who you are… what you do… where you do it…
TRANSCRIPT
Introductions/Connector-As we wait to begin, please introduce yourself in the Chat Box…
Who you are…What you do…
Where you do it…
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Assessing Students using Performance Assessments
CLINIC B6
DR. ELLEN VORENKAMP
WAYNE RESA
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MSTC 2021 Resources:http://gomasa.org/2021-michigan-school-testing-conference-resources/
Welcome!!
Handouts for todays session at:
https://drive.google.com/drive/folders/1wx3Wx6chhYPRTmC4TRQ7rZZGxJcLRHZN?usp=sharing
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Session Outcomes
What is Deep Learning?
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What is the purpose of assessment?
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How do we assess deep learning?
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What are some applications of today’s learning?
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What is Deep Learning?
“ WE PROPOSE THAT D EEP L EARNING R ESULTS I N ENDURING UNDERSTANDING OF I MPORTANT I DEAS AND PROCESSES.
HOWEVER, WE AL SO THAT UNDERSTANDING MUST BE “ EARNED? BY THE L EARNER.”
J AY M C T I G H E A N D H A R V E Y S I LV E R , 2 0 2 0
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Key UnderstandingsDeep understanding of important ideas, concepts, and processes is not something teachers can simply transmit to students by “telling”.
We can directly teach facts and procedures (surface level learning) understanding of conceptually larger ideas and abstract processes must by constructed in the mind of the learner.
Students earn understanding through active engagement and mental manipulation of content via higher-order thinking skills and actions.
Jay McTighe and Harvey Silver, 2020
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Surface Level Learning
Deep Learning
Transfer
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Teaching for Deep LearningEngage students in deep learning thinking skills such as…Conceptualizing
Note making and summarizing
ComparingReading for UnderstandingPredicting and hypothesizing
Visualizing and graphic representation
Perspective taking and empathizingJay McTighe and Harvey Silver, 2020
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Teaching for Deep Learning David Conley, University of Oregon also suggests:Analytical reading and discussion
Persuasive writing
Drawing inferences and conclusions from texts
Analyzing conflicting source documents
Supporting arguments with evidence
Solving complex problems with no obvious answer
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Teaching for Deep LearningWhy these skills?◦ They embody the essentials of good thinking◦ They are what high achievers do naturally◦ They are often under taught◦ They give all teachers a manageable way to raise
student achievement and increase student success.
Jay McTighe and Harvey Silver, 2020
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What is the purpose of
assessment?STUDENTS ARE OVER TESTED, BUT UNDER
ASSESSED!
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Assessment Defined
Assessment is the process of gathering evidence of student learning to inform educational decisions.
–Rick Stiggins, October, 2018
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Assessment Defined
• ● There are multiple layers of an assessment system.
• ● The purposes and uses of assessment information differ at each layer.
• ● It is important to guard against practices that have a negative impact on classroom instruction (e.g., teaching to the test, over-testing, narrowing of the curriculum, etc.).
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Assessment Defined
State(Annual state
summative assessments)
District (Periodic interim/
benchmark assessments)
Classroom(Formative assessment process &
classroom summative assessments)
● Evaluate Learning, School Quality (Accountability), and Other Policy Uses
● Predict Performance● Evaluate Curricula/Programs● Inform student services and
placement decisions
● Monitor/Adjust Instruction● Inform students and parents
about learning progress
MAIN PURPOSES AND USES OF ASSESSMENT INFORMATION
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Assessment Defined
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Keys to Quality Classroom Assessments
Clear PurposesWhy Assess?
What’s the purpose?Who will use results?
Clear TargetsAssess What?
What are the learning targets?Are they clear?Are they good?
Good DesignAssess How?What method?Sampled how?
Avoid bias how?
Sound CommunicationCommunicate How?
How manage information?How report?
Accurate Assessment
Effectively Used
Student InvolvementStudents are users, too.
Students need to understand learning targets, too.Students can participate in the assessment process, too.
Students can track progress and communicate, too.
Handout 1
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Four (Plus 1)StandardsTo build clear learning targets we need to understand that there are actually five kinds of standards.
Knowledge- facts and concepts we want students to know
Reasoning – use what they know reason or solve problems
Skills- use knowledge and reasoning to act skillfully
Products- use knowledge, reasoning, and skills to create a concrete product
Disposition- attitudes about school and learning
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How do we assess deep learning?
IF WE ARE GOING TO PREPARE STUDENTS FOR THE RIGOROUS DEMANDS OF COLLEGE AND CAREER, THEN
WE MUST HELP THEM BECOME BETTER ABLE TO RESPOND TO SUCH CHALLENGES.
J AY M C T I G H E A N D H A R V E Y S I LV E R , 2 0 2 0
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Methods of Assessments
•Multiple Choice
•True-False•Matching
Selected Response
•Diagram•Fill-in-the-blank (words, phrases)
•Essay•Short answer (sentences, paragraphs)
•Web•Concept Map•Flowchart•Graph•Table•Matrix•Illustration
•Presentation•Movement•Science lab •Athletic skill•Dramatization•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task
•Oral questioning•Observation•Interview •Conference•Process description
•Checklist•Rating scale•Journal sharing•Thinking aloud a process
•Student self-assessment
•Peer review
ConstructedResponse
Performance Assessment
Observations/Conversations
Adapted from the work of Dr. Robert Marzano23
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Target-Method MatchHow well does your method of assessment match your target?
Target to be Assessed
Assessment Method
SelectedResponse/
Short-ResponseExtended -Response
Performance Assessment
Observation/Conversations
Know ledge/Recall Good match Good match Not a good
match Partial match
Reasoning/Strategic Thinking
Partial match Good match Good match Good match
Performance Skills
Not a good match
Not a good match Good match Partial match
Application/Products
Not a good match Partial match Good match Not a good
match
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Performance Assessment –What is It and Why is it Useful?
Handout 2 & 3
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DebriefShare your big ideas from the article with your group…
Using Handout 3
Choose one to relate to the whole group after 8 minutes.
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1 Big Takeaway: Two Types of PAPERFORMANCE EVENT
On Demand
Given little or no time to rehearse
Limited opportunities to improve their initial performance
Class period or less to administer
PERFORMANCE TASK
Days, weeks, maybe even months to compose a response
May include multiple responses and/or prompts
Response may be lengthy and comprised of multiple parts
May involve multiple opportunities for feedback along the way
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Performance EventStudents can recognize polygon shapes in everyday life.
3rd Grade Math
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Performance Task
Students can show deep understanding of the play Julius Caesar by creating a newspaper..
12 Grade ELA
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Steps in Designing a Performance Task/IEADefine the purpose
Design the format(s) of the task
Determine performance criteria or scoring systemRevise based on experience
Adapted, McTighe 1999
See Handout 4
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Step 1: Define the Purpose Determine which concepts, knowledge, and or skills will be assessedFocus on the BIG Ideas◦ Can’t do it all◦ Coverage vs deep learning◦ Focus on larger ideas reflects our understanding of how knowledge is
best structured for retention and use.◦ Transfer is needed now more than ever.
Ensure performance assessment or IEA is the best method for gathering this evidence
Jay McTighe and Harvey Silver, 2020
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Step 1: Define the Purpose What type of decisions will be made with the information gathered?◦ What important cognitive skills or attributes do I want my
students to develop?◦ What social or affective skills or attributes do I want my
students to develop?◦ What metacognitive skills do I want my students to develop?◦ What types of problems do I want them to be able to solve?◦ What concepts and principals do I want them to be able to
apply?
Herman, et.al., 1992
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Step 2: Design the Format Consider the following:◦ Available resources◦ Time issues◦ Amount of data needed to determine proficiency
Brualdi, 2000
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Step 2: Define the FormatRecommendations:◦ Make the event/task a real-life situation◦ Ensure the event/task provides a valuable learning
experience◦ Goals and objectives must be clearly aligned with the
measureable outcomes◦ Events/Tasks should not examine outside or unintended
variables◦ Events/Tasks should be fair and free of bias
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Step 2: Performance FormatsPRODUCTS
◦ Essays, stories or poems◦ Research report◦ Extended journal responses◦ Portfolio◦ Lab reports◦ Newspapers◦ Poster◦ Exploring Claims
◦ Investigate an Accident◦ Compare two (or more) texts,
items, problems◦ Create a Museum in a Box◦ Buy the Best Car for…◦ Designing Something◦ Build a model◦ Plan a trip
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Step 2: Performance FormatsPerformances◦ Conduct an experiment◦ Musical, dance or dramatic performance◦ Debates◦ Oral presentation◦ Interviews◦ Readers Theater
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Step 3: Performance CriteriaBasis for evaluating the quality of the performance task
Also called “rubric” and “scoring guide”◦ “Rubrics describe degrees of quality, proficiency, or
understanding along a continuum” usually in the form of a point value along with descriptions of the elements necessary for each score point.
Wiggins & McTighe, 2005
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Step 3: Performance CriteriaSpecify the facets of the learning being evaluated
Students should be scored against the criteria; not each other
Describe each facet showing distinction in the quality of the skills and abilities being assessed
Share the criteria with students prior to task completion
Rubrics are either holistic or analytical
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Constructing a RubricKnow the goals for instruction- what are the learning outcomes?
Decide on the structure of the rubric- holistic or analytical--what fits best for the task?
Determine the levels of performance- are there levels of performance specific to each criteria?
Share the rubric with your students-students should have an opportunity to see, discuss or even design the rubric prior to the performance
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Holistic RubricsA holistic rubric does not list separate levels of performance for each criterion. Instead, a holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole.
Pros and Cons
+ Takes less time to create. Well…
+ Effectively determines a “not fully developed” performance as a whole
+ Efficient for large group scoring; less time to assess
- Not diagnostic
- Student may exhibit traits at two or more levels at the same time.
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Analytical RubricsAn analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion
Pros and Cons
+Sharper focus on target
+Specific feedback (matrix)
+Instructional emphasis
-Time consuming to articulate components and to find language clear enough to define performance levels effectively
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Common Flaws in Writing RubricsIdentifying criteria as topics or categories rather than actions that students can take
Including elements that are not part of the curricular outcomes such as neatness or punctuality
Defining quantitative rather than qualitative factors
Using absolutes in a quasi-quantitative context
Using descriptors that do not delineate discrete levels of quality
Using descriptors across the row that do not describe the same characteristic
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Single Point Rubrics
Reference-Handout 5
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Step 4: Revise Based on Experience How does classroom instruction need to be changed?
Was the assessment tightly aligned with the learning targets?
Does the task need to be revised?
Did I get the evidence of student learning I was looking for?
Is the scoring method accurate?
Did the students understand the criteria?
What feedback did students give regarding the assessment?
What accommodations need to be considered for special needs students?
Adapted: McTighe, 1999
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Performance AssessmentA Final Note ◦ Powerful assessment method◦ Challenging process◦ One method within a comprehensive and balanced assessment
system
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More Resourceshttps://jaymctighe.com/wp-content/uploads/2018/05/PBA-websites-5.24.18-1-2.pdf
Handout 6
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Instructionally Embedded Assessments (IEAs)Instructionally Embedded Assessments (IEAs) are opportunities for teachers to assess student learning, within the course of a unit of study, to gauge student understanding, provide feedback, determine next steps, and make instructional adjustments accordingly.
They are meant to integrate classroom instruction, student learning, and assessment and are woven into the instructional sequence.
IEAs are intended to be relaxed, constant, and integrated or embedded within classroom instruction.
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Instructionally Embedded Assessments (IEAs), cont’d
Teachers have the flexibility to adapt IEAs to align with their priority standards and reflect the delivery of the content within their classrooms, which allows for a customized experience for each student.
IEAs should give both teachers and students insights into the students’ knowledge, skills, and understandings relative to the grade-level content.
Due to the level of flexibility with IEAs, they can be quite developmentally and culturally appropriate for all students.
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Instructionally Embedded Assessments (IEAs), cont’d
There are many types of effective IEAs. short written responses to engaging prompts, quotes, illustrations and the like, where students are constructing new ideas and relating their learning with a short period of time such as a single class period.
They also can be extended assessment opportunities where students are able to extend and elaborate on their knowledge as they collect new information, reason, evaluate, and/or synthesize around a topic of interest.
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Instructionally Embedded Assessments (IEAs), cont’d
Ultimately, IEAs should allow students to “show what they know” in a variety of ways while the learning is still occurring.
Some examples of IEAs include, but are not limited to:
× Journals × Task Cards× Writing Samples × Interviews× Focused Conversations × Projects× Observations × Debates× Concept Maps × Performance Tasks
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Instructionally embedded modes of assessment
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Handout 7
DEBRIEFSelect a question to respond to; identify the number and your response in the chat box.
1. What did you notice about the IEA examples or organization of them?
2. How might you use IEA's in your setting or this Table/Tool with your colleagues?
3. What connections are you making to these assessment modes and priority standards?
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What are some applications of today’s learning?
S O M E P E O P L E A R E “ D R O W N I N G I N A S E A O F G O O D I N T E N T I O N S ” B E C A U S E T H E Y S P E N D A N I N O R D I N A T E A M O U N T O F T I M E T A L K I N G A B O U T A N I D E A ( “ W O R D S P I N N I N G ” ) I N S T E A D O F M A K I N G A N Y P R O G R E S S . A C C O R D I N G T O T H E A U T H O R S , S O M E P E O P L E D E L U D E T H E M S E L V E S I N T O T H I N K I N G
T H E Y A R E M A K I N G P R O G R E S S S I M P L Y B E C A U S E T H E Y K E E P T A L K I N G A B O U T T H E I D E A .
J E F F R E Y P F E F F E R A N D R O B E R T S U T T O N , 2 0 0 0
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Begin with the grade level standards…Good teaching is
forever being on the
cutting edge of a
child’s competence.
Jerome Bruner
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Questions?
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Thank you!Board of Education
E. Blackmon • Danielle Lynda S. Jackson • James Petrie Randy A. Liepa, Ph.D., Superintendent
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