Transcript ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING

ASSESSMENT and
EVALUATION FOR IMPROVED
STUDENT LEARNING:
Integrating Assessment
and Instruction
Gr. 9 - 12 Arts, Fall 2009
Assessment
For
Learning
Key Question
What does
good
assessment
and evaluation
“look like”?
Assessment
For
Learning
Core Practices
We are learning to:
• Plan assessment that is clearly
linked with instruction;
• Identify and explain the four core
practices of assessment for learning;
• Incorporate the practices in lesson
and unit planning
• Write learning goals and identify
success criteria
Assessment
For
Learning
Activity
SIMULATION
Assessment and
Evaluation
Webcast:
Rethinking Classroom
Assessment with
Purpose in Mind
Dr. Lorna
Earl
…Every time you do
assessment, it is not
a decision point – it
can be a learning
point…
What does
the
research
say?
Assessment
OF Learning
Assessment
FOR Learning
Assessment
AS Learning
School Ranking by
Quartile
Quartile
4
3
2
1
“Effectively implemented, Research
formative assessment can do as
much or more to improve student
achievement than any of the most
powerful instructional
interventions, intensive reading
instruction, one on one tutoring,
and the like.”
Assessment
OF Learning
• Evaluation
• Summative (after)
FOR & AS Learning
• Assessment
• Diagnostic (before) &
Formative (during, ongoing)
• Coaching
• Judging
• Providing feedback to
• Assigning grades &
reporting on achievement students & teachers to
make decisions about next
steps in learning
Assessment
For
Learning
Assessment Continuum
Learning Goals
Descriptive Feedback
Peer/Self assessment
Individual Goal setting
Eliciting Evidence of
Understanding
Success Criteria
Assessment
For
Learning
Scaffolding
• I do, you watch
• I do, you help
• You do, I help
• You do, I watch
Assessment
For
Learning
Planning for Learning
How can we plan
assessment,
evaluation, and
instruction to
improve student
learning?
Current
knowledge
and skills
Diagnostic
assessment to
determine current
knowledge/skills
What am I
supposed to
learn?
Share learning
goals
What does
successful
learning look
like?
Develop success
criteria with
students and post
for ongoing
reference & revision
How am I
doing?
Desired
knowledge
and skills
Feedback (from
teacher, peers, self)
Assessment
For
Learning
Planning for Learning
To maximize learning,
assessment AND instruction
must be purposefully planned
to support students to attain a
clearly defined learning goal.
Planning with the End in Mind
What do I want
them to learn?
How will I know
they have
learned it?
How will I
design the
learning so that
all will learn?
Where in the
unit do you see
evidence that
this question
has been
addressed?
Planning with the End in Mind
What do I want
them to learn?
 Enduring
Understandings
 Overall
Expectations
 Key Questions
 Learning Goals
Planning with the End in Mind
Assessment of
Learning (Evaluation)
How will I know
they have
learned it?
How will students demonstrate
their knowledge and skills when
they have finished learning?
What evidence will be produced?
Products
Conversations
Observations
Planning with the End in Mind
Assessment for
Learning
How will I know
they are learning
it?
How will students demonstrate
their knowledge and skills while
they are learning?
How will we monitor their
progress?
Exit cards, journal entries,
observation, conversations, …
Planning with the End in Mind
• Ongoing monitoring of learning
• Strategies and tools to elicit
evidence of learning
• Teacher feedback
• Peer Assessment
• Self Assessment
• Learning “how to learn”
Assessment
How will I
design the
learning so that
all will learn?
Instruction
What we
What they
think we SUCCESS! think they
are teaching
are learning
How can we ensure that students
know and understand what we
expect them to learn?
Assessment
For
Learning
Learning Goals
Learning is easier when
learners understand
what goal they are trying
to achieve, the purpose
of achieving the goal,
and the specific
attributes of success.
Chappuis, S. Educational Leadership, September 2002 | Volume 60 | Number 1
Assessment
For
Learning
Learning Goals
Learning Goals are brief,
concise statements, in
student-friendly language,
that describe what students
are to know or be able to do
at the end of a period of
instruction.
Scaffolding
Desired knowledge and skills
Current knowledge and skills
Scaffolding
Desired knowledge and skills
Learning goal
Assessment
Learning goal
Learning goal
Learning goal
Instruction
Current knowledge and skills
Assessment
For
Learning
1.
2.
3.
4.
5.
6.
7.
8.
Sample Learning Goals
We are studying the creative process. (Gr. 9)
I am learning to analyse and synthesize information. (Gr. 10)
Understand the uses of buttons, labels and text fields. (Gr. 12)
I can explore a wide range of increasingly complex traditional and
emerging technologies, tools, and techniques. (Gr. 12)
I will be able to use descriptive words, phrases and expressions to
clearly describe a scene or situation. (Gr. 10)
We are learning to use charts or hand-drawn sketches to show the
sequence of things, how things are related, or compare different
alternatives. (Gr. 11)
I can use a variety of techniques to convey a sense of movement.
(Gr. 11)
You will know how to create and perform phrases that explore two
or more elements of dance. (Gr. 9)
Assessment
For
Learning
Learning Goals
TASK: Identify the Learning Goal(s) for Lesson 3
of the sample unit.
• Read the lesson plan, giving careful attention to
the specific expectations and how they are
addressed.
• Identify the knowledge and skills that the student
is expected to demonstrate.
• Develop learning goal statement(s) that meet the
criteria for effective learning goals.
Assessment
For
Learning
Learning Goals
To be effective, learning goals must
be:
• Identified and shared at the outset
of learning
• Clarified with the students
• Referred to during the learning
Assessment
For
Learning
Feedback
• Related to learning goals and
criteria
• Timely and specific
• What was done well, what
needs improvement, how to
improve
• Descriptive not evaluative
• Include monitored opportunities
to try again
Research
Assessment feedback often has
a negative impact, particularly
on low-achieving students, who
are led to believe that they lack
‘ability’ and so are not able to
learn.
Assessment
For
Learning
Peer- and Self-Assessment
• Assessment, not evaluation
• Ensuring students understand learning
goals and success criteria
• Modelled by teacher before attempted by
students
• Students providing feedback (done well,
needs improvement, how)
Assessment
For
Learning
Success Criteria
Success criteria
• Describe what successful
achievement of learning goal “looks
like”
• Use language that students
understand
Assessment
For
Learning
Success Criteria
TASK: Co-construct a criteria t-chart
for the musical composition in the
AMU 1O unit.
Assessment
For
Learning
Co-constructing Criteria
1. Brainstorm a list of ideas
2. Sort and group the ideas
3. Make and post a T-chart
4. Use and revise as you learn
more.
Davies, A, Herbst-Luedtke, S, Parrott Reynolds, B.
Making Classroom Assessment Work p. 57
Assessment
For
Learning
Learning Goals and Success Criteria
“When we invest time up front to
build the vision [of what students
are to be learning], we gain it back
later in increased student
motivation and the resulting
higher-quality work.”
Chappuis (2009)
Assessment
For
Learning
AfL and Planning
TASK: Identify Assessment for Learning
practices embedded in a lesson
•Examine Lesson 3 from the sample unit.
Identify any of the AfL practices
Learning Goals/Success Criteria
Eliciting Evidence of Student
Understanding
Feedback
Peer and Self Assessment
Learning Goals
We are learning to:
use the "creative process"
when composing
use the elements of music to
plan a composition
use a compositional tool to
create a composition (Finale)
Guiding Questions:
How do the stages of the
creative process help us to
compose a piece of music?
What are some techniques and
tools musicians use to
compose?
•Elements of Music Diagnostic
Assessment
•BLM2 "Using Finale“
•Journal Entry: “Use each of
the following creative process
stages as headings: 1.
Challenging and Inspiring, 2.
Imagining and Generating, 3.
Planning and Focusing, explain
how you have used each
stage, so far, in the
development of your
composition.”
•Peer and self assessment
Samples of music
conveying courage,
honesty, loyalty
Co-constructing
criteria for success
Teacher modeling
Peer and self
assessment
Process Portfolio to
evaluate the application of
the stages of the creative
process in an original
composition. The Process
Portfolio will include
graphic organizers, self
reflections, checklists,
rating scales and
feedback response logs.
(rubric)
Original composition
(rubric)
Feedback
• Traffic light
• Thumbs up, thumbs down
• Target
Got it!
Getting there
Not yet
Feedback Log
Feedback
Date
Feedback
Action to be taken Action
Completed
Feb.
12
Itinerary has
several clearly
described
events
Identify the
times more
accurately
Provide more
details
about each
event
√
Assessment
For
Learning
We are learning
to:
• Plan assessment that is
clearly linked with
instruction;
• Identify and explain the
four core practices of
assessment for learning;
• Incorporate the
practices in lesson and
unit planning
• Write learning goals and
identify success criteria
Exit Card
Exit Card
Something new I learned…
I want to learn (more) about…
A question I have is…
I don’t know what
this means. I have
no idea what to do
next. I’m probably
too dumb to learn
this anyway. I give
up.
I understand, I
know what to do
next. I can handle
this. I choose to
keep trying.
Paul Walsh, Education Officer
CAP Branch
[email protected]
416 325 4393
Joanie Causarano, Education Officer
CAP Branch
[email protected]
416 325 2100