Transcript NATIONAL PERSPECTIVES ON CLASSROOM ASSESSMENT

CLASSROOM ASSESSMENT
FOR
STUDENT LEARNING
Rick Stiggins
Assessment quality requires
ACCURACY
as well as
EFFECTIVE USE
Purpose:
Assess to meet whose needs?
Instructional
S u p p o rt
C l a s s ro o m
Students
Teachers
Parents
Curriculum
S p e c i a l i s ts
Principals
Counselors
Policy
Superintendent
School Board
Tax Payers
Legislators
PURPOSE
Two Uses of Assessment
SUMMATIVE
• Assessments OF Learning
– How much have students learned as of a particular
point in time?
FORMATIVE
• Assessments FOR Learning
– How can we use assessment information to help
students learn more?
Assessment for Learning
Rick Stiggins
Rick Stiggins Video Clip
• Two Sheets of Paper
• Of Learning on one sheet of paper
– Definition
– Main points
• For Learning
– Definition
– Main Points
FORMATIVE ASSESSMENT
All those activities undertaken by
teachers and by their students
[that] provide information to be
used as FEEDBACK to modify the
teaching and learning activities in
which they are engaged.
--Black & Wiliam, 1998
Research consistently
shows that regular, highquality FORMATIVE
ASSESSMENT increases
student achievement.
Research On Effects
.4 to .7 Standard Deviation Score
Gain
Largest Gain for Low Achievers
Formative Assessment
Formative/In-Process
 Students & teachers participate
 Focus on learning goals
 Where is current work in relation to
goal
 Take action to move closer to the
goal
NEEDED IMPROVEMENTS
• Increased accuracy of formative
assessments
• Increased descriptive feedback,
reduced evaluative feedback
• Increased student involvement
Why Assessment for Learning
Works
When students are required to think
about their own learning, articulate
what they understand, and what they
still need to learn, achievement
improves.
--Black and Wiliam, 1998; Sternberg, 1996; Young, 2000
Balanced Assessment:
Meeting the Needs of All
Stakeholders
• Annual accountability testing
• Interim, short-cycle or benchmark
• Ongoing, accurate classroom
assessment for learning
Balanced Assessment
Formative
Formal and informal processes teachers and
students use to gather evidence to directly
improve the learning of students assessed
Assessment
for learning
Use assessments
to help students
assess and adjust
their own learning
Summative
Provides evidence achievement
to certify student competence or
program effectiveness
Assessment
for learning
Formative uses of
summative data
Use classroom
assessments to
inform teacher’s
decisions
Use of summative evidence to
inform what comes next for
individuals or groups of
students
Keys to Classroom Assessment
•Key 1:
•Key 2:
•Key 3:
•Key 4:
•Key 5:
Clear Purpose
Clear targets
Sound Assessment Design
Effective Communication
Student Involvement
Key 1: Clear Assessment
Purpose
Always begin by asking:
• What decisions?
• Who’s making them?
• What information will be helpful
to them?
Key 2: Clear Learning Targets
• Know what kinds of targets are
represented in curriculum
• Know which targets each assessment
measures
Kinds of Targets
• Master content knowledge
– Know it outright
– Know where to find it or how to do it
• Use knowledge to reason
• Demonstrate performance skills
• Create quality products
Key 3: Sound Assessment
Design
• Target-method match
– Select a proper method
• Item quality
– Build the assessment with quality
ingredients
• Sample
– Gather enough evidence
• Minimize bias
– Avoid sources of bias and distortion
Key 4: Effective
Communication
• To the student: descriptive feedback
• About the student, to others: grades
• Involving the student, tracking learning:
portfolios
• Involving the student, to others: conferences
• About the student: standardized tests
Key 5: Student Involvement
• Clear Purpose: Consider the student as the most
important user of assessment information
• Clear Targets: Communicate the learning targets in
advance in language students can understand
• Sound Design: Set assessments up so that students
can use the information to self-assess and set goals
• Effective Communication: Provide students with
descriptive feedback; involve students in tracking
and communicating about their learning
Keys to Classroom Assessment
The Long-Standing
Problem
Educators have rarely been given the
opportunity to learn how to gather
dependable evidence
Three Essential Questions
for Students
What do I need to
know?
Where am I?
How will I get there?
Seven Strategies of
Assessment FOR Learning
1. Clear & Understandable Vision of Target
2. Examples/models of strong & weak
work
3. Regular Descriptive feedback
4. Teach Students to Self-Assess & Set
Goals.
5. Focus on One Aspect
6. Teach Focused Revision
7. Engage students in Self-Reflection
“7
Strategies”
Read-Share-Inquire
• A, B Partners
• Individually read section
• A: shares key point or connection
• B: “And what makes that
important to you?
• Alternate, repeat until finished
15 minutes
First Turn/Last Turn
 Group Sharing
 In turn – share one of your items, ----but
do not comment on it - The First Turn.
 Group members comment in round-robin
order about the item. (No cross talk)
 The initial person who named the item then
shares his or her thinking about the item
and gets – The Last Turn.
 Repeat the pattern around the table.
25 Minutes
Three Essential Questions
for Students
What do I need to
know?
Where am I?
How will I get there?
Expected Benefits and
Proven Results
• Better instruction focused on
standards
• Profound achievement gains for all
students, with the largest gains for
lowest achievers
• More self-managed learning by
students
What decisions do students
make on the basis of
classroom assessment
information?
From High Stakes Assessment to
In-Process Measures
 Mistaken Belief: “It’s the adults
who use assessment results to
make the most important
instructional decisions…”
 Mistaken Belief: “The most
important decisions are made
annually based on annual highstakes tests”
Students and Assessment
Rick Stiggins
“Assessment Through the
Student’s Eyes”
The Assessment Experience
Scenario 1 & Scenario 2
NEW IDEA:
Formative assessment can and should
be done
BY STUDENTS,
as well as by teachers. The key to
improvement is how students and
teachers use assessment information.
Data
What data should be
collected?
How should data be used?
Who should be involved?
What makes it relevant?
Using Data
How good is good enough?
Does this meet the standard?
What are students doing well?
What are the weak areas?
What do we do about it?
Data Should Be:
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Multi-sourced
Relevant
Timely
Consistent over time
Collected by users
Disaggregated
Driving effective decision-making
Supportive of mission: success for all
Foundation of team efforts to find
solutions
Using data to guide decision-making
and continuous improvement
How has the Cedar Rapids
district implemented this
principle?
How has your school?
You in your role?
What could you do?
3-2-1 Exit Card
3 things you Learned today
2 things you liked OR want to
do tomorrow
1 Word to describe the way
you feel
Why are kids
not
connected to
school?
Why
aren’t kids
connected
to school?