Transcript Keys to quality assessments (formative & summative)

KEYS TO
QUALITY ASSESSMENTS
(FORMATIVE & SUMMATIVE)
Jacque Melin
Grand Valley State University
www.formativedifferentiated.com
Thank you for being present today
• You can expect:
• conversations
• learning
I’m counting on you to…
• learn from one another
• actively participate
• commit to a partnership in this journey
[email protected]
616-450-0998 (cell)
616-331-6209 (office)
Today’s Targets
• What is a balanced assessment system?
Components? Is our system in balance? Where
does the formative assessment process fit?
• What are the 5 Keys to Quality Classroom
Assessments?
• How can we (and our student teachers) use the
formative assessment process to help inform our
instruction and engage students in learning?
What is Assessment?
• The process of collecting information
• A gathering of evidence of student learning
• A tool to inform and encourage student growth
• According to Evangeline Harris Stefanakis
(2002), "The word assess comes from the
Latin assidere, which means to sit beside.
Literally then, to assess means to sit beside the
learner." (p.9)
Formative and Summative
Assessment
A quick review
Formative Assessment
• Takes place WHILE the
teaching/learning is happening;
• Coaching students to hit a
series of learning targets;
• Making students partners in
their learning;
• Descriptive feedback and part
of instruction;
• Formal or Informal
• Assessment FOR learning.
Summative Assessment
• A judgment, usually
communicated by a grade or
score, about how well
students achieve the final
learning targets;
• Evaluative feedback and
after instruction;
• Assessment OF learning.
Our Goal
• As educators our goal is to create and
maintain a balanced assessment system
that includes high-quality assessments of
(summative) and for (formative) student
learning.
Different types of assessments
Formal and informal
Used with skill, assessment can…
• Motivate the unmotivated
• Restore students’ desire to learn
• Encourage students to keep learning
• Create—not simply measure—increased
achievement
--Stiggins, Arter, Chappuis, & Chappuis, 2011
Keys to Quality Classroom Assessment
Accurate Assessment
Clear Targets
Clear Purposes
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use results?
Sound Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Effective Communication
Effectively Used
Communicate How?
How manage information?
How report?
Student Involvement
Students 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.
Key 1: Clear Purpose
• Why assess?
• What’s the purpose?
• Who will use the results?
The ultimate user of
assessment information is
the student.
Key 2: Clear Targets
• Assess what?
• What are the learning targets?
• I can statements
• Are they clear? Are they good?
Key 2: Clear Learning Targets
• Know what kinds of targets are represented in
curriculum
•
•
•
•
Knowledge
Reasoning
Performance skill
Products
• Master the standards ourselves
• Know which targets each assessment measures
• Make learning targets clear to students, too.
Product Target
Product
Performance Skill
Reasoning
Knowledge
Performance Skill Target
Performance Skill
Reasoning
Knowledge
Reasoning Target
Reasoning
Knowledge
Knowledge Target
Knowledge
Help in deconstructing standards to
targets (knowledge, reasoning, skill,
product)
• http://education.ky.gov/curriculum/ela/pages/ela-
deconstructed-standards.aspx
• http://education.ky.gov/curriculum/math/pages/mathematic
s-deconstructed-standards.aspx
18
What is a student friendly learning target?
Subject
Topic
 MATH
 Decimals
 Page 152 in the book
Assignment
 Going on a decimal hunt
 Read decimals and put them in order
Activity
Learning
Learning
Target
Target
 I can read decimals and put them in order. This means
I can use the correct place value names and show the
order of decimals based on their value.
Learning Target
With success criteria
Don’t Confuse
These Two “C” Words
•Congruent
• An exact match
•Correlated
• Has some
relationship
20
Congruent or Not?
Students will describe and compare the processes, factors involved
and consequences of slow changes (e.g., erosion and weathering)
and fast changes (e.g., landslides, earthquakes, floods) to earth’s
surface
• I can observe changes to earth’s surface
• I can create a model of a volcano to
over time and use evidence/data to infer
the cause of the change.
I can classify changes to earth’s surface
as ‘slow’ or ‘fast’.
I can describe how the earth’s surface
might be slowly (or quickly) changed.
I can name a process that changes the
earth’s surface slowly (or quickly) and
compare how it affects different places
on earth.
I can classify changes by how often they
occur and whether they are predictable.
show a fast change to earth’s
surface.
I can name 3 places on earth where
a fast change has occurred.
I can name 3 places on earth where
slow changes have occurred.
I can identify different landforms.
I can locate landforms on a
topographic map.
•
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•
•
•
•
•
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Writing student friendly targets
“I can…” statements
for what we want students to KNOW and
DO?
• Statements of intended learning.
• Statements that describe how we will know
that we have learned it.
• Should be posted, not just shared verbally.
1. I can identify the hypotenuse of any right triangle.
Who am I?
2. I can prove the Pythagorean Theorem by relating the
triangle side lengths to areas.
4. I can find any side of a
right triangle if I know the
two other sides.
Don’t I know you
from somewhere?
3. I can create a physical proof of the
Pythagorean theorem using cubes to show
areas.
c
a
b
I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
A (-3,-2)
7. I can use right triangles in a coordinate system to find
the distance between two points.
How far is it from
Albuquerque to Boston?
9. I can deconstruct real world objects
into circular objects.
H
8. I can relate the formulas for the
volumes of cones, cylinders, and
spheres to the formula for the area of a
circle.
???
R
10. I can use right triangles to
find the radii and heights of real
world objects and use those
values to calculate volumes.
Christina Hank
http://turnonyourbrain.wordpress.com/
“I CAN…” Statements
I CAN identify the steps in the scientific process
I CAN describe the purpose of each step in the scientific process
I CAN use the steps in the scientific process correctly
I CAN make observations about the world around me
I CAN ask questions about the observations I make
I CAN create an investigation to answer the question I ask
I CAN carry out the investigation I have created
I CAN record data and information that I find from my investigation
I CAN communicate the results of my investigation through discussions,
graphs and charts or another form that I see fits
I CAN look over my observation, questions, investigation and results and
form a conclusion to my original question.
GOT IT!!
Still
working
on it
I need
some
more
time
“I CAN…” Statements
I CAN identify the steps in the scientific process
I CAN describe the purpose of each step in the scientific process
I CAN use the steps in the scientific process correctly
I CAN make observations about the world around me
I CAN ask questions about the observations I make
I CAN create an investigation to answer the question I ask
I CAN carry out the investigation I have created
I CAN record data and information that I find from my investigation
I CAN communicate the results of my investigation through discussions,
graphs and charts or another form that I see fits
I CAN look over my observation, questions, investigation and results and
form a conclusion to my original question.
GOT IT!!
Still
working
on it
I need
some
more
time
With an Elbow Partner…..
• Are your learning targets clearly and
appropriately framed for teachers and students?
• How are you sharing your learning targets with
your students?
• How are you helping your students track their
progress toward mastery of the learning targets?
• Are the items on your assessments aligned to
your learning targets? How do you know?
Key 3: Sound Design
• Assess how?
• What method?
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short
answer
(sentences,
paragraphs)
•Web
•Concept
Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Fill-in-theblank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking
aloud a
process
•Student selfassessment
•Peer review
Target/Method Match
Target
Selected
Response
Knowledge Yes!
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
OKUnderstandings
of relationships
among
elements of
knowledge
Nope- too
time
consuming
Maybe
(question,
evaluate
answers, infer
mastery) –but
time
consuming
Target/Method Match
Target
Selected
Response
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
Reasoning
Partial!
Many, but
not all
types of
reasoning
Yes!
Somewhat
Yes!
Target/Method Match
Target
Selected
Response
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
Skill
Rarely!
Perhaps
measurement skill
targets.
No!
Yes!
Good for
some oral
proficiency
skill targets
only.
Target/Method Match
Target
Selected
Response
Extended
Written
Response
Performance
Assessment
Product
No
Maybe-if Yes!
product is
written
Observation/
Conversation
No
Key 4: Effective Communication
• Communicate how?
• How do we manage information?
• How do we report?
Key 5: Student Involvement
• Students are users and can (and should) participate in the
assessment process.
• Students are actively involved in every part of the
teaching, learning, and assessment process.
Let’s take a look at some assessments…
• Selected Response
• https://docs.google.com/forms/d/1aOfIv9qhdhvv5Xl4MVaRKYgiHn8
DnHKvL5VQuOXHA2g/viewform?edit_requested=true
• Extended Written Response
• Performance Task Assessment
With an Elbow Partner….
• How might you improve the design of some of your
assessments?
• Are students also assessors during their learning? How?
How might you increase this KEY (student involvement)?
• Could some of the assessments you have designed as
summative, be used as formative instead? Explain.
Making a Difference Through Assessment
• My favorite assessment quotes….
• Inspirations
R. Stake
J. Hattie
R. Stiggins