Transcript Slide 1
ASSESSING for
LEARNING
Presented by Suzanne M. Bean, Ph.D.
Director, Roger F. Wicker Center for
Creative Learning
Mississippi University for Women
[email protected]
SESSION OUTCOMES
Review the differences between
Assessment for Learning and
Assessment of Learning
Examine Diagnostic, Formative and
Summative Assessment
Analyze Effective Grading Practices
Plan for Training
As teachers we can’t rewrite
the regulations that govern
grading, but we can look at
them and think how best to
work within them on behalf
of student learning.
Ann Davies
We Assess To:
Inform Instructional
Decisions
Encourage Students to
Try to Learn
ASSESSMENT FOR
LEARNING
Do I routinely share learning goals
with my students so that they know
where we are headed?
Do I routinely communicate the
standards to students?
Do I routinely have students self-and
peer assess their work in ways that
improve learning?
ASSESSMENT FOR
LEARNING
Do my questioning techniques include all
students and promote increased
understanding?
Do I routinely provide individual feedback
to students that informs them about how to
improve?
Do I routinely provide opportunities for
students to make use of this feedback to
improve specific pieces of work?
Indicators of Sound
Assessment Practice
Why assess?
Assess what?
Assess how?
Communicate how?
Involve students how?
Questions about
Assessment
What am I really trying to teach?
What do my students need to know
and be able to do?
How can I translate the big curricular
goals into teachable components?
What do my students already know
about the topic I’m planning to
teach?
Summative Assess.
Data Driven
Decision Making
Power Standards
Big Ideas and Questions
Diagnostic Assessments
Perform.
Assess.
Rubrics
Form. Assess.
Table Talk
Discuss with your
neighbors how your
weekly learning time
is divided.
Division of Learning
Time
Assessment
Feedback
Planning
Instruction
3 TYPES OF
ASSESSMENT
Diagnostic
Formative
Summative
Assessment Begins with
Learning Targets
Learning targets are statements of
intended learning.
Learning targets may also be called
content standards, benchmarks,
competencies, grade level indicators,
essential learnings, etc.
Types of Learning
Targets
Knowledge
Reasoning
Skills
Products
Dispositions
Importance of
Learning Targets
The breadth and depth of the
learning target
The importance of each learning
target
State standards and local
curriculum
Linking Assessment Targets
to Assessment Methods
Knowledge
mastery
Selected
Response
Extended
Written
Response
Performance
Assessment
Reasoning
Proficiency
Skills
Ability to Create
Personal Comm.
Products
THE QUALITY OF
ASSESSMENT TOOLS
Does the assessment tool match the assessment
purpose?
Does the assessment tool match the assessment
strategy?
Does the assessment tool provide valid and
reliable information about student
performance?
Does the assessment tool provide students with
meaningful feedback?
Have I kept the number of assessment tools
manageable?
Special Challenges for
Assessment
How should you
handle these
assessment
challenges?
“I JUST WANT TO PASS!”
Set clear, relevant, and achievable
goals for learning (ZPD).
Assign engaging and authentic tasks.
Provide frequent, meaningful
feedback.
Demonstrate through words and
actions that you believe that he/she
(all students) can be successful.
ADAPTING TASKS FOR
STUDENTS WHO NEED IT
Modifying the Task
Substituting the Task
Adapting the Mode
Adapting the Strategy and Tool
Adapting Constraints
Adapting the Scoring
ENSURING ASSIGNMENTS ARE
COMPLETED
Communicate directly with students and parents
about essential assessment tasks.
Take a firm but fair approach to task completion.
Provide tools such as rubrics, checklists, to clarify
expectations.
Provide some in-class time to work on tasks as well
time to meet with you for feedback on drafts of their
work.
Provide frequent reminders about when work is due.
THE PROBLEM OF LATE
OR MISSED WORK
Stress that all essential tasks must be completed.
Clearly convey timelines to students and parents.
Don’t use escalating penalties or zeros.
If a penalty is used it should be fixed.
Use completion contracts, supervised learning
centers, or other strategies for completing work.
Record an “incomplete” until time for report card.
7 Perspectives on Grading
(Forced Choice)
Grading is essential for learning.
Grading is complicated.
Grading is subjective and
emotional
Grading is inescapable.
7 Perspectives on Grading
(Forced Choice)
Grading has limited research base.
Grading has an emerging consensus
about best practice.
Grading that is faulty damages
students and teachers.
Think, Pair, Share…
Look at the next 4 slides
Pair up and discuss with your
neighbors which of the following 3
questions are lower level thinking,
mid-level thinking, and high level
thinking.
Be prepared to share your thoughts
with the whole group.
Measuring Levels of
Cognitive Demand
Which of the following actions performed
by Kenji is the best example of active
community service?
A. Serving on the recreation board
B. Joining a community softball league
C. Attending a Labor Day parade
D. Subscribing to a local news magazine
Measuring Levels of
Cognitive Demand
A congressional representative of the U.S.
usually acquires office by which of the
following methods?
A. Appointment by the President.
B. Appointment by the Senate.
C. Election by presidential cabinet.
D. Election by voters.
Measuring Levels of
Cognitive Demand
A survey of the citizens of Lawnacre
revealed that many of them did not
vote because they believed that their
candidate would be elected by other
voters. If this trend continues in
upcoming elections in Lawn acre,
what will be the most likely result?
Levels of Cognitive
Demand Continued
A. Candidates will run for reelection less
frequently.
B. Candidates preferred by a majority of
the citizens will continue to be elected
into office.
C. Candidates will call for more
frequents recounts of votes.
D. Candidates preferred by a majority of
the citizens will not always win
elections.
10 GRADING
GUIDELINES
Report cards should be based on assessment of
learning data, not all assessment data.
Report card grades should be based on an
appropriate and balanced sample of student work.
Report card grades should capture the trend in a
student’s achievement over time.
Report card grades and anecdotal comments should
complement each other and provide a consistent
picture of each student’s strengths and needs.
10 GRADING
GUIDELINES
Determining report card grades should not
strictly be a mathematical calculation.
Keep well-maintained records and evidence of
work samples to ensure your confidence in
standing behind your grades.
Report card grades should be based on the most
important learning that has occurred, not on
those easiest to score.
10 GRADING
GUIDELINES
For students with special needs, report card
grades must represent fair judgments about
students’ strengths and areas of need.
Report separately on grades and behavior.
Assessment data for report cards must be
demonstrated by the individual student and
not be distorted by work done in
cooperative learning groups.
What is your plan for
training your school’s
faculty?
Your Current Reality
Action Plan (What, How, and Who)
Timeline (When)
Reporting
Due to the Center by December 18,
2009
The time has come to deemphasize traditional grades
and to demystify the entire
assessment process. We need to
focus on the process of learning
and the progress of the
individual student.
Burke
References
Chappuis, S., Stiggins, R.J., Arter, J, &
Chappuis J. (2005). Assessment for learning:
An action guide for school leaders. Portland,
OR: Educational Testing Service.
Cooper, D. (2007). Talk about assessment:
Strategies and tools to improve learning.
Canada: Thomson Nelson.
References
O’Connor, K. (2009). How to grade for
learning K-12, Third Edition. Thousand Oaks,
CA: Corwin Press.
Stiggins, R., Arter, J., Chappius, J., &
Chappius, S., (2006). Classroom assessment
for student learning: Doing it right, using it
well. Upper Saddle River, NJ: Pearson
Education, Inc.