Classroom Assessment for the 21st Century Session 2

Classroom Assessment for the 21st Century Session 2 Stan Masters Coordinator - Instructional Data Services Lenawee ISD Summer 2009 Goals of the series • • • • Describe the keys to quality classroom assessment Explain how clear targets and good methods are essential for supporting a balanced assessment of and for learning Describe the relationship between accurate classroom assessment and communicating student achievement Identify ways to involve your students in classroom assessment Create a set of assessments for a unit of instruction • Our Norms Time • Start on time (8:30 a.m.), end on time (3:30 p.m.) • Lunch on your own (11:30 a.m. – 12:30 p.m.) • • • • Participation Each person has speaking time Each person shares what they are doing in their “classrooms” We will honor confidential information. Keep the conversations/topics positive Focus • We are focusing on the creation and use of assessments • We will focus on student achievement Purposes of Assessments • assessment for learning – placement (given before instruction to gather information on where to start) – diagnostic (helps find the underlying causes for learning problems) – formative (monitors student progress during instruction) – interim (monitor student proficiency on learning targets • assessment of learning – summative (the final task at the end of a unit, a course, or a semester) Why? Seven Strategies of Assessment for Learning (p.42) • Where am I going? – Clear targets – Models of work • Where am I now? – Descriptive Feedback – Student self-assessment/goal setting • How can I close the gap? – Lessons that focus on one target at a time – Teaching self-reflection – Student record-keeping Kinds of Learning Targets Source: Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.75 . • Knowledge – The facts and concepts we want students to know and understand. • Reasoning – Students use what they know to reason and solve problems • Skills – Students use their knowledge and reasoning to act skillfully • Products – Students use their knowledge, reasoning, and skills to create something new. • Dispositions – Students’ display attitudes about school and learning. Checking our “construction” resources • Planning for your unit • Unpacking your outcomes into learning targets • Unpacking student targets into “I can...”s • “Interim Assessments: Keys to Successful Implementation” reading Interim Assessment • Individually, – Compete the Interim Assessment inventory on your perception of your classroom assessments • Think of one insight, “ah ha” or idea that seemed significant from the article “Interim Assessments: Keys to Successful Implementation”. • One person shares his/her idea and explains why it is important. • The person to the right earns a “passport” by first pausing and paraphrasing what was just said. • That person now shares to share his/her idea. • Rotate around the table until everyone has shared. Paraphrase Passport How is assessment used to measure student achievement? Keys to Quality Classroom Assessment 1. 2. 3. 4. Clear Purposes Clear Targets Good Design & Methods Sound Communication Student Involvement in all keys! Confidence Questionnaire • Privately, complete the questions related to “ASSESS HOW?” • This questionnaire will be revisited by you throughout the sessions. Measuring Student Achievement – Activity 1 • Individually, – Read the following narrative about a school district studying their student achievement. • What about this school looks/sounds/feels like your school? • What would be your plan of action? Donegal’s Plan of Action • Professional development on assessment • Unpacked expectations for assessment • Developed a standards template for designing assessment tasks • Met in teams to analyze assessments Break Methods of Assessment Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 91-93. • Selected response – one answer is correct; sometimes taken from a list • Extended written response – constructed into sentences; criteria given for quality • Performance assessment – observed product of learning; criteria given for quality • Personal communication – interaction with student; uses checklist or criteria Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p.100 Organize data using concrete objects, pictures, tallies, tables, charts, diagrams, and graphs KNOWLEDGE/UNDERSTANDING REASONING Selected Extended Written Selected Extended Written Performance Personal SKILLS PRODUCTS Performance Personal Communication Extended Written Performance DISPOSITIONS Target-Method Match Activity • Individually: – Review your targets from your unit. – Refer to the chart on page 100 showing the target-method match. – On your right hand side of the chart of your target/method planning sheet, list the methods that would be the best matches for the targets you have identified. Formative Assessment – Checking for Understanding • • What did you notice about your target-method matches? What methods may be best for the purposes for assessment you need to utilize during your unit? Purposes of Assessments • assessment for learning – placement (given before instruction to gather information on where to start) – diagnostic (helps find the underlying causes for learning problems) – formative (monitors student progress during instruction) – interim (monitor student proficiency on learning targets • assessment of learning – summative (the final task at the end of a unit, a course, or a semester) Methods of Assessment • Selected response • Extended written response • Performance assessment • Personal communication AUTHENTIC • Construction of Knowledge producing meaning from prior experiences • Disciplined Inquiry cognitive work for in-depth understanding • Value Beyond School meaning apart from documenting competence Newmann, Secada, and Wehlage, “A Guide to Authentic Instruction and Assessment”, 1995 Authentic Academic Achievement Seven Standards for Assessment Tasks • Organization of Information • Consideration of Alternatives • • • • • Disciplinary Content Disciplinary Process Elaborated Written Communication Problem Connected to the World Beyond School Audience Beyond the School Newmann, Secada, and Wehlage, “A Guide to Authentic Instruction and Assessment”, 1995 Standards for Assessment Tasks Activity • Individually: – Read the descriptions of the seven standards • As a group: – Read the following assessment tasks. – Determine the standard(s) that are best identified by the task Examples of Assessment Tasks • Students will design a poster showing the history of a major city of a U.S. region. • Students will conduct a lab experiment on states of water, recording observations of freezing and thawing points. • Students will tell about three different events in their week, identifying correctly when each occurs. • Students will collect data on the number and type of forest animals and create an graphic representation of the populations. • Students will make a PowerPoint presentation to a younger audience about a tribe of Michigan Native Americans. • Students will write a persuasive essay about a position on a current monetary or fiscal policy that addresses unemployment. Using the Standards for Assessment Tasks • Each task will not meet each standard. • Over the course of a unit, teachers should plan to reach as many of the standards as appropriate. • Over the course of the year, students should be able to demonstrate their performance on all of the standards. Lunch See you at 12:30 p.m. Components of an Authentic Assessment Task • What “new” prompt will you use to trigger “old” learning from prior instruction? • What directions will you give to the students completing the task? • What procedures will you use as the teacher administering the task? • What scoring rubric will use to evaluate the quality of the students’ task? Example of Prompt Letter from an Immigrant Dear Marta, I hope you received my letter telling you that I am now an American citizen. We have an election for mayor in my city in one month. I will be able to vote for the first time in my life. I have learned as much as I can about the two candidates for mayor. I think that Bonnie Kalinowski is clearly my choice. I wanted to learn more about American history to I am going to night school. I go two nights a week after work. I must stop for now. I have homework for my class! I will write again soon. Sincerely, Jacob Example of Directions • “We have been learning about how important the right to vote is. Jacob as a new American citizen is certainly excited about gaining this right. He needs help, however, finding ways to take a more active part in the election. Write Jacob a letter explaining why you think it is important for him to become involved in the election campaign. Then, describe three different ways he could help Ms. Kalinowski become mayor. Make sure to explain your suggestions clearly.” Example of Procedures • Read aloud the prompt with students. Ask the students if there are any questions regarding the reading. Then, go over the directions for the assessment task and the rubric. Finally, provide time for the students to complete the extended response individually. A rubric is… • a protocol using a set of scoring guidelines/criteria • they describe a range of possible student responses for a particular assessment task. Fantastic Fact! The word “rubric” comes from c.1375 meant "directions in religious services" (often in red writing), from Old French “rubrique”, from Latin “rubrica” meaning "red ochre, red coloring matter" A rubric contains… • a scale that indicates different performance levels of proficiency • a set of meaningful descriptors for each performance level on that scale. – Descriptors establish the continuum of competence along which a learner moves towards proficiency. Fantastic Fact! Rubrics are frequently accompanied by examples of products or performances illustrating the different performance levels Why use a rubric? Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 200. • Communicate appropriate standards and expectations for students (“what will count”) • Provide feedback to students and parents • Guide and focus instruction • Promote student self-assessment and goal setting • Improve grading consistency Fantastic Fact! Rubrics should be shared with students during instruction so that they “hit the target” Features of High-Quality Rubrics Stiggins, Richard J, Arter, Judith A., Chappuis, Jan, Chappius, Stephen. Classroom Assessment for Student Learning. Assessment Training Institute, Inc., Portland, Oregon, 2004, p. 201 and 203 • • • • Content: What counts? Clarity: Does everyone understand what is meant? Practicality: Is it easy to use by teachers and students? Technical quality/fairness: Is it reliable and valid? Fantastic Fact! Rubrics for performance levels that go beyond the expectation can be developed to include another mode of reasoning. Designing rubrics for tasks Task-General Rubric Rubrics can be used with a variety of tasks Examples: Writing assignments Lab reports Problem-solving Oral presentations Task-Specific Rubric Rubrics can be used with a specific task Examples: Solar system mobile Colonial narrative Symmetry poster Geometry proof Fantastic Fact! Rubrics can be created from scratch or borrowed from other models. Holistic or Analytical Rubrics? Holistic Rubric: • Gives a single score or rating for the entire product or performance based on an overall impression of a student’s performance. Analytical Rubric: • Divides a product or performance into essential traits (“Look Fors”) so they can be judged separately. • Provides a profile of strengths and weaknesses. Fantastic Fact! Holistic rubrics are used most often with summative assessments. Analytic rubrics are used most often with formative assessments. Example of Rubric BENCHMARK SCORE Wow! You've Got It! The student explains why citizens should participate in elections and describes two way in which they can participate. Nearly There! The student explains why citizens should participate in elections and describes one way in which they can participate. Oops! Describe how citizens can participate in election campaigns. (VI.3.LE.1). The student clearly explains why citizens should participate in elections and describes two ways in which they can participate. The student also explains what might happen if citizens did not participate in elections. The student either explains why citizens should participate in elections or describes one way in which they can participate. “Start Again” = the criteria for a score of 1 have not been met. Example of Rubric BENCHMARK SCORE 4 3 2 1 Describe how citizens can participate in election campaigns. (VI.3.LE.1). The student clearly explains why citizens should participate in elections and describes two ways in which they can participate. The student also explains what might happen if citizens did not participate in elections. The student explains why citizens should participate in elections and describes two way in which they can participate. The student explains why citizens should participate in elections and describes one way in which they can participate. The student either explains why citizens should participate in elections or describes one way in which they can participate. “0” = the criteria for a score of 1 have not been met. Reflection on “How” Assess • Review your Confidence Questionnaire on “Assess How” related to summative assessments • Write some notes to yourself about your: New Learning Questions Wonderments Next Steps Purposes of Assessments • assessment for learning – placement (given before instruction to gather information on where to start) – diagnostic (helps find the underlying causes for learning problems) – formative (monitors student progress during instruction) – interim (monitor student proficiency on learning targets • assessment of learning – summative (the final task at the end of a unit, a course, or a semester) Talking Points Presentation by Jay McTighe, November 30, 2007, Macomb ISD • “Students should be presumed innocent of understanding until convicted by evidence.” • Prior knowledge is like the largest part of the iceberg. • “Think photo album versus snapshot” when it comes to assessment. Defining a Lesson • An instructional activity to give students the opportunity to learn • Aligned with, but not identical to, the assessment tasks within the unit plan • Lessons can vary in length, but have distinct starting and ending points which follow a sequence of steps How do you align instruction with assessment? • Organize instruction to meet the learner’s needs • Develop strategies for students to process knowledge and skills • Utilize teacher techniques to allow students to reflect and respond Standards of Authentic Instruction • • • • Higher Order Thinking Deep Knowledge Substantive Conversation Connections to the World Beyond the Classroom Newmann, Secada, and Wehlage, “A Guide to Authentic Instruction and Assessment”, 1995 Using the Standards for Authentic Instruction • It might be difficult for any one lesson to meet all the standards for instruction. • Within a single lesson, there might be an emphasis on one standard. • Over the course of a unit, teachers should plan to reach as many of the standards as appropriate. • Over the course of the year, students should be able to demonstrate their performance on all of the standards. Formative Assessment Techniques Source: Fisher, D. and Frey, N. (2007). Checking for Understanding. Alexandria, VA: ASCD, pp. 5-12 • Main points: – Aligns with enduring understandings – Allows for differentiation – Focuses on gap analysis – Leads to precise teaching Formative Assessment Techniques Source: Fisher, D. and Frey, N. (2007). Checking for Understanding. Alexandria, VA: ASCD, pp. 5-12 • Oral Language – Accountable talk, nonverbal cues, value lineups, retellings, thinkpair-share, whip around • Questions – Response cards, hand signals, personal response systems, Socratic seminars • Writing – Interactive writing, read-write-pair-share, summary writing, RAFT • Tests – Multiple choice with misconceptions as distracters, short answer with word banks, true-false items with correction for the false items Break “You Be George” A Formative Assessment Activity • Imagine that you have just received some feedback on a recent math assessment. • Using the information from your teacher, – Identify which learning targets you got right – Identify which learning targets you need to review – Identify which learning targets you need to keep practicing Formative Assessment Process Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 3-9 1. 2. 3. 4. Students Understand the target Produce work Compare the work to the target Evaluate the strengths and weaknesses and prescribe action for improvement Take action for improvement 1. 2. 3. Teachers Select and communicate clearly the learning target Make a least one assignment Compare student performance with learning target and determine the student’s learning progression Evaluate the student’s strengths and weaknesses and give clear oral or written feedback Support action to close the gap 5. 4. 5. Formative Assessment Tools Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 10-55 • Creating Quality Classroom Assignments – Does the assignment require students to use the content specified by the learning target? – Does the assignment require the student to use the cognitive processes specified by the learning target? – Would the student know what to do for all of the aspects of the assignment? – Are the criteria for evaluating the assignment given, and are they clear? Formative Assessment Tools Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 10-55 • Blueprint for Pre-Assessment – Teachers should plan to address these domains: • • • • • Prior school experiences Vocabulary Concept knowledge Attitudes Personal connections Formative Assessment Tools Source: Brookhart, S. M. (2006). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD, pp. 10-55 • Intervention Framework – Identify learning target(s) that are a weakness for a substantial portion of your students, according to state assessment results – Identify instructional resources that can be used to support explicit instruction on the learning target(s) – Plan instructional lessons that allow for differentiation to meet the needs of all students Keys to Open Instructional Potential • Visit the classrooms of other teachers • Videotape yourself instructing a lesson • Keep asking the question, – “What can I do to help students learn this better?” Reflection on “How” Assess • Review your Confidence Questionnaire on “Assess How” related to formative assessments • Write some notes to yourself about your: New Learning Questions Wonderments Next Steps Let’s check our understanding for the afternoon… • Begin planning the assessments for the outcomes that you have unpacked for your unit – summative, authentic assessment tasks – formative assessment strategies • Place them in your unit template For Tomorrow • Keep working on your plan for the summative and formative assessments for your unit • Skim and scan “Inside the Black Box” – Choose one description from the article – Be ready to share how this information will help you promote the use of formative assessment. Exit Slip with Your Name • I need more… • I need less… • I am “good” with… • I need help with…