Transcript Type I: Quick Write

Assessment Philosophy
Something to Think About…
“We take the position that the
primary purpose of assessment
is to inform teaching and improve
learning, not to sort and select
students or to justify a grade.”
Jay McTighe and Steven Ferrara
Something to Think About…
The word, assess, comes
from the Latin, assidere,
meaning “to sit beside.”
Assessment …
“any systematic basis for making
inferences about characteristics of
people, usually based on various
sources of evidence;
the global process of synthesizing
information about individuals in order to
understand and describe them better.”
Brown, 1983
Photo Album vs. Snapshot
Valid assessment requires
multiple sources of evidence,
collected over time.
Think “Backward”
“To begin with the end in mind
means to start with a clear
understanding of your destination.
It means to know where you are
going so that you better understand
where you are now so that the steps
you take are always in the right
direction.”
Stephen Covey, Seven Habits of Highly Effective
People
3 Stages of Backward Design
1. Identify desired results.
2. Determine acceptable evidence.
3. Plan learning experiences
& instruction.
Key to Backward Design
Think like an assessor!
• Design assessments before you
design lessons and activities.
• Be clear about what evidence of
learning you seek.
something to think about…
CURRICULUM
1. Think of curriculum in terms of
desired “performances of
understanding.”
then
2. “Plan backwards” to identify needed
concepts and skills.
Assessment as Feedback
from:
teach
move on
to: teach assess
test/grade
adjust
assess
Feedback is not …
χ praise -- “good work”
χ grades -- B+, D
χ encouragement -- “Keep at it.
You can do it.”
χ criticism -- “unacceptable”
Effective feedback is…
√
√
√
√
specific
descriptive
understandable
timely
Consider Consequential
Validity
√ Are we assessing everything that we
value?
√ Be cautious about assessing only
that which is easiest to measure.
√ Consider the consequences of our
assessments and accountability
measures.
Something to Think About…
“What is assessed signals
what is important to learn.
How it is assessed signals
how it should be learned.”
Jay McTighe
Assessments
• Pre-Assessments
• Formative Assessments
• Summative Assessments
Type I: Quick Write
• Informal, one-draft writing.
• Emphasis on generating ideas, reflecting,
predicting, and developing questions.
• To activate prior knowledge.
• Develops writing fluency, not focused on
accuracy.
TASK
Write three sentences about what you think
pre-assessments are and what purposes
they serve. (Skip lines, write at X’s)
Pre-Assessments
• Pre-assessments are used to
gather initial information about the
level of skill and/or knowledge
students possess prior to
instruction.
• Assesses the important
background knowledge/skills
students need to meet the
indicator.
• Quick and concise.
Pre-Assessment Answers
Questions:
• What knowledge and skills do students already
have?
• Are students ready for a lesson on a given
indicator (e.g., do they have the necessary
prerequisites)?
• Are students ready to go beyond a given
indicator? (Before skipping a lesson, make sure
content not required as a prerequisite for a larger
unit of study.)
• Will students need additional support to meet a
given indicator? (e.g., adjusting grouping
arrangements, altering the level of content
materials.)
Advantages of Pre-Assessments
• Knowing what needs to be reviewed or
re-taught
• Knowing what foundation the students
have for new learning
• Helping to meet the needs of all learners
• Forming groups for instruction
• Good pre-assessment results in more
precise instruction and more efficient use
of students’ time.
Score Your Pre-Assessment
Knowledge
3-Had most of the important facets of preassessments listed in my three sentences.
2- Had many of the important facets of preassessment listed in my three sentences.
1- Had some of the important facets of preassessment listed in my three sentences.
Sample Pre-Assessments
• Selected response: MC, T/F,
matching
• Constructed response: fill-in-blank,
short answer, quick write, exit slip,
diagram labeling, visual designs
– Web, flow charts, graphs, tables,
matrices, illustrations, cartoons
Scoring Guidelines for
Pre-Assessments
•
•
•
•
Observation Over Time (writing)
Completion Only
Number Correct
Simple Scoring Rubric
– Above Average, Average, Below Average
• Rubric with ratings and descriptions
– Advanced: Identifies all examples appropriately,
provides definitions and clarifies sensory appeal
(no errors in any category.
Sample Pre-Assessments
• In Your Grade Cluster, Choose a Partner.
• Choose Three (3) of the Sample Lessons
from Foreign Language.
• Read the Ohio Standards Connection and
the Pre-Assessment and Scoring
Guidelines for Each of the Three.
• As You Read Each, Discuss What
Knowledge and Skills Each PreAssessment Yields (or not!).
Grade Cluster Pre-Assessments
• Make Four (4) Groups of Three (3)
People.
• Take the Benchmarks and Indicators
Assigned to You and Draft a PreAssessment and Scoring Guidelines
• Share Out with Your Grade Cluster
Effective Standards-Based Classroom
Assessment Practices
• Design assessment to match the
standards, with forms of assessment
linked to specific benchmarks and
indicators. Linkage should be part of
daily and overall instructional plans.
• Form a coherent assessment system,
including a variety of assessments
that target the full range of standards.
• Carefully match assessments to what
students are actually learning.
Effective Standards-Based Classroom
Assessment Practices
• Focus on important skills and
knowledge, not isolated facts.
• Emphasize both process and product.
• Design assessments to yield useful
information to guide instruction.
• Ensure that assessments promote valid
inferences about learning.
Formative Assessment
Formative assessment is used to gather
information about learning as learning
is taking place and to guide instruction.
Research consistently shows that regular,
high-quality FORMATIVE ASSESSMENT
increases student achievement.
Critical Distinction
Formative
Assessment
Summative
Assessment
Assessment
FOR Learning
Assessment OF
Learning
Formative Assessments
• Vocabulary Quizzes (T/F, Matching,
MC/Drawings/Categorizings
• T/F, MC, Raise Hand, Drawing during
listening comprehension, reading
comprehension, culture lessons
• Turn to your neighbor and ask/tell…
Sample Formative Assessments
• Read Through the Instructional
Procedures of the Grade One Lesson
What’s For Sale?
• Identify Each Formative Assessment
Included in the Steps by Placing an “F”
in front of/over Each One.
• Compare Your Identifications with a
Partner.
ASCD Article
Feb 2003
How Classroom Assessments Improve Learning
• Think, Pair, Share
– Where are we as a field in terms of thinking
about assessment?
– Are there learnings we can pull out of this
article to inform our lessons?
Formative Assessment
Jot Down Formative Assessments
You Might Include in Your Lesson
Based on Your Assigned
Benchmark(s) and
the Indicator(s)You Have Chosen.
Summative Assessment
• In Your Grade Cluster, Find Your Morning
Partner (Pre-Assessments).
• Choose the same Three (3) Sample Lessons
from Foreign Language.
• Read the Ohio Standards Connection and the
Post-Assessments and Scoring Guidelines for
Each of the Three.
• As You Read Each, Discuss How Well Aligned
(or not!) the Standards and Assessments Are.
Alignment
• Answer the following questions in
discussing each post-assessment:
– How is the assessment aligned with
the content of the indicator?
– How is the assessment aligned with
the thinking level required by the
indicator?
Rubrics
• Holistic
• Analytic
Rated as a composite
Criteria rated separately
Both have
Labels (4-excellent)
Criteria (comprehension, fluency)
Descriptors of performance (“Few
hesitations.”)
Rev Up Your Rubrics!
• You have ALL experienced
good and bad service at
restaurants.
• Develop a rubric with no more
than 3 performance levels and
3 criteria to rate wait staff.
(Analytic or Holistic- your
choice!)
Grade-Cluster Alignment of
Standards and Post-Assessments
• Make Four (4) Groups of Three (3)
People.
• Take the Benchmarks and Indicators
Assigned to You and Draft a PostAssessment and Scoring Guidelines
• Share Out with Your Grade Cluster