The Why and How of “Less Teaching, More

Assessing”

The Why and How of “Less Teaching, More

Assessing”

DQIE January 27, 2009

DQIE January 27, 2009

React to the title of this presentation….

React to the title of this presentation….

Three- Idea RoamSpend three minutes roaming the room seeking ideas/opinions from the participants. Return to your

seat after you have collected three ideas.

Three- Idea RoamSpend three minutes roaming the room seeking ideas/opinions from the participants. Return to your

seat after you have collected three ideas.

The Solution Is…

Plan ways to give & receive feedback during instruction

Decide how to proceed based on the information gathered

This results in slightly less teaching and slightly more assessing!

Do You Suffer From DRIP???Schools and teachers typically

suffer from this syndrome….

DATA RICHINFORMATION POOR

RICHARD DU FOUR (2004) “WHAT IS A PROFESSIONAL LEARNING COMMUNITY”, EDUCATIONAL LEADERSHIP, 61 (8), 6-11.

THE MAIN GOAL

“The main goal of classroom testing and assessment is to obtain valid, reliable, and useful information concerning student achievement.”

LINN & MILLER, P. 134

HOW WE USE INFORMATION

We can’t measure student achievement directly.

We therefore have to measure it indirectly and infer what students know and can do.

POSSIBLE DECISIONS

Change the content (what is being taught or the sequence for what is being taught)

Change the process (the strategy for teaching, including opportunities for practice)

Change the product (the mechanisms by which students must demonstrate mastery)

REVIEW*RETEACH*RESTRUCTURE*ENRICH*MOVE ON

GOALS FOR CLASSROOM TEACHERS

Teachers can create classrooms that are information rich by providing multiple and targeted opportunities for students to show what they know, providing useful feedback to both teacher and the students.

FOOD FOR THOUGHT

The most powerful single modification that enhances

achievement is FEEDBACK!

J. H.HATTIE (1992), “MEASURING THE EFFECTS OF SCHOOLING” AUSTRALIAN JOURNAL OF EDUCATION.

GRANT WIGGINS ON FEEDBACK

“Feedback is different from advice or guidance. It is also different from praise or blame. Feedback is information.‘Good job!’ is not feedback, it is praise. Praise isn’t information- it is affirmation.”

GOOD FEEDBACK IS:

TIMELYEXPERTCONSISTENTDESCRIPTIVEHONEST

ON-GOINGACCURATEUSER-

FRIENDLYSPECIFIC CONSTRUCTIV

E

GOOD FEEDBACK

Provides opportunities to try the activity again

Includes what learners didn’t do in addition to what they did do

Uses a shared vocabulary that all can understand

Relies on mutual trust, the belief that the teacher and students are partners in the feedback process

CHANGES IN THE LANDSCAPE

There has recently been a shift in focus from assessment OF learning to assessment FOR learning.

ASSESSMENT FOR LEARNING

Assessment that occurs throughout the learning process that is designed to make each students’ understanding visible so that teachers can decide what they can do to help students progress.

ASSESSMENT OF LEARNING

When we use assessment at the conclusion of a learning activity, we are using assessment OF learning.

FORMAL FORMATIVE ASSESSMENT

QuizzesHomeworkRough drafts

WHAT’S THE DIFFERENCE

Assessment for learning is any assessment for which the first priority is to serve the purpose of promoting students’ learning

Collecting work, grading, returning vs. Collecting work, grading, giving feedback, returning

FEEDBACK ALONE MAKES THE GREATEST IMPACT ON STUDENT GRADES

TYPES OF ASSESSMENT FOR LEARNING

INFORMAL formative

assessment can take place during any teacher-student interaction

FORMAL formative

assessment includes planned activities designed to provide evidence about student learning.

INFORMAL FORMATIVE ASSESSMENTS

Journaling Entrance slips Exit passes Wrap-around Sea of

responses Quick check Freewrites Quickshares

Mid-course correction

Five-idea roam Muddies point RSQC2 Minute paper One-minute quiz Directed

paraphrase

OUR MESSAGE TO TEACHERS

What we need to do is more assessing (gathering information),not more testing, measuring and evaluating.

WORDS OF WISDOM

“You cannot fatten the cattle by weighing them more. You have to FEED them.”

Larry Lezotte