An Introduction to Student-Involved Assessment FOR learning_ Rick by pptfiles


									An Introduction to Student-
Involved Assessment FOR
       Rick Stiggins

       Chapter 11:
Report Cards Assessments of
      Chapter Focus

How can I communicate about
  student achievement using
report cards in a manner that
    helps my students find
    Grading Environment
1. Grades as communicators
   versus motivators
2. A continuing expectation of
3. The changing mission of
4. Evolving achievement targets
5. Changing student needs
 Communicate About What?
Which elements are   •   Achievement
 more important?
   How are each      •   Aptitude
  defined? How or    •   Effort
 how well are they
   assessed? What    •   Compliance
   weight do they
   have in grade
                     •   Attitude
Analyse their role in the grading
process. Provide a list of 2 or 3
arguments both FOR and AGAINST.

    Be ready to share your thoughts
and state where you stand on the issue
        Grading factors
    Grades help us communicate effectively
    about students success if we:

•   Clearly define expectations in each context
•   Develop sound assessments for the
•   Keep careful records of attainment of
5-Step Plan for Gathering
  Information for Grades
  Step 1: Spelling out the big
      achievement picture…

• What subject knowledge do the students
  need to know
• What reasoning and problem-solving are
• What performance skills do they need to
• Do they need to produce a product and of so,
  what does a good one look like?
    Step 2: Turning your big
picture into an assessment plan

• This involves going from “Here are my
  expectations”to “Here are your grades”.
• Be clear about each assessment that is
  graded, with expectations & standards, time
  limits and include what method of
  assessment will be used.
• Assessment FOR learning, but not for
• Be a Merchant of Hope
 Step 3: From a plan to actual
      Select actual assessments for each unit --

Each component assessment represents it’s own small
    mosaic in the sense that it too is made up of its
  own pieces (the test items) used to sample student
    achievement. Each component assessment must
   help us see what the student has mastered. When
     you combine all of the pieces, you create the
  overall picture of student achievement you need.
    Step 4: Summarizing the resulting

•   Grade on achievement of prespecified targets only, not
    intelligence, effort, attitude, or personality
•   Always rely on the most current information available.
•   Devise grade that achievement at the time of grading rather
    than improvement over time
•   Decide borderline cases with additional information
•   Keep grading separate form punishment for bad behaviour
•   Change all policies that lead to miscommunication about
•   Advise students of grading practices in advance
•   Add further detail to reports to promote understanding
•   Expect individual accountability even in cooperative
•   Give credit for evidence of extra learning, not for extra work.
• How do we grade different students in the same
  classroom who are striving to attain
  fundamentally different targets?

• Should student’s report cards be based on
  achievement status at the end of the grading
  period or how much they improved during that

• Is it possible for the student with an IEP to receive
  an A on the report card- even though other
  students are hitting much higher targets?
     Step 5: Converting composite
    achievement scores to a grade
     Grade and report with preset

•    Students possess the prerequisites to
     master the required material
•    The assessments accurately represent the
     targets on which the grade will be based.

     Report Cards that Deliver
           Greater Detail
• Standards & Competency-Based
• Checklist of competencies attained
• Narrative Reporting
• Continuous-Progress Reporting
• IEP & conferences
• Portfolios (growth, achievement, competence
  & celebration)
• Pictures

--> See handouts
       Final Guidelines

• You need not assign a grade to absolutely
  everything students produce. Allow time to
  grow in between grades- assessment FOR

• Our challenge is not to rank students. The
  student’s next teacher needs more
  information than a rank, to know what to do
  next to assist.

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