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 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 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 Assessment of Student Learning
Function/ How Used When Used How is Evidence Collected Scoring Diagnostic Placement, planning, and determining the presence or absence of skills and prior knowledge At the beginning of a unit/lesson, semester, or year, or during instruction when a student is having problems Standardized diagnostic tests; observations, teacher checklists, pre assessments Norm- and criterion referenced; rubric Formative (Continuous) Feedback to student on learning and to teachers on instruction; assist teacher decision-making During instruction Different types of student work; homework; assignments; quizzes Criterion-referenced; criteria lists; rubrics Summative (Evaluation/Reporting) Grading of students’ achievements and behaviors and reporting of performance.
At the end of the unit, grading period Portfolio, Performance, Final Exam Norm- or criterion reference; rubrics
Modification of Table 6.5 - Arends, p 226
Two Purposes
1.
.
Assessment for learning (diagnostic, formative assessment)
-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
Two Purposes
.
2. Assessment of learning (summative assessment)
-To summarize achievement at certain times, concerned with judgments about the past -For keeping records, reporting to parents, other teachers and the children themselves
.
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
What do I think I know?
What do I wonder about?
What actions can we take
L
What have I learned?
.
K
What do I think I know?
All About Sound
W
What do I wonder about?
A
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 K
now
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 Volume
WORD BANK Sound Pitch Volume Amplitude Frequency Vibrating objects
Vibration Frequency Amplitude Sound
Type of Assessment:
Concept Map - Sound
Amplitude Sound Is caused by
WORD BANK Sound Pitch Volume Amplitude Frequency Vibrating objects
Vibrating Objects Frequency is the back and forth movement of the vibrating object the faster the object vibrates, the higher the frequency Frequency Amplitude determines volume. The higher the amplitude The higher the volume.
Frequency determines pitch. The higher the pitch the higher the frequency.
Volume Pitch
A
.
C
Type of Assessment
Concept Cartoon
B
What Do you Think?
A. If we plant the flower, it will grow into a new plant.
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.
D. If we chop the stem into pieces each piece will grow into a new plant.
D
A
B
B Plucking the guitar string harder changes the sound.
Plucking the guitar string harder changes the pitch.
C
C Plucking the guitar string harder changes the volume.
What do you think?
Plucking the guitar string harder does not change the sound.
D
A B C
What do you think?
D
Design a Pre-Assessment
• • • •
Relate to “ Objectives to Assess.” Include different ways learners can communicate during pre-assessment write, 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
INSTRUCTIONAL OBJECTIVES TO BE ASSESSED Declarative Knowledge
Mastery of factual knowledge (e.g., facts, concepts) and conceptual knowledge
Procedural Knowledge: Reasoning
Detecting patterns; Using evidence to formulate a generaliz ation
Procedural Knowledge:
Thinking Processes
-Observing, -Hypothesizing -Planning -Interpreting Results and Formulating Conclusions -Communicating
Procedural Skills
eyedropper, syringe etc.
use of thermometer, hand lens,
Dispositions
(Feelings about process of learning science and science as a subject to learn)
SELECTED RESPONSE
Multiple choice, true/false, matching, and fill-in sample mastery of facts and concepts Can assess application of some patterns of reasoning Can assess mastery of the knowledg e prereq uisite to skillful performance, but cannot rely on these to assess the skill itself Selected respons e, rating scales, and questionnair e items can tap student feel ings
ACADEMIC PROMPTS
Can tap unders tanding of relationships among concepts and facts Written descriptions of complex solutions can provide window into reasonin g Combining rating scales and open-ended questionnaire items can probe attitudes/dispositions
TYPE OF ASSESSMENT PERFORMANCE
Not a good choice Can watch students solve some probl ems, inquire, or examine products and infer about reasoning Can ask student to questions to probe “think aloud” or can ask follow-up reasoning Can assess mastery of the knowledg e prereq uisite to skillful performance, but cannot rely on these to tap the skill itself Can observ e and eva luate skills/attitudes as they are being perfo rmed
PERSONAL COMMUNICATION
Can ask questions, evalua te answers, and infer mastery, but a time consuming option Can infer dispositions from behavior and products Can talk with students about their fe elings Strong match when skill is oral communication proficienc y; also can assess mastery of knowledg e prere quisite to skillful performance
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 Desiring knowledge Prediction Data/Observations Data Organizer 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 # B r i e f 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 ?
9.3 Learner Self-Assessment
Major Concepts: -Metacognition -Purpose/types of learner self assessments -Learner self-assessment as part of instruction
9.3 Learner Self-Assessment 3 GLOWS and a GROW
3 GLOWS I help others when I work in groups.
1 GROW I wish I draw what I observe.
I conduct procedures step by step.
I completed each part of the notebook.
9.3 Learner Self-Assessment
Nam e:________________Date:____________ Self-Assessment A. What was the purpose of your inquiry? B. Mark the box that best
describes your feelings:
1. I followed the procedures Yes ? No 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?
-
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 va riables/control Includes data organizer
DATA/OBSERVATIONS
Relates to focus question and plan Includes learner gen erated drawings, charts, graphs, narrative Organized Clear Accurate
CLAIMS AND EVIDENCE
Claims are supported by evi dence Claims reflect rules or underlying principles Evidence includes what works and what doesn ’t work when appropriate
CONCLUSION
Uses an appropriate topic sentence that reflects the focus question.
Utilizes the “word wall” terms appropriately Based on the planning, and evidence that addresses the focus question Connects the Big Idea to the “real world.”
NEXT STEPS/NEW QUESTIONS
Poses new thoughts or questions that have arisen from the inquiry.
Wow 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 Use “Checklists” as a running record in science.
--FOSS Assessment Charts Products
# 1 2 3 4 5 6 7 8 9 10 11 12 Concept Map Activity Sheet 2- Observable Properties Activity Sheet 3- Learning About Lenses Activity Sheet 4- What Have Yo u Learned About Lenses?
Written explanation of how to handle and use the microscope correctly.
Activity Sheet 5- Field of View Lesson 8 &10- Student drawings and observations i n science notebook Ide ntifying unknown specimens- Student drawings and observations in science notebook.
Activity Sheet 6- What ’s Inside an O nion?
Self-Assessment an d Student Rating Scale Activity sheet for microscope station.
Activity sheet for slide station
--STC Teacher Checklist Special Skills
Can determine th e difference between observation and scientific observation.
Is aware of the f ive senses and the ir relation to scientific observation Can identify the common characteristics of magnifiers. The lens must be transparent and convex Is aware magnification power is directly r elated to how much a lens is cu rved. (The greater the curve the greater the magnification).
Can demonstrate the correct way to ha ndle and use the microscope.
Can prepare a wet mount slide.
Can prepare a well sli de.
Can bring three-dimensional objects into fo cus 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 post summative assessment Write a self-reflection.
1 Analyze results of students’ performance on your post summative 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?
Plan Systematically
A. Identify Learning Outcomes to Assess.
Standard: List relevant RI Grade Span
Expectations in Science.
Big Ideas: List the following that will be assessed during the science kit lessons: big ideas from “storyline” -key terms -process and procedural skills -dispositions
B. Identify RI Grade Span Expectations. Relate to LO.
End of Grade 4 - Physical Science Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)
BIG IDEA FROM STORYLINE
Knowledge, Process Skills, and Attitudes
Knowledge: energy source, energy receiver, energy conductor, critical contact points Process Skills: asking questions, predicting, observing, comparing, organizing, concluding Attitudes: curiosity, uses evidence to explain
Plan Systematically
C. Plan a variety of assessments.
1. Select the type of assessment.
2. Indicate the purpose of the assessment.
3. Indicate what will be assessed.
4. Indicate how evidence will be collected.
5. Schedule the assessments.
Linking Learning Outcomes with Types of Assessment
-Knowledge
•
Types - Selected Response or Academic Prompt -Reasoning
•
Types - Academic Prompt or Performance -Process Skills
•
Types - Performance or Personal Communication -Procedural Skills
•
Types - Performance or Personal Communication -Attituds and Dispositions
•
Types - Selected Response or Personal Communication
Linking Learning Outcomes with Types of Assessment
LEARNING OUTC OME TO BE ASSESSED TYPE OF ASSESSMENT SELECT ED RESPONSE ACAD EMIC PROMPTS PERFORMANCE PERSONAL COMMUNICA TION Knowledge
Mastery of smaller science ideas e.g., facts, concepts that lead t o bigger science ideas (generalizat ions) Multiple choice , true/false, matching, a nd fill-in samp le mastery of facts and concepts Can tap understanding of rela tionships among concepts and facts Not a good choice Can ask questions, evaluate answers, and infer mastery, but a time-consumi ng option
Reasoning
Detecting patterns; Using evidence to formulate a generalization
Science Processes
-Observing, -Hypothesizing -Planning -Interpreting Results and Formulat ing Conclusions -Communicating
Science Attitudes
Curiosity Respect for Evidence Willingness to Change Ideas Critical Reflection
Proce dural Skills
use of thermometer, hand lens, eyedropper, syringe etc.
Dispositions
(Feelings about process of learning science and science as a subject to learn) Can assess application of some patterns of reasoning Can assess mastery of the knowledge prerequisite to skillful performance, but cannot rely on these to assess the skill itself Written descriptions of complex solutions can provide window into reasoning Can assess mastery of the knowledge prerequisite to skillful performance, but cannot rely on these to tap the skill itself Selected response, rating scales, and questionnaire items can tap student feelings Combining rating scales and open-ended questionnaire items can probe attitudes/dispositions Can watch students solve some problems, inquire, or examine products and infer about reasoning Can observe and evaluate skills/attitudes as they are being performe d Can infer dispositions from behavior and products Can ask student to “think aloud” or can ask follow-up questions to probe reasoning Strong match when skill is oral communication proficie ncy; also can assess mastery of knowledge prerequisite to skillful performance Can talk with students about their feelings
Plan a Variety of Assessments A. Select Types of Assessment.
• • • •
Selected response (multiple choice, fill in the blank, etc.) Academic prompt (written or oral) Performance Teacher observation or personal communication
Plan a Variety of Assessments
B. Identify Purpose of Assessment
• •
Diagnostic -e.g., Pre-Assessment (Personal Communication Structured Interview) Formative
•
-e.g., Academic Prompt (Teacher Observation Scientists’ Notebook Entry) Summative -e.g., Post-Assessment (Academic Prompt-Short Answer)
Plan a Variety of Assessments C. Indicate What Will Be Assessed.
• • • •
Knowledge (lower level and higher evel) Reasoning Process and Procedural Skills Dispositions
Plan a Variety of Assessments
D. Indicate How Evidence Will Be Collected.
• • • •
Quiz Assignment Teacher Notes Checklist (Observation Chart)
PLANNING SYSTEMATICALLY
Example for Electric Circuits:
Link to
Rhode Island Grade Span Expectations
End of Grade 4 - Physical Science Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)
Knowledge, Process Skills, and Attitudes
Big Idea: A complete circuit is required to light a bulb.
Key Terms: energy source, energy receiver, energy conductor, critical contact points Process Skills: asking questions, predicting, observing, comparing, organizing, concluding Dispositions: uses evidence to explain
“Academic Prompt”
Predict what will happen to the light bulb if you assemble the battery, bulb and wire this way. Write and draw your thinking.
I think (this will happen)….because…
Type of Assessment: Academic Prompt-brief constructed response Purpose: Summative (to develop insight into the ideas children possess a complete circuit) What was Assessed?
Knowledge How was Evidence Collected? Exam
CRITERIA RUBRIC
CRITERIA 1. Level of Completion 2. Understand ing of Big Ideas 3. Written Communication
STRE NGTH (4) COMPE TENT (3) DEVELOP -ING (2) NOT DEVE LOPING (1) NO RESPONSE
SCORING GUIDE
CRITERIA B.Understand ing of Big Ideas*
STRE NGT H (4) COMPE TENT (3) DEVEL OPING (2) NOT DEVE LOPING (1) NO RESPO NSE (0)
* BIG IDEAS: 1. A complete circuit is required to light a bulb
REPORTING THE SCORE A. Level of Completion = B. Understanding =
4 = Strength 3 = Competence 2 = Developing 1 = Not Developing 0 = No Response