Finally! Utilizing Student Involvement to Prepare for Final Exams Presented by: Jessica Drogos, Jeremy Vrtis, Marie Gillespie & Kurt Johns

The word assessment means to Workshop Objectives The word assessment means to ‘sit beside’ someone.  We ‘sit beside’ our students and let them know the things they know/do well. Understand the power of involving students in assessment. Obtain methods involving students in assessment including independent reflection and peer review. “Certain formative assessment practices increased the achievement of low-performing students to the point of approaching that of high-achieving students.” Classroom Assessment for Student Learning , Second Edition p. 22

Formative or Summative To inform ongoing learning Summative To summarize final learning Classroom Assessment for Student Learning , Second Edition

Formative or Summative Summative Examples Formative Examples Unit Exams Quizzes Exit Slips Final Projects Journal Entries Final Exams Term Papers Reflection Forms Classroom Assessment for Student Learning , Second Edition

Think of a Classroom Unit How do you express the clear purpose of your topic? How do you present objectives in student friendly language? Fill in Topics (First Column) Use student centered language How do you maintain student centered lesson? How do you assist students in achieving their goal?

Keys to Quality Assessment Clear Purpose Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement

To do so students must ask… Clear Purpose For students to be able to improve, they must have the capacity to monitor the quality of their own work. To do so students must ask… How can I close the gap? Where am I now? Know what high-quality looks like Are able to objectively compare their work to the standard Have a store of tactics to make work better based on their observations Where am I going?

Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement

Clear Targets Fill in Subtopics (Second Column) Students can hit any target they can see and that holds still for them. Are learning targets clear to teachers? What kind of achievements are to be assessed? Fill in Subtopics (Second Column) Are these learning targets the focus of instruction? Classifying learning targets is a necessary step in planning an assessment. It helps identify the assessment options appropriate to each target. We will take al look at assessment options shortly.

Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement

Sound Design Assessments are aligned to match the targets they are intended to measure Do assessment methods match learning targets? Are items, tasks, and scoring rubrics of high quality? Does the assessment control for bias?

Possible Assessment Methods Selected Response Written Response Performance Assessment Personal Communication

Performance Assessment Personal Communication Target-Method Match Selected Response Written Response Performance Assessment Personal Communication Good Strong Partial Poor ? Knowledge Reasoning Skill Product As the types of targets are introduced, list examples Examples of Classifying Learning Targets   Knowledge: Recognizes similes, metaphors and analogies Knows that the pitch of a sound depends on the frequency of the vibration producing it Identifies design elements in a work of art Reasoning: Compares and contrasts points of view from an historical event Evaluates health and fitness information Draws conclusions from experiment results Skill: Measures properties of objects using balances and thermometers Participates in civic discussion with the aim of solving current problems Integrates voice into character development Product: Produces maps, charts and graphs to scale Draws a bar graph to represent a data set with up to four categories Writes opinion pieces on topics or texts, supporting a point of view with reason and information Disposition: Looks forward to group discussions Views oneself as capable of doing mathematics Chooses to avoid drugs and alcohol Disposition Strong match: The method works for all learning targets in this type. Good match: The method works for many of the learning targets of this type. Partial match: The method works in some instances for learning targets of this type. Poor match: The method never works for learning targets of this type. Classroom Assessment for Student Learning , Second Edition

Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement

Effective Communication Once the purpose and targets are clear and the assessments are soundly designed, then they must be effectively communicated to the students. Can assessment results be used by students to guide their learning? Do formative assessments give students effective feedback? Classifying learning targets is a necessary step in planning an assessment. It helps identify the assessment options appropriate to each target. We will take al look at assessment options shortly. Do grades tell students if they hit their target? Do students see the connection between their targets and their results?

Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication Student Involvement

Student Involvement Our Third Column The decisions that contribute the most to student learning success are made, not by adults working in the system, but by students themselves. Are learning targets clear to the students? Can students use the results to self-assess and set goals? Our Third Column Kurt’s form Are students tracking and communicating their evolving learning?

3 Methods of Involving Students in Assessment Independent Reflection Prior to an Assessment Independent Reflection Prior to an Assessment Peer Review Independent Reflection

Independent Reflection Prior to an Assessment Your Forms

3 Methods of Involving Students in Assessment Independent Reflection Prior to an Assessment Peer Review Independent Reflection

Peer Review Vocabulary/concept review for the Marketing unit Instead of the teacher grading their work they graded each other on: Concept Eye contact Engaged audience The average score increased from last semester by 4%

3 Methods of Involving Students in Assessment Independent Reflection Prior to an Assessment Peer Review Independent Reflection

Independent Reflection Quiz or Test Tracking Forms Assessment: Date: Things I know really well (knowledge target): Things I can do really well (skill target): Things I need to know better (knowledge target): Things I need to do better (skill target): What simple things did I do wrong? How do I not do it again?

Know Learning Target (examples) Date What I did well What I need to work on I can explain the constitutional structure of our government. I can describe the processes that have been used to create, amend, and repeal laws.

Independent Reflection To Track Growth Learning Target 1: I can explain the constitutional structure of our government. Assignment Date Score What I did well What I need to work on Learning Target 2: I can describe the processes that have been used to create, amend, and repeal laws. Assignment Date Score What I did well What I need to work on

Do Assessment: Skill Objective Course: ENGLISH II: Interpersonal Communication Skill Activity PRACTICING FINAL SPEECH OUT LOUD in class Date 5/21 Score 10/10 for each What did I do well with this skill? What do I need to practice with this skill? What is my plan for practicing? Pitch; not being monotone 7/10 I used some pitch changes at the beginning. I will practice the counting/pitch activity at home tonight. Rate; not rushing, using pauses, not having filler words 8/10 I used some good pauses. I was rushing at the beginning. I know that my timing was 45 seconds this time through. I will practice at home and time myself and make sure it takes me 55 seconds

Finally, the Final!

We’re done!