BOYD COUNTY PUBLIC SCHOOLS BOYD COUNTY MIDDLE SCHOOL JANUARY 12, - PowerPoint PPT Presentation

BOYD COUNTY PUBLIC SCHOOLS BOYD COUNTY MIDDLE SCHOOL JANUARY 12, 2012

Examining our Assessment Practices As we prepare quality formative and summative assessments aligned to standards to prepare for K-Prep, we must be mindful of using practices to assess students accurately and benefit students, not merely grade and sort them. Evaluate the following scenarios as to their ability to assess accurately and motivate students. Teacher A tells his class at the beginning of each school year not to expect to score above a C on any assessments. Her class is rigorous  and she is proud of it! Teacher B designs summative assessments chunking questions by the learning targets they assess. When students retake the  assessment, they reassess only on those learning targets in which they did not demonstrate a successful level of skill or knowledge. Teacher C’s assessments always present the most difficult questions at the beginning.  Teacher D selects assessment items from her textbook bank of items, relying on the textbook publishers’ alignment to the core  standards. Teacher E first selects the learning targets presented in the instructional unit, then designs and implements formative assessments of  the learning targets, and finally designs the summative assessment of those same learning targets. Teacher F finds that many students were not successful on his summative unit assessment. Not wanting to discourage students, she  allowed students to turn in canned food for the Food Feud, adding 5 points for each can. Teacher G posts learning targets stated in student friendly language clearly visible to all student. He constantly refers back to the target  during instruction, and presents exit slips to students at the end of the period based on the learning target(s). Teacher H is careful to make sure to give students descriptive feedback on formative assessments, and knows that is especially  important for struggling students. Teacher I provides rubrics for students on assignments when appropriate. Students use those rubrics to peer and self-assess, and the  teacher asks them to bring the rubric with them when she conferences individually on their work. At the beginning of a chapter, Teacher J gave students a reading assignment for homework. She used a “pop quiz” to determine if  students did their homework. She selected the quiz questions by looking for details student would “miss” if they did not rea d carefully. Teacher K presents a preassessment at the beginning of each chapter to identify which learning targets can be reviewed, and which  targets she must devote more time to . Teacher L conducts student-led conferences. During the conference, students show parents rubrics and their corresponding work  collected in a folder, and explain how they were assessed on their knowledge or skill level related to the learning target. Together, parents and the student complete a Goals Setting sheet for the next grading period.

Used with skill, assessment can 0 Motivate the unmotivated 0 Restore students’ desire to learn 0 Encourage students to keep learning 0 Create — not simply measure — increased achievement -- Stiggins, Arter, Chappuis, & Chappuis, 2006

Keys to Quality Assessment

Always begin by asking 0 What decisions are made using assessments? 0 Who’s making the decisions? 0 What information will be helpful to them?

Each participant at the table should draw a yellow card. Student Parent Teacher Principal Athletic coach Guidance counselor Community Business Leader

Write your role in the blank on the yellow handout. Answer #1 individually (3 – 5 minutes), then beginning with the “student,” share your list with others at your table. When all roles have shared, notice what conclusions you are drawing about classroom assessment. Note and discuss your responses to question #2.

Key 1: Clear Purpose  Teachers understand who the users and uses of classroom assessment are and know their information needs.  Teachers understand the relationship between assessment and student motivation and craft assessment experiences to maximize motivation.  Teachers use classroom assessment processes and results formatively (assessment for learning).  Teachers use classroom assessment results summatively (assessment of learning) to inform someone beyond the classroom about students’ achievement of a particular point in time.  Teachers have a comprehensive plan over time for integrating assessment for and of learning in the classroom.

Some Conclusions 0 Data must be sound because major decisions that affect students’ well -being are made on its basis. 0 Assessment data is used for many purposes beyond grading. 0 Students are crucial decision-makers, whose information needs must be met.

Two Purposes for Assessment FORMATIVE  Assessments FOR Learning  How can we use assessment information to help students learn more? SUMMATIVE  Assessments OF Learning  How much have students learned as of a particular point in time?

Definition of Formative Assessment Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis. (Fisher and Frey, 2007). A checkup An autopsy

Balanced Assessment Formative Summative Formal and informal processes teachers Provides evidence and students use to gather evidence to achievement to certify student directly improve the learning of students competence or program assessed effectiveness Assessment Assessment Formative uses of for learning for learning summative data Use assessments to Use classroom Use of summative evidence help students assess assessments to to inform what comes next and adjust their own inform teacher’s for individuals or groups of learning decisions students

Assessments of and for Learning Assessment of Learning Assessment for Learning Reasons for Assessing Document individual or group Promote increases in achievement or mastery of achievement to help students standards; measure achievement meet more standards, support status at a point in time for purposes of reporting; ongoing student growth; accountability improvement. Audience Others about students Students about themselves Focus of Assessment Achievement standards Specific achievement for which schools, targets selected by teachers teachers, and students are that enable students to build held accountable toward standards Place in Time An event after learning A process during learning Primary Users Policy makers, program Students, teachers, parents planners, supervisors, teachers, students, parents

Assessments of and for Learning Assessment of Learning Assessment for Learning Typical Uses Certify student competence, sort students Provide students with insight to according to achievement; promotion and improve achievement; help teachers graduation decisions, grading diagnose and respond to student needs; help parents see progress over time; help parents support learning. Transform standards into classroom Administer the test carefully to ensure Teacher’s Role targets; inform students of targets; accuracy and comparability of results; build assessments; adjust instruction use result to help students meet standards; interpret results for parents; based on results; offer descriptive build assessments for report card grading feedback to students; involve students in assessment Student’s Role Study to meet standards; take Self-assess and keep track of the test; strive for the highest progress; contribute to setting goals; act on classroom assessment results possible score; avoid failure to do better next time. Primary Threat of punishment; promise Belief that success in Motivator of rewards learning is achievable. Examples Achievement tests; final exams; Using rubrics with students; placement tests; short cycle student self-assessment; assessments (unit, chapter descriptive feedback to tests) students.

Inside the BLACK BOX Raising Standards Through Classroom Assessment A Review of Research on the Effects of Formative Assessment by Paul Black and Dylan Wiliam

.7 Standard Deviation Score Gain =  25 Percentile Points on ITBS (middle of score range)  70 SAT Score Points  4 ACT Score Points Largest Gain for Low Achievers

What is Formative Assessment

What does Formative Assessment look like?

Examples of Formative Assessment

A special note about preassessment!

Keys to Quality Assessment

 Teachers have clear learning targets for students. They know how to turn broad statement of content standards into classroom-level targets. • Teachers understand the various types of learning targets presented to students. • Teachers select learning targets focused on the most important things students need to know and be able to do. • Teachers have a comprehensive plan over time for assessing learning targets

Key 2: Clear Target 0 Begin with state standards 0 Order in learning progressions, if needed 0 Deconstruct into clear learning targets leading to each standard 0 Communicate the learning targets in advance in language students can understand

Key 2: Clear Target Current research (Marzano, McREL, Ruby Payne) reveals that communicating learning targets clearly to students increases student achievement and motivation.