. A numerical mark does not show students how to improve their work. Further, students ignore comments when marks are given. (Butler, 1988)
• The quality of feedback is what impacts learning. “Try harder” has nothing specific attached to it. How? At what? Strive for comments that generate student action.
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Descriptive Feedback?• Try harder next time.• 70%• Good job of getting ready for lunch.• Students at Table 3 are ready for lunch. Their desks
are clear, they are sitting down, and they are quiet.• +• B+. Good work• You made some simple mistakes with multiplying
three-digit numbers. Next time, take a few minutes when you’ve finished to check your work.
• Emerging• Your work is consistently above average.• Meets the standard in mathematics.• You are so close to the standard. With a little more
work, you’ll be there.
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Improving the Effectiveness of Teacher Feedback
Focus of three key questions
• What is the key error?
• What is the probable reason why the student made the error?
• How can I guide the student to avoid the error in the future?
(Elawar and Corno, 1985)
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Activity #4Descriptive Feedback
• Refer to the three questions on the previous slide
• Provide descriptive feedback to the student work sample
• Be prepared to share
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RED Light, GREEN Light
• GREEN—What aspects of balanced assessment am I ready to GO with now?
• YELLOW—What aspect of assessment balancing will I proceed with CAUTION?
• RED—What parts of balancing made me STOP and think?
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Self-survey of Assessment
In the interim, please take the time to fill in
the survey regarding your current
assessment practices.
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In Closing• Assessment Literacy is an integral part of professional
growth.
• Knowing the differences between formative and summative assessments will help to balance your classroom assessment practices.
• Recognizing that various assessments have different purposes and provide different information will improve your evidence gathering.
• Involving students in their assessments through the use of descriptive feedback creates a strong learning environment.
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Thank you for participating!