Goals To understand assessment of student learning as an integral part of instruction. To learn about RIBTS Standard 9

Rhode Island Beginning Teachers Standards Standard 9. Assessment of Student Learning Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.

RIBTS Standard 9 Assessment of Student Learning Teachers: 9.1 Pre-Assessment … gather information about their student from colleagues and the students themselves 9.2 Variety of Assessments … use a variety of assessment strategies and instruments that are aligned with instructional content and methodology. 9.3 Learner Self-Assessment … encourage students to evaluate their own work and use the results of this self-assessment to establish individual goals. 9.4 Report and Recording … maintain records of student learning and communicate student progress to students, parents/guardians, and other colleagues. 9.5 Self-Reflection … use information from their assessment of students to reflect on their own teaching and modify their instruction.

Recommendations . Researchers found that teachers spend about 10% of time on assessment activities. Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of their time on assessment. Beginning teachers should build a repertoire of effective strategies for assessing students. (Arends p. 208

Assessment of and for Student Learning

Assessment is . . A process of making judgments about students’ learning in relation to the goals of learning. Judgments are reached by bringing together evidence which has been gathered.

Teaching Assessment Learning

Assessment or Evaluation? . Assessment is process of collecting information about students and classrooms for the purpose of making instructional decisions. Evaluation is the process of making judgments or deciding on the worth of a particular approach or a student’s work. (Arends, p. 211)

Two Purposes Assessment for learning . Assessment for learning (Diagnostic, Formative Continuous) -To place students -To help students current and future learning. -To find out in what areas students are making progress and what particular difficulties they are having -To provide encouraging feedback -To provide a baseline of performance

Two Purposes 2. Assessment of learning (Summative - Evaluation/Reporting) -To summarize achievement at certain times, concerned with judgments about the past -For keeping records, reporting to parents, other teachers and the children themselves.

Major Purposes Assessment for Student Learning Diagnostic Assessment of Student Learning Diagnostic Formative (Continuous) Summative (Evaluation/Reporting) Function/ How Used Placement, planning, and determining the presence or absence of skills and prior knowledge Feedback to student on learning and to teachers on instruction; assist teacher decision-making Grading of students’ achievements and behaviors and reporting of performance. When Used At the beginning of a unit/lesson, semester, or year, or during instruction when a student is having problems During instruction At the end of the unit, grading period How is Evidence Collected Standardized diagnostic tests; observations, teacher checklists, pre-assessments Different types of student work; homework; assignments; quizzes Portfolio, Performance, Final Exam Scoring Norm- and criterion referenced; rubric Criterion-referenced; criteria lists; rubrics Norm- or criterion-reference; rubrics Modification of Table 6.5 - Arends, p 226

Two Purposes Assessment for learning . Assessment for learning (diagnostic, formative assessment) -To help students current and future learning -To find out in what areas students are making progress and what particular difficulties they are having -To provide encouraging feedback

Two Purposes 2. Assessment of learning (summative assessment) -To summarize achievement at certain times, concerned with judgments about the past -For keeping records, reporting to parents, other teachers and the children themselves.

Process of Assessment I. Plan systematically for a variety of assessments (RIBTS 9.2) -Identify Instructional Objectives -Identify the types of assessments - Sequence the variety of assessments II. Gather evidence (RIBTS 9.1, 9.2, 9.3, 9.4) III. Judge evidence against expectations (RIBTS 9.5) IV. Interpret the judgments (RIBTS 9.5)

Process of Assessment V. Take action (RIBTS 9.4, 9.5) -Self-reflect (9.5) -Adjust teaching and assessments. -Provide feedback to students (9.4) -Report to parents and other teachers (9.4)

9.1 Pre-Assessment Major Concepts: -Learner pre-assessment as part of instruction -Purposes/methods of pre-assessment -Matching pre and post assessment -External and internal sources of assessment information

Purposes of Pre-Assessment To improve teaching (understand students’ misconceptions by knowing prior knowledge) To improve learning (help learner confront their prior knowledge and self-assess) To learn more about the students’ knowledge and dispositions To develop a baseline for judging progress in students’ achievement and behaviors.

9. 1 Pre-Assessment Internal Sources: Inside the Classroom 9.1 Pre-Assessment Internal Sources: Inside the Classroom -Teacher Observation - KWAL Charting - Interview - Individual, Small Group and Whole Class - Concept Maps - Concept Cartoons - Interest Surveys External Sources: Outside the Classroom -RIDE Information Works -Cumulative Folders (Grades, Standardized Test Scores) -Other Teachers

9.1 Pre-Assessment RIDE InfoWorks INFORMATION -Demographics -Student Performance -Learning Environment EXTERNAL SOURCE

K W A L All About (TOPIC) What do I think I know? What do I wonder about? What actions can we take What have I learned?

K W A L All About Sound . What do I think I know? What do I wonder about? What actions can we take? What have I learned?

Using a KWAL Chart Complete K-W-A for a pre-assessment. Complete the L as you learn new knowledge. As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used. Add ideas to the columns as they arise during the unit. Post the chart in the classroom. Consider the idea of students keeping individual KWAL charts.

Pre-Assessing using KWAL Know What do you think you know about sound Pre-Assessing using KWAL Know What do you think you know about sound? (Too open-ended by itself!) Instead, using questions to probe. --What are different types of sounds you know? --How do you think a drum makes a sound? --How do you think you a guitar makes a sound? --How do you think we hear a sound?

Guidelines for Conducting a Pre-Assessment Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what and how you think.” Use effective questioning/responding. Have students communicate in different ways: write, draw, show, and speak. Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations.

NOW, IT’S YOUR TURN Write questions you will use to cause students to confront their prior knowledge. Start with an open-ended question: What do you think you know about…? Write several questions that probe their thinking further.

Type of Assessment: Academic Prompt Write a caption under this picture. Explain what kinds of sounds a guitar makes? How does sound come from a guitar?

Type of Assessment: Concept Map Concept Map Structures of Life WORD BANK Animals Plants Organism Seeds Crayfish Living Things

Type of Assessment: Concept Map - Sound Pitch WORD BANK Sound Pitch Volume Amplitude Frequency Vibrating objects Volume Vibration Frequency Amplitude Sound

Type of Assessment: Concept Map - Sound WORD BANK Sound Pitch Volume Amplitude Frequency Vibrating objects Is caused by Vibrating Objects Frequency is the back and forth movement of the vibrating object the faster the object vibrates, the higher the frequency Amplitude Frequency Amplitude determines volume. The higher the amplitude The higher the volume. Frequency determines pitch. The higher the pitch the higher the frequency. Volume Pitch

Type of Assessment Concept Cartoon What Do you Think? A. If we plant the flower, it will grow into a new plant. If we plant the seeds, they will grow into a new plant. C. If we chop the root into pieces each piece will grow into a new plant. D. If we chop the stem into pieces B A. D C

Plucking the guitar string harder changes the sound. What do you think? A Plucking the guitar string harder changes the pitch. Plucking the guitar string harder does not change the sound. Plucking the guitar string harder changes the volume. B D C B C

What do you think? A D B C

Design a Pre-Assessment Relate to “Objectives to Assess.” Include different ways learners can communicate during pre-assessment-write, draw, show, speak Consider using visuals to prompt thinking (e.g., photo, drawing) Use the phrase “do you think” in questions.

9.2 Variety of Assessment Strategies Major Concepts: -Purposes/types of assessments -Diagnostic, formative, and summative assessment -Systematic Planning

9. 2 Variety of Assessments A 9.2 Variety of Assessments A. Relate to instructional objectives to assess. B. Relate to RI Grade Span Expectations. C. Plan a variety of assessments Diagnostic, Formative and Summative -Pre-assessments -Post-assessments -Learner self-assessments -Teacher observation -Student work

Linking Objectives with Types of Assessment

9.2 Variety of Assessments Formative Assessment (Scientist Notebooks) Scientific Thinking Ideas, Skills, Attitudes To Assess Evidence (Part of Notebook) Scientific Knowledge -Big Idea Electric circuits require a complete circle through which an electric current passes. Electricity in circuits produce light, heat, and other forms of energy. -Sub-concepts A complete circuit is required to light a bulb Prediction and Conclusion Scientific Processes and Reasoning Predicting Observing Prediction Data/Observations Data Organizer Scientific Attitudes and Dispositions Desiring knowledge Next Steps/ New Questions

Plan a Variety of Assessments Sequence assessments. Make a chart. 1 Plan a Variety of Assessments Sequence assessments. Make a chart. 1. Pre-assessment 2. Learner self-assessments 3. Other Assessments (Scientist Notebooks) 4. Post-assessment

9.3 Learner Self-Assessment Major Concepts: -Metacognition -Purpose/types of learner self-assessments -Learner self-assessment as part of instruction

9.3 Learner Self-Assessment 3 GLOWS and a GROW 3 GLOWS 1 GROW I help others when I work in groups. I wish I draw what I observe. I conduct procedures step by step. I completed each part of the notebook.

9.3 Learner Self-Assessment Rating Scale (B) Open-ended questions (A and C)

9.3 Learner Self-Assessment

9.4 Recording and Reporting Major Concepts: -Relationship between recording and reporting -Purpose/types of recording and reporting

9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 4) and charts. Demonstrates effort/participation Makes predictions and observations Demonstrates understanding of ideas and terms Represents concepts in multiple ways e.g. words, diagrams, graphs and charts.

9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 3) Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results. Scientific Knowledge: demonstrates knowledge of the topics and concepts presented Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment

9.4 Recording Use “Checklists” as a running record in science. --FOSS Assessment Charts --STC Teacher Checklist

9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 4) and charts. Demonstrates effort/participation Makes predictions and observations Demonstrates understanding of ideas and terms Represents concepts in multiple ways e.g. words, diagrams, graphs and charts.

9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 3) Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results. Scientific Knowledge: demonstrates knowledge of the topics and concepts presented Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment

9.5 Self-Reflection Major Concepts: -Teacher self reflection as an aspect of the planning, action, and reflection process -Using assessment to improve teaching and learning

RIBTS 9.5 Self-Reflection Making Meaning of Assessments Include a sample of student performance on the post- summative assessment Write a self-reflection. 1-Analyze results of students’ performance on your post-summative assessments. Did your students develop deeper understanding of the big ideas? 2- Relate to your pre-assessment. Was there any progress in the student’s thinking? 3-Propose next steps for improving learning and teaching? What needs to change?

Plan Systematically A. Identify Learning Outcomes to Assess. Standard: List relevant RI Grade Span Expectations in Science. Big Ideas: List the following that will be assessed during the science kit lessons: -big ideas from “storyline” -key terms -process and procedural skills -dispositions

RI Grade Span Expectations. Relate to LO. B. Identify RI Grade Span Expectations. Relate to LO. End of Grade 4 - Physical Science Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)

BIG IDEA FROM STORYLINE

Knowledge, Process Skills, and Attitudes Knowledge: energy source, energy receiver, energy conductor, critical contact points Process Skills: asking questions, predicting, observing, comparing, organizing, concluding Attitudes: curiosity, uses evidence to explain

Plan Systematically C. Plan a variety of assessments. 1. Select the type of assessment. 2. Indicate the purpose of the assessment. 3. Indicate what will be assessed. 4. Indicate how evidence will be collected. 5. Schedule the assessments.

Linking Learning Outcomes with Types of Assessment -Knowledge Types - Selected Response or Academic Prompt -Reasoning Types - Academic Prompt or Performance -Process Skills Types - Performance or Personal Communication -Procedural Skills -Attituds and Dispositions Types - Selected Response or Personal Communication

Linking Learning Outcomes with Types of Assessment

Plan a Variety of Assessments A. Select Types of Assessment. Selected response (multiple choice, fill in the blank, etc.) Academic prompt (written or oral) Performance Teacher observation or personal communication

Plan a Variety of Assessments B. Identify Purpose of Assessment Diagnostic -e.g., Pre-Assessment (Personal Communication-Structured Interview) Formative -e.g., Academic Prompt (Teacher Observation-Scientists’ Notebook Entry) Summative -e.g., Post-Assessment (Academic Prompt-Short Answer)

Plan a Variety of Assessments C. Indicate What Will Be Assessed. Knowledge (lower level and higher evel) Reasoning Process and Procedural Skills Dispositions

Plan a Variety of Assessments D. Indicate How Evidence Will Be Collected. Quiz Assignment Teacher Notes Checklist (Observation Chart)

PLANNING SYSTEMATICALLY Example for Electric Circuits:

Rhode Island Grade Span Expectations End of Grade 4 - Physical Science Link to Rhode Island Grade Span Expectations End of Grade 4 - Physical Science Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed. PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)

Knowledge, Process Skills, and Attitudes Big Idea: A complete circuit is required to light a bulb. Key Terms: energy source, energy receiver, energy conductor, critical contact points Process Skills: asking questions, predicting, observing, comparing, organizing, concluding Dispositions: uses evidence to explain

I think (this will happen)….because… “Academic Prompt” Predict what will happen to the light bulb if you assemble the battery, bulb and wire this way. Write and draw your thinking. I think (this will happen)….because…

Type of Assessment: Academic Prompt-brief constructed response Purpose: Summative (to develop insight into the ideas children possess a complete circuit) What was Assessed? Knowledge How was Evidence Collected? Exam

CRITERIA RUBRIC CRITERIA 1. Level of Completion STRE NGTH (4) COMPE-TENT (3) DEVELOP-ING (2) NOT DEVE- LOPING (1) NO RESPONSE 1. Level of Completion 2. Understand-ing of Big Ideas 3. Written Communication Description of Levels

SCORING GUIDE CRITERIA B.Understand-ing of Big Ideas* * BIG IDEAS: STRE NGTH (4) COMPE-TENT (3) DEVELOPING (2) NOT DEVE- LOPING (1) NO RESPONSE (0) B.Understand-ing of Big Ideas* * BIG IDEAS: A complete circuit is required to light a bulb

REPORTING THE SCORE 4 = Strength 3 = Competence 2 = Developing 1 = Not Developing 0 = No Response A. Level of Completion = B. Understanding = C. Written Communication = OVERALL GRADE =