Classroom Assessment

LTC 5 ITS REAL Project Vicki DeWitt Director Deb Greaney Grant Coordinator

Acknowledgements

 Major Writers & Developers   Bev Bergdolf (ROE 10) Deb Greaney (LTC 5)  Presenter- Deb Greaney

Topics

     The role of assessments in the classroom The various types of classroom assessments The need for and process of matching the target with the method of assessment.

Student involvement into the assessment process.

Various tools to be used in the assessment process

Activities

 Reflection on current assessment practice  Create IBL unit assessment pieces

Role of Classroom Assessments

•Strives to increase achievement • Informs students about themselves • Reflects targets that underpin standards •Can produce unique results for individuals • Teacher’s role is to promote success • Student’s role is to strive for improvement • Motivates with promise of success

Provide Assessment FOR Learning

•How much did they learn?

•How well did they learn it?

•How well did I teach it?

Assessment OF & FOR Learning

 Both assessment FOR and OF learning are important   Assessments FOR learning serve to help students learn more (Classroom Assessment) Assessments OF learning provide evidence of achievement for public reporting (Standardized Testing)

Assessment Principles

  To improve their teaching, teachers must define learning outcomes and measure their attainment.

To improve their learning, students must learn how to use feedback to assess their own progress (= “self assessment”).

  The best assessment derives from teachers’ questions about their own teaching.

Assessment provides an impetus for active student involvement, a proven “best practice”.

TYPES OF ASSESSMENTS

 Selected response  Essay  Performance tasks  Personal communication

Selected Response/Short Answer

 Multiple Choice, True/False, Matching, Fill in the Blank, Label a Diagram, A Sentence  Strengths: Aligns well with knowledge and understanding  Bias/Concerns:      Reading may be an issue for some students Insufficient time to respond Poor quality test items Sample size Wrong method for target

Essays

   Extended written answer to a prompt or exercise Strengths  Aligns well with knowledge, understanding & reasoning  Can develop connections Bias/Concerns  Insufficient time to read & score    Lack of writing proficiency for some students Sample size Wrong method for target

Performance Tasks Assessments

 Demonstrating Skills / Developing Products  Strengths   Reflects reasoning proficiency Demonstrates performance skills  Demonstrates product development capabilities  Bias/Concerns    Unclear or incorrect performance criteria Unfocused tasks Wrong method for target

Personal Communication

   Questions & Answers, Conferences, Interviews, Oral Examinations Strengths   Aligns well with knowledge, understanding, reasoning Using in conjunction with other methods can deepen understanding Bias/Concerns   Time Common language shared by teacher/student   Student personalities Keeping accurate records

Target/Method Match

Target Selected response Essay Performance Personal comm.

S P K R

Rule



SIMPLE TARGET, SIMPLE TASK



COMPLEX TARGET, COMPLEX TASK

Low Level vs High Level Benchmarks

FABLES

1. Describe the characteristics of a fable 2. Explain the use of personification 3. Identify the source of conflict Analyze a set of fables to show their similarities and their use of conflict, character development, and a moral.

GEOGRAPHY AND WEATHER

1. Describe landforms in the U. S. 2. Explain the water cycle 3. Name the stages of the water cycle in each season.

Compare how seasons and landforms affect changes in weather patterns within regions of the US.

MATH PROBLEM – SOLVING

1. Multiply multi-digit numbers 2. Divide numbers using decimals 3. Multiply and divide numbers to change decimal values and pounds Use computational results to analyze and compare costs of energy.

Where is YOUR Assessment Target?

 Your need to raise your assessment target to that same higher level, and aim for it!

 If you hit it, you are teaching to the unit’s benchmarks

Let’s Look at Our Units

 Look at each benchmark to define the target of the assessment.

 Choose a method that matches that target and will

completely

assess the benchmark.

 Write a brief description of the assessment in the Individual Student Assessment area of the template

Create Your Unit Assessments



What rubrics do you need?

 Any performance task  Final team product rubric

What is a Rubric?

   A set of scoring guidelines for evaluating student work Rubrics answer the questions   By what

criteria

should a performance or product be judged?

What does the

range

in the quality of the performance look like?

Often accompanied by examples of products or performances to illustrate the various scoring points

A Graphic Organizer

What is it?

Scoring Instrument Compare or Contrast Checklist Rubric What are the parts?

Performance Criteria Range of Quality Student Involvement Scoring Points Sea Creature (Kindergarten) Colonial Celebration (7)

Persuasive ¶

What are some examples?

Creating Quality Rubrics

 Content  Does it cover everything of importance?

 Clarity  Does everyone understand what is meant?

 Are terms defined?

 Are the levels of quality clearly differentiated?

 Are there samples of work to illustrate levels of quality?

Creating Quality Rubrics

 Practicality   Is it easy to use by teachers and students?

Will students understand it?

  Can students use it to self assess?

Is the rubric manageable?

 Technical quality/Fairness  Is it valid (measures what it should) and reliable (different raters will give the same score)?

 Is it fair?

Some Examples…

 Working in teams, examine the rubric examples  Use post it notes to rate each one: Good, Bad or Ugly  Be prepared to share your ratings and reasons behind them

Incorporating Student Involvement

What is student involvement?

 It is anything that helps students  Understand learning targets     Engage in self-assessment Watch themselves grow Talk about their growth Plan next steps for learning  Why should we involve students?

   Motivation Greater understanding of criteria Students monitoring improvements through record keeping

Examples of Student Involvement

 Selected Response   Student generated question bank QAR questions from IBL units  Essay, Performance Assessment, Personal Communication