Transcript Assessment of Student Learning

Goals
To understand assessment of student
learning as an integral part of
instruction.
To learn about RIBTS Standard 9
Rhode Island Beginning
Teachers Standards
Standard 9. Assessment of Student Learning
Teachers use a variety of formal and informal
assessment strategies to support the
continuous development of the learner.
RIBTS Standard 9
Assessment of Student Learning
•
Teachers:
9.1 Pre-Assessment
… gather information about their student from colleagues and the students themselves
•
9.2 Variety of Assessments
… use a variety of assessment strategies and instruments that are aligned with instructional
content and methodology.
•
9.3 Learner Self-Assessment
… encourage students to evaluate their own work and use the results of this self-assessment
to establish individual goals.
•
9.4 Report and Recording
… maintain records of student learning and communicate student progress to students,
parents/guardians, and other colleagues.
•
9.5 Self-Reflection
… use information from their assessment of students to reflect on their own teaching and
modify their instruction.
Recommendations
.
Researchers found that teachers spend about 10%
of time on assessment activities.
Richard Stiggins (2004) recommended that teachers
should spend as much as 1/3 of their time on
assessment.
Beginning teachers should build a repertoire of effective
strategies for assessing students.
(Arends p. 208)
Assessment of and for
Student Learning
Assessment is . .
A process of making judgments
about students’ learning
in relation to the goals of learning.
Judgments are reached by bringing
together evidence
which has been gathered.
Teaching
Learning
Assessment or Evaluation?
.
Assessment is process of collecting information
about students and classrooms for the purpose of
making instructional decisions.
Evaluation is the process of making judgments or
deciding on the worth of a particular approach or a
student’s work.
(Arends, p. 211)
Two Main Purposes
.
1.
Assessment for learning
(Diagnostic, Formative Continuous)
-To place students
-To help students current and future learning.
-To find out in what areas students are making progress
and what particular difficulties they are having
-To provide encouraging feedback
-To provide a baseline of performance
Two Main Purposes
.
2. Assessment of learning
(Summative - Evaluation/Reporting)
-To summarize achievement at certain times, concerned
with judgments about the past
-For keeping records, reporting to parents, other teachers
and the children themselves.
Major Purposes
Assessment for
Student Learning
Diagnostic
Formative
(Continuous)
Assessment of
Student Learning
Summative
(Evaluation/Reporting)
Function/
How Used
Placement, planning, and
determining the presence
or absence of skills and
prior knowledge
Feedback to student on
learning and to teachers
on instruction; assist
teacher decision-making
Grading of students’
achievements and
behaviors and reporting
of performance.
When Used
At the beginning of a
unit/lesson, semester, or
year, or during instruction
when a student is having
problems
During instruction
At the end of the unit,
grading period
How is
Evidence
Collected
Standardized diagnostic
tests; observations,
teacher checklists, preassessments
Different types of
student work;
homework;
assignments; quizzes
Portfolio, Performance,
Final Exam
Scoring
Norm- and criterion
referenced; rubric
Criterion-referenced;
criteria lists; rubrics
Norm- or criterionreference; rubrics
Modification of Table 6.5 - Arends, p 226
Process of Assessment
I. Plan systematically for a variety of assessments
(RIBTS 9.2)
-Identify Instructional Objectives
-Identify the types of assessments
- Sequence the variety of assessments
II. Gather evidence (RIBTS 9.1, 9.2, 9.3, 9.4)
III. Judge evidence against expectations (RIBTS 9.5)
IV. Interpret the judgments (RIBTS 9.5)
Process of Assessment
V. Take action (RIBTS 9.4, 9.5)
-Self-reflect (9.5)
-Adjust teaching and assessments.
-Provide feedback to students (9.4)
-Report to parents and other teachers (9.4)
9.1 Pre-Assessment
Major Concepts:
-Learner pre-assessment as part of
instruction
-Purposes/methods of pre-assessment
-Matching pre and post assessment
-External and internal sources of
assessment information
Purposes of Pre-Assessment
1.
2.
3.
4.
To improve teaching (understand students’
misconceptions by knowing prior knowledge)
To improve learning (help learner confront their prior
knowledge and self-assess)
To learn more about the students’ knowledge and
dispositions
To develop a baseline for judging progress in students’
achievement and behaviors.
9.1 Pre-Assessment
Internal Sources: Inside the Classroom
-Teacher Observation
- KWAL Charting
- Interview - Individual, Small Group and Whole Class
- Concept Maps
- Concept Cartoons
- Interest Surveys
External Sources: Outside the Classroom
-RIDE Information Works
-Cumulative Folders (Grades, Standardized Test Scores)
-Other Teachers
9.1 Pre-Assessment
RIDE
InfoWorks
INFORMATION
-Demographics
-Student Performance
-Learning Environment
EXTERNAL SOURCE
All About (TOPIC)
K W A L
What do I think
I know?
What do I
wonder about?
What actions
can we take
What have I
learned?
All About Sound
K W A
What do I think
I know?
.
What do I
wonder about?
What actions
can we take?
L
What have I
learned?
Using a KWAL Chart






Complete K-W-A for a pre-assessment.
Complete the L as you learn new knowledge.
As you learn knowledge and take action, put a check
next to the ideas in the K-W-A columns--to confirm that
they have been addressed or used.
Add ideas to the columns as they arise during the unit.
Post the chart in the classroom.
Consider the idea of students keeping individual KWAL
charts.
Pre-Assessing using KWAL
Know
What do you think you know about
sound? (Too open-ended by itself!)
Instead, using questions to probe.
--What are different types of sounds you know?
--How do you think a drum makes a sound?
--How do you think you a guitar makes a sound?
--How do you think we hear a sound?
Guidelines for Conducting a
Pre-Assessment





Establish trust. “This is not a test.”
Explain the purpose.”I want to know more about what
and how you think.”
Use effective questioning/responding.
Have students communicate in different ways: write,
draw, show, and speak.
Avoid explaining the topic. After the assessment is over,
tell the students that they will learn more about the topic
by learning new skills, investigating, engaging in
presentations.
NOW, IT’S YOUR TURN
Write questions you will use to cause
students to confront their prior
knowledge.
• Start with an open-ended question:
What do you think you know about…?
• Write several questions that probe their
thinking further.
Type of Assessment:
Academic Prompt
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.

Write a caption under this picture. Explain what kinds of sounds a
guitar makes? How does sound come from a guitar?
Type of Assessment:
Concept Map
Concept Map Structures of Life
WORD BANK
Animals
Plants
Organism
Seeds
Crayfish
Living Things
Type of Assessment:
Concept Map - Sound
Pitch
WORD BANK
Sound
Pitch
Volume
Amplitude
Frequency
Vibrating objects
Volume
Vibration
Frequency
Amplitude
Sound
Type of Assessment:
Concept Map - Sound
WORD BANK
Sound
Pitch
Volume
Amplitude
Frequency
Vibrating objects
Sound
Is caused by
Vibrating
Objects
Frequency is the back and forth movement
of the vibrating object the faster the object vibrates,
the higher the frequency
Amplitude
Amplitude determines volume. The higher the amplitude
The higher the volume.
Volume
Frequency
Frequency determines pitch. The higher the pitch
the higher the frequency.
Pitch
Type of Assessment
Concept Cartoon
What Do you Think?
A. If we plant the flower,
it will grow into a new plant.
B
A.
B.
If we plant the seeds,
they will grow into a new plant.
C. If we chop the root into pieces
each piece will grow into
a new plant.
C
D
D. If we chop the stem into pieces
each piece will grow into
a new plant.
Plucking
the guitar
string
harder
changes
the sound.
A
B
What do
you
think?
Plucking
the guitar
string
harder
changes
the pitch.
C
B
C
Plucking the
guitar string
harder
changes the
volume.
Plucking the
guitar string
harder does not
change the
sound.
D
What do
you
think?
A
D
B
C
Design a Pre-Assessment
•
•
Relate to “Objectives to Assess.”
Include different ways learners can
communicate during pre-assessmentwrite, draw, show, speak
•
•
Consider using visuals to prompt
thinking (e.g., photo, drawing)
Use the phrase “do you think” in
questions.
9.2 Variety of Assessment Strategies
Major Concepts:
-Variety of assessments
-Purposes/types of assessments
-Diagnostic, formative, and summative
assessment
-Systematic Planning
9.2 Variety of Assessments
A. Relate to instructional objectives to
assess.
B. Relate to RI Grade Span Expectations.
C. Plan a variety of assessments
Diagnostic, Formative and Summative
-Pre-assessments
-Post-assessments
-Learner self-assessments
-Teacher observation
-Student work
Linking Objectives with Types of
Assessment
INSTRUC TIONAL
OBJEC TIVES TO BE
ASSESSED
TYPE OF ASSESSMENT
SELEC TED
RESPON SE
De clarative
Know ledge
Mastery of factual knowledge
(e.g., facts, concepts) and
conceptual knowledge
Proce dural
Know ledge:
Re as oning
-Observing,
-Hypothesizi ng
-Planning
-Interpreting Results and
Formulating Conclusions
-Communicating
PERFOR M ANCE
PERSON AL
COM MUNICATION
Multiple choice, true/f alse,
matching, and f lil-in
sample mastery of f acts
and concepts
Can tap understanding of
relationships among
conceptsand f acts
Not a good choice
Can ask questions,
ev aluate answers, and
inf er mastery, but a timeconsuming option
Can assessapplication of
some patterns of
reasoning
W ritten descriptions of
complex solu tions can
prov ide window into
reasoning
Can watch students solv e
some problems, inquire, or
examin e products and
inf er about reasoning
Can askstudent to Ò
think
aloudÓor can ask f ollow-up
questions to probe
reasoning
Can assessmastery of the
knowledge prerequisite to
skillf ul perf ormance, but
cannot rely on thes
e to
assess the skill itself
Can assessmastery of the
knowledge prerequisite to
skillf ul perf ormance, but
cannot rely on thes
e to tap
the skill itself
Can observe and ev aluate
skills/attitudes as they are
being perf ormed
Strong match when skill is
oral communication
prof iciency; also can
assess mastery of
knowledge prerequisite to
skillf ul perf ormance
Selected response, rating
scales,and questionnaire
items can tap student
f eelings
Combining rating scales
and open-ended
questionnaire items can
probe
attitudes/dispositions
Can inf er dispositions f rom
behav ior and products
Can talk with students
about their f eelings
Detecting patterns;
Using evidence to
f ormulate a generalization
Proce dural
Know ledge:
Think ing Processes
ACADEM IC
PROMPTS
Procedura l Sk ills
use of thermometer, hand lens,
eyedropper, syringe etc.
Dis positions
(Feelings aboutprocess of
learning science and science
as a subject to learn)
9.2 Variety of Assessments
Formative Assessment (Scientist Notebooks)
Scientific
Thinking
Scientific
Knowledge
Scientific
Processes and
Reasoning
Scientific
Attitudes and
Dispositions
Ideas, Skills, Attitudes To
Assess
-Big Idea Electric circuits require a
complete circle through which an
electric current passes. Electricity in
circuits produce light, heat, and other
forms of energy.
-Sub-concepts A complete circuit is
required to light a bulb
Evidence (Part of
Notebook)
Prediction and
Conclusion
Predicting
Observing
Prediction
Data/Observations
Data Organizer
Desiring knowledge
Next Steps/
New Questions
Plan a Variety of Assessments
Sequence assessments. Make a chart.
1. Pre-assessment
2. Learner self-assessments
3. Other Assessments (Scientist Notebooks)
4. Post-assessment
Le s s on
#
Brief
T i tl e
Ty p e o f
Ass e ss m en t
P u rp o s e
Wh a t
wi l l be
a ss e sse
d?
H o w w i ll
t he
e vi d e n c e
be
c ol l e c t e d ?
Example of a Systematic Plan
A. Learning Outcomes That Will Be Assessed
1. Knowledge: The students will be able to classify an insect is an organism and explain why it is a living thing.
2. Knowledge: The students will be able to sequence the stages of the life cycle of an insect.
3. Science Processes: The students will be able to observe the structures of an insect.
4. Science Processes and Reasoning: The students will be able to support claims with evidence.
5. Disposition: The students will be able to demonstrate curiosity.
B. RI Grade Span Expectations in Science Related to Learning Outcomes
RI Grade Span Expectations in Science
Relate to
Learning
Outcome
1. Statement of Enduring Knowledge:
LS1 - All living organisms have identifiable structures and characteristics that allow for survival
(organisms, populations, & species).
Grade Span Expectation LS1 (K-4)
Sort/classify different living things using similar and different characteristics. Describe why organisms
belong to each group or cite evidence about how they are alike or not alike.
1
2. Statement of Enduring Knowledge:
LS1 - All living organisms have identifiable structures and characteristics that allow for survival
(organisms, populations, & species).
Grade Span Expectation LS1 (K-4)
Predict, sequence or compare the life stages of organisms – plants and animals (e.g., put images of life
stages of an organism in order, predict the next stage in sequence, compare two organisms)
2
Example of a Systematic Plan
When
Scheduled?
Type of
Assessment
Before
Class 1
Academic
Prompt
Diagnostic
(PreAssess)
Knowledge (key terms-insect,
animal, organism, life cycle,
egg,, pupa, larvae, adult,
metamorphosis)
Assignment
(Concept
Map in
Scientists
Notebook)
During
Classes 2-6
Teacher
Observati
on
Formative
(continuous)
Knowledge (four stages of
metamorphosis)
Reasoning (detects patternsequence of metamorphosis)
Skills (observing, predicting,
claims and evidence)
Attitudes (curiosity)
Checklist
During
Class 5
Selected
Response
Formative
(Learner SelfAssessment)
Dispositions (towards learning
science)
Assignment
(Activity
Sheet)
5
None
Class 7
Performanc
e
Summative
(PostAssessment)
Reasoning (detects patternsequence of metamorphosis)
Assignment
(Scientists
Notebook)
3, 4, 5
None
Purpose
What will be Assessed?
How will
the
evidence
be
collected?
Relate
to
Objectives to
Assess
Relate
to
RIGSE
1, 2
1, 2
2, 3, 4, 5
2
Teacher
Notes
9.3 Learner Self-Assessment
Major Concepts:
-Metacognition
-Purpose/types of learner selfassessments
-Learner self-assessment as part of
instruction
9.3 Learner Self-Assessment
3 GLOWS and a GROW
3 GLOWS
1 GROW
I help others when I I wish I draw what I
work in groups.
observe.
I conduct
procedures step by
step.
I completed each
part of the
notebook.
9.3 Learner Self-Assessment
Name:________________Date:____________
Self-Assessment
A. What was the purpose of your inquiry?
B. Mark the box that best
describes your feelings:
Yes
?
1. I followed the procedures
step by step.
2. I used the materials and
tools correctly.
3. I am comfortable handling
the squid.
4. I recorded data carefully.
5. I completed the inquiry.
6. I can identify each
structure.
7. I can explain the function
of each structure.
C. What did you learn from the inquiry?
No
-Rating Scale (B)
-Open-ended questions
(A and C)
9.3 Learner Self-Assessment
FEEDBACK GUIDE
STUDENT
TEACHER
CRITERIA
FOCUS QUESTION


Learner generated; in own words
Relates to Big Idea
HYPOTHESIS/PREDICTION



Connects to prior experience
Relates to focus question
Gives an explanation/reason
PLANNING




Relates to focus question
Has clear sequence/direction
Identifies v ariables/control
Includes data organizer
DATA/OBSERVATIONS
 Relates to focus question and plan
 Includes learner generated drawings, charts,
graphs, narrativ e
 Organized
 Clear
 Accurate
CLAIMS AND EVIDENCE
 Claims are supported by ev idence
 Claims reflect rules or underly ing principles
 Evidence includes what works and what doesnÕt
work when appropriate
CONCLUSION
 Uses an appropriate topic sentence that ref lects the
focus question.
 Utilizes the Òword wallÓterms appropriately
 Based on the planning, and evidence that
addresses the focus question
 Connects the Big Idea to the Òreal world.Ó
NEXT STEPS/NEW
QUESTIONS
 Poses new thoughts or questions that have arisen
from the inquiry.
 W ow factor.
--Adapted from Laurie Thompson, Caltech CAPSI
9.4 Recording and Reporting
Major Concepts:
-Relationship between recording and
reporting
-Purpose/types of recording and
reporting
9.4 Reporting
SCIENCE REPORT CARD CRITERIA
(Grade 4)
• Demonstrates effort/participation
• Makes predictions and observations
• Demonstrates understanding of ideas and
terms
• Represents concepts in multiple ways e.g.
words, diagrams, graphs
and charts.
9.4 Reporting
SCIENCE REPORT CARD CRITERIA (Grade 3)
 Scientific Process: demonstrates an
understanding of the scientific process:
experimenting, observing, reporting,
discussing, and analyzing the results.
 Scientific Knowledge: demonstrates
knowledge of the topics and concepts
presented
 Responsibilities of Scientists: demonstrates
responsible involvement in the classroom
experiments by carefully and safely using the
equipment
9.4 Recording
Teacher Checklist
Products
#
Use “Checklists” as a running
record in science.
1
2
3
4
5
6
7
8
--FOSS Assessment Charts
--STC Teacher Checklist
9
10
11
12
Concept Map
Activity Sheet 2- Observable Properties
Activity Sheet 3- Learning About Lenses
Activity Sheet 4- What Have You Learned
About Lenses?
Written explanation of how to handle and use
the microscope correctly.
Activity Sheet 5- Field of View
Lesson 8&10- Student draw ni gs and
observations in science notebook
Identifying unknown specimens- Student
draw ni gs and observations in science
notebook.
Activity Sheet 6- WhatÕsInside an Onion?
Self-Assessment and Student Rating Scale
Activity sheet for microscope station.
Activity sheet for slide station
Special Skills
Can determine the difference between
observation and scientific observation.
Is aware of the five senses and their relation to
scientific observation
Can identify the common characteristics of
magnifiers. The lens must be transparent and
convex
Is aware magnification power is directly related
to how much a lens is curved. (The greater the
curve the greater the magnification).
Can demonstrate the correct w ayto handle and
use the microscope.
Can prepare a w et mount slide.
Can prepare a w ell slide.
Can bring three-dimensional objects into focus
Can identify unknown specimens through
observation.
9.4 Reporting
SCIENCE REPORT CARD CRITERIA
(Grade 4)
• Demonstrates effort/participation
• Makes predictions and observations
• Demonstrates understanding of ideas and
terms
• Represents concepts in multiple ways e.g.
words, diagrams, graphs
and charts.
9.4 Reporting
SCIENCE REPORT CARD CRITERIA (Grade 3)
 Scientific Process: demonstrates an
understanding of the scientific process:
experimenting, observing, reporting,
discussing, and analyzing the results.
 Scientific Knowledge: demonstrates
knowledge of the topics and concepts
presented
 Responsibilities of Scientists: demonstrates
responsible involvement in the classroom
experiments by carefully and safely using the
equipment
9.5 Self-Reflection
Major Concepts:
-Teacher self reflection as an aspect of the
planning, action, and reflection process
-Using assessment to improve teaching
and learning
RIBTS 9.5 Self-Reflection
Making Meaning of Assessments
Include a sample of student performance on the postsummative assessment
Write a self-reflection.
1-Analyze results of students’ performance on your postsummative assessments. Did your students develop deeper
understanding of the big ideas?
2- Relate to your pre-assessment. Was there any progress in
the student’s thinking?
3-Propose next steps for improving learning and teaching?
What needs to change?