Transcript Assessment for Learning - Elementary
Assessment For Learning: Elementary
NESA Spring Educators Conference April 2, 2011 Damian Cooper (905) 823-6298 [email protected]
Session Outcomes
Review the research base behind current assessment directions Examine the importance of metacognition, feedback, and self and peer assessment.
Understand the critical role played by “assessment for learning” in providing students with the information they need to improve Learn about research based “assessment for learning” strategies that are proving to be effective in improving student learning Share with colleagues how these strategies may be appropriate to my own classroom
Time to
Talk About Assessment
Identify for yourself your #1 issue or concern about classroom assessment at your school.
Share your concerns at your table.
Which of these are shared by the majority at your table?
Mission: to sift and sort students
Mean
Mission: excellence from ALL
Range of Competent Achievement
If the new goal of education is success for all, then we have no choice but to Differentiate Instruction & Assessment
Instruction
Students bring different knowledge & experience to school Students learn at different rates Students learn in different ways
Assessment
Not all students are able to demonstrate their learning in the same way Not all students respond the same way to test pressure Some students need more scaffolding than others
Research on Effective Assessment
•The provision of effective feedback to students •The active involvement of students in their own learning •Adjusting teaching to take account of the results of assessment •Recognition of the profound influence assessment has on motivation and self-esteem •The need for students to be able to assess themselves and understand how to improve Crooks, 1988; Black & Wiliam, 1998
The Big Ideas of Classroom Assessment
1. Assessment serves different purposes at different times: it may be used to find out what students already know and can do; it may be used to help students improve their learning; or it may be used to let students, and their parents, know how much they have learned within a prescribed period of time.
Assessment
for
Learning
“Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence.”
Black, Wiliam et al. 2004
Assessment
of
Learning
“Assessment of learning includes those tasks that are designed to determine how much learning has occurred after a significant period of instruction. The data from such assessments is often used to determine report card grades.
Differing Assessment Purposes Assessment
for
Learning Assessment
of
Learning
Tryouts
Practices
Games
Playoffs
But we must begin with the question, “What constitutes essential learning for students in the 21
st
. century?”
“Backward Design” Program Planning
Stage 1 : Identify targeted understandings Stage 2 : Determine appropriate assessment of those understandings Stage 3 : Plan learning experiences and instruction that make such understanding possible Wiggins and McTighe, Understanding by Design
Stage 1 : Identify targeted understandings
Assessment
of
Learning
“Assessment of learning includes those tasks that are designed to determine how much learning has occurred after a significant period of instruction. The data from such assessments is often used to determine report card grades.
When the classroom culture focuses on rewards, gold stars, grades, or class ranking, then (students) look for ways to obtain the best marks rather than to improve their learning. One reported consequence is that, when they have any choice, (students) avoid difficult tasks. They also spend time and energy looking for clues to the “right answer”.
“Inside the Black Box”, Black & Wiliam, 1998
“…assessment which is explicitly designed to promote learning is the single most powerful tool we have for both raising standards and empowering lifelong learners.”
Assessment for Learning: Beyond the Black Box
, 1999, University of Cambridge School of Education
Stage 2 : Determine appropriate assessment of those understandings
Stage 1 : Identify targeted understandings
Stage 2 : Determine appropriate assessment of those understandings
Assessment
for
Learning
“Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence.”
Black, Wiliam et al. 2004
Diagnostic Assessment
Engage students with a hook: “If you won the lottery…” Activate prior knowledge Assess current skills and understanding in 3 ways: -through written work -through performance assessment and observation -through oral assessment: questioning, conferencing, discussion, etc.
Grade 1.
Time to “Talk About Assessment”
Discuss this 3-way model for diagnostic assessment: -how closely does it align with your current practice?
-how does it differ?
-what elements of this model could be adapted to your own class?
-what challenges do you anticipate?
-how might these be solved?
Using Assessment Data to Differentiate Instruction
Examine the data from diagnostic assessments to group students according to their strengths and needs Use mini-lessons followed by practice to address these needs Identify individual students who are most “at risk” Use a combination of groupings to increase understanding …
Purposeful Grouping of Students
Heterogeneous groups to provide support and to consolidate new learning Homogeneous groups to deepen learning and to provide specific instruction to struggling learners Flexible grouping to ensure all students work in their “zpd”
Using Assessment Data to Differentiate Instruction
Schedule time to conference with individuals or small groups of students who need the most support Plan this time strategically as a routine part of your instruction
Differentiating Instruction
Teachers need to fully understand
accommodation
,
modification
, and
substitution
To develop skills, simplify the content e.g. Simpler texts, less depth/breadth, etc.
To master content, present using a different mode suited to student’s strengths e.g. Graphics, audio, video, manipulatives, etc.
Differentiating Assessment
Content standards: learning outcomes Must be within student’s “ZPD” Performance standards: rubrics/checklists Keep consistent for all students Student products & performances Assessment conditions May be adapted to be within student’s “ZPD”
Tiered Assessments
Design task @ grade level, to demonstrate proficiency, independently Adapt or modify task to increase challenge:
less
structure,
more
choice,
greater
sophistication, etc.
Adapt or modify task to reduce challenge:
more
structure,
less
choice,
less
sophistication, etc.
Tiered Assessments
Tiered Assignment:
Grade 5 Science
Strand
:
Life Science: Human Body
Enduring Understandings:
students will understand how the different body systems are interconnected
Essential Skills:
research, organization, communication
Overview of Task:
Students will select a specific disease of the human body to research. They will present their findings using one of several presentation media. The research and presentation task has been tiered to suit different strengths and needs of students
Assessment Criteria:
a common rubric is provided for all versions of the task.
Research:
posing questions, locating and using resources to answer questions, organizing materials to answer questions
Communication:
selection of appropriate medium, clarity of material, quality of product presented, ability to respond to questions
Content:
accuracy, depth, vocabulary, level of understanding
Tiered Assessments
Tier One Task: (designed to provide evidence of proficient achievement
at grade level)
The teacher provides a list of possible diseases to be researched. (alternatively, students may select their own disease to research). The teacher provides a list of presentation methods, including written report, oral report, Powerpoint presentation, etc. Students are provided with templates that guide them through the research process, as well as templates relating to each of the presentation methods. Students work in pairs, assigned by the teacher, to support each other as they conduct research, organize their findings, and prepare their presentations.
Tiered Assessments
Tier Two Task: (designed to provide an additional level of challenge) Students work as a group to brainstorm the following: range of diseases they will research; all possible sources of information; range of media they will use to communicate their findings. They will serve as resources for each other throughout the project, collaborating as necessary to accomplish the task.
Tiered Assessments
Tier Three Task: (scaffolded task designed to provide struggling students
with an appropriate level of challenge)
Students work under the direct supervision of the teacher. Using one disease, she works closely with students to model each step in the research process. Following each modeled step, she has students complete the same step independently, using a second disease that she has selected. She repeats the same modeling/independent work process for each step in the preparation of students’ presentations. The presentation medium is tailored to each student’s profile.
Reporting to Parents
Grade level at which student is working Learning outcomes (incl. IEP ref. if applicable) Achievement level at which student is performing Rubric levels Anecdotal comments Degree of support provided
Time to
Talk About Assessment
To what extent are the preceding descriptions of instruction, assessment and reporting for diverse learners consistent with current practice in your school or classroom?
Time to
Talk About Assessment
What is your assessment of Kim’s instructional & assessment practices?
+?
-?
Interesting?
Components of Assessment for Learning
(Black & Wiliam, 2003) Oral questioning Marking as feedback Peer and self-assessment Formative use of summative tests
Components of Assessment for Learning
(Wiliam, 2007) Clarifying learning intentions and sharing criteria for success Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning Providing feedback that moves learners forward Activating students as owners of their own learning Activating students as instructional sources for one another
Components of Assessment for Learning
(Cooper, 2007)
1.
Do I routinely share learning goals with my students so they know where we are heading?
2.
Do I routinely communicate to students the standards they are aiming for before they begin work on a task?
3.
Do I routinely have students self and peer assess their work in ways that improve their learning?
4.
Does my questioning technique include all students and promote increased understanding? 5.
Do I routinely provide individual feedback to students that informs them how to improve?
6.
Do I routinely provide opportunities for students to make use of this feedback to improve specific pieces of work?
Time to
Talk About Assessment
To what extent are these 6 “Look For’s” evident in your classroom or school?
Assessment
for
Learning: am I already doing it?
Do I routinely share learning goals with my students so they know where we are heading?
Math Class
Learning Goal:
You will demonstrate that you understand the relationship between the numerator and the denominator in a fraction.
At the end of the lesson, Linda points to the poster on the classroom wall and asks her students:
What did you learn in this lesson today?
Their exit slip is to answer on a “leaf” and post it on the “knowledge tree”
Linda told me that the most effective AFL strategy for her has been to write the learning goal for each day’s lesson on the board.
Assessment
for
Learning: am I already doing it?
Do I routinely share learning goals with my students so they know where we are heading?
Do I routinely communicate to students the standards they are aiming for before they begin work on a task?
Most students can hit the target if they can see it clearly and it stays still for them.
Rick Stiggins
Clear Targets
Clarity of curriculum standards High quality assessment tasks Rubrics to
describe
like what quality looks Checklists to enable students to monitor their own progress Anchors to
show
looks like students what quality
Using Rubrics in the Classroom
Use a rubric
analytically
to provide feedback to students when conducting diagnostic or formative assessment – I.e. focus on the indicators and don’t worry about the overall level Use a rubric
holistically
for summative evaluation purposes – I.e. Ask, “What set of indicators best describes the student’s overall performance at this time?”
Assessment for Learning
Assessment of Learning
Time to
Talk About Assessment
As you view Jackie’s class, consider: -what are some of the potential pitfalls in assessing this task?
how is Jackie’s use of a rubric similar to or different from your own practice?
Bump It Up Walls (Our Story by Kristeen Bunda and Janice Prangley) The Bump It Wall is a teaching tool that we have used successfully within our classroom for the past six months. The tool has been adapted for use in improving writing forms, reading responses, and we hope to start using it to improve math responses. To begin, we administer a diagnostic assessment to see what the students bring to the table. Then, as a teacher team, we look at their responses and select a cross-section of responses to view as a class. The focus here is to collaborate to identify what a level 3, or even 4, answer might look like. It is through these discussions and feedback that some of the most rich, accountable talk occurs. From there, we as teachers, take the feedback and write level 1, 2, 3 and 4 sample responses with no more than 3 arrows indicating the next steps needed to “bump up” the responses. These are posted in an area where students can easily access the information. Students then are encouraged to go to the wall, compare their responses to the samples provided and bump up their work based on the next steps provided on the arrows. Students then submit their newly revised responses for teacher feedback. Generally, at this point, a new opportunity to practice the skill is provided. Students still have access to the wall as well as their diagnostic piece and the teacher feedback. Our goal by using this tool is to increase student achievement in various areas of writing and responding critically to texts. We hope that through multiple opportunities to practice this strategy, students will show a marked improvement in their tasks and will be more independent (gradual release of responsibility). Eventually, a summative task is assigned for assessment. Throughout this process, we have noticed that our students have grown in confidence when accepting teacher feedback and moving through the revising/editing process. They are more willing to persevere to achieve their highest level of success because they believe they can. They have experienced what it is like to reflect on their work and identify their next steps.
Assessment
for
Learning: am I already doing it?
Do I routinely share learning goals with my students so they know where we are heading?
Do I routinely communicate to students the standards they are aiming for before they begin work on a task?
Do I routinely have students self and peer assess their work in ways that improve their learning?
Math Class
Pete has his students use “Traffic Light” signs at the start of a lesson on equivalent fractions, decimals and percentages to assess prior knowledge.
Teacher :
Do you know what the word “equivalent” means?
Students show either the red or green side of the “traffic light” in response.
He orally checks a sample of the “green” responses to see if they do, in fact, understand the term.
Music Class
Students had been practising in groups of 3, playing a 3 part jazz composition. At the end of the lesson, each group performed and the teacher required peers to assess what they heard. Here is some of the conversation: Rachel :
Holly went too fast.
Sam :
You all need to listen more to each other.
Teacher :
Now, who hasn’t given any feedback yet? Tam, tell Emma’s group how they did, and remember to be specific.
Tam :
Emma’s fill was really good. Everyone was in good time.
Teacher :
Are you sure about that, Tam?
(Tam hesitates….)
Michael, what did you think about Emma’s group?
Michael :
They all started out together, then Freddy seemed to get lost, but then they finished together.
Teacher :
Good feedback, Michael. Emma’s group, do you agree with what Michael said?
Self and Peer Assessment
Assessment
for
learning ONLY Requires training and modelling Focus assessment on what was taught Begin with short sessions Needs to be part of your routine
Time to
Talk About Assessment
With your colleagues, discuss current use of self and/or peer assessment in terms of purpose, frequency and design in your classroom or school.
Assessment
for
Learning: am I already doing it?
Does my questioning technique include all students and promote increased understanding?
Do I routinely provide individual feedback to students that informs them how to improve?
Do I routinely provide opportunities for students to make use of this feedback to improve specific pieces of work?
Provide tons of feedback …
Oral & written feedback tell students how to improve – marks DON’T Establish classroom routines that create opportunities for teacher & peer feedback Provide feedback ALONE on formative assessments; do NOT include marks
Provide tons of feedback …
Needs to cause thinking: don’t provide the “answer” Must not be evaluative Must direct students towards improvement Must make reference to specific quality indicators (a rubric or checklist) Must include an expectation that it will be implemented Must include strategies for checking that it has been implemented
Commitment to Action
Spend a few moments reflecting on today ….
What was your most significant learning?
What specific actions do you plan to take immediately and/or between now and June 2011?
Who will be involved?
What results would you like to see from these actions?
How will you assess the effectiveness of these actions?
Suggested Reading
1.
Black, Paul and Wiliam, Dylan. “
Inside the Black Box: Raising Standards Through Classroom Assessment
”, Phi Delta Kappan, October, 1998 A seminal article on the value of formative assessment that summarizes 2.
effective assessment practices as described in 250 studies in the UK, the US, Australia, Switzerland, Hong Kong and Africa. Cooper, Damian.
Talk About Assessment: Strategies and Tools to Improve Teaching and Learning,
Nelson Education, 2007. 3.
Cooper, Damian.
Talk About Assessment: High School Strategies and Tools,
Nelson Education, 2010 4.
Davies, Anne.
Making Classroom Assessment Work
, Connections Publishing, 2000 A short and very useful overview of the basics of assessment in today’s classrooms, with particular relevance to elementary schools. 5.
Marzano, Robert J.
Transforming Classroom Grading
, ASCD, 2000 An excellent examination of past and present trends in classroom grading practice. 6.
7.
O’Connor, Ken.
How to Grade for Learning 3 rd . Edition
, Skylight, 2009 A solid treatment of the grading dilemmas that arise in intermediate and senior grades. Stiggins. Richard.
Classroom Assessment for Student Learning
, Assessment Training Institute, 2004. An in-depth “textbook” for students of assessment, organized according to principles of assessment, assessment methods, and communication. 8.
Wiggins, Grant.
Educative Assessment
, Jossey Bass, 1998 A comprehensive publication from a true expert in the field, this work provides all the background to Wiggins” approach to classroom assessment. 9.
Wiggins, Grant and McTighe, Jay.
Understanding By Design
, ASCD, 1998 A concise and very readable guide to designing program from an assessment point of view.