ASSESSMENT A Dr. Production...

Pre-assessment assessment What is assessment? When should assessment occur?

Assessment Objectives & Outcomes What essential questions do you have about assessment? What enduring understandings do you want to have about assessment?

“Assessment for Learning” Objectives Students will understand... The reason why assessment is Stage 2 in the Standards-Based Education process. The purpose of assessment in the classroom. The differences between assessment types and assessment formats. How to determine which assessment methods would be most appropriate at various times to increase student learning, given specific standard How to determine guidelines for constructing performance assessments and rubrics. The differences between assessment and grading. How to create a balanced assessment plan for a unit, including examples of performance tasks, rubrics, and constructed response items.

Essential Questions What does assessment look like in a performance-based science classroom? How do I determine appropriate and acceptable evidence of learning? How will I know whether my students have acquired the requisite knowledge, skills, and understandings?

Standards Based Education Model Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions --------------------------------------- Skills and Knowledge GPS Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings? (to support student success on assessments, leading to desired results)

The Process of Instructional Planning Select standards from among those students need to know Design an assessment through which students will have an opportunity to demonstrate those things Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach or move to next level Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move onto new topic Standards-based Practice Traditional Practice The Process of Instructional Planning

Stephen Covey Quote “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now and so that the steps you take are always in the right direction.”

What is assessment? Assessment is the systematic observation and evaluation of student performance. The process of gathering information about students--what they know and what they can do

Assessment asks these questions... Do students know? Are they able to complete processes and demonstrate skills? Do they understand? How well do students know? How well are they able to complete processes and demonstrate skills? How well do they understand? What do students not know? What are they not yet able to do? What don’t they understand?

How is this performed at the state and national level?

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Now, how would/could you group those into “types” of assessments? Brainstorm all the types of assessments that can be used in a science classroom Now, how would/could you group those into “types” of assessments?

Are We Speaking the same language? Create your own definition for each of the following terms related to assessment. (See next slide.) Find a partner to check on agreement or disagreement of the meaning(s) of each term. Share findings with your group and be ready to prepare findings and implications.

Defining Terms Benchmarks Assessment Formative vs. Summative assessment Performance Assessment Authentic Assessment Rubric Checklist Feedback-adjustment process Progress Monitoring Assessment Evaluation Content Standards Performance Standards Characteristics of Science Standards Assessment for learning Assessment of learning

Assessment vs. Grading a means of assigning numerical or alphabetical grade to a student’s work usually summative often represented as an average may not represent an adequate pictures of a student’s growth or progress towards the learning goals continuous process provides feedback to improve student achievement may be formative or summative provides a means of collecting evidence of student mastery of the content standards provides a photo album of student progress through which we can observe a student’s growth

Formative Assessment Summative Assessment

Please tell me... …how do I get to your house?

In order to give directions “to” a place, you must know “from” where one is coming

How do you know?

Assessment Formats Selected Response Constructed Response Performance Assessment Informal and Self-Assessment Adapted from Marzano, Stiggins, UbD

Classroom Assessment Strategies Selected Response Constructed Response Performance Assessment Informal Assessment Multiple Choice True-False Matching Fill-in-the-blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab Athletic skill Dramatization Enactment Project Debate Model Exhibition Recital Song Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self-assessment Peer review

Group Assessment Formats You will make a group presentation on one of the four assessment formats on a piece of chart paper. It will be graded as follows: /2pts At the top, label the chart with the kind of assessment your group is presenting. /4pts Divide the remaining paper into four sections, and label them: Key points, Examples, Advantages (when is it best used), Disadvantages (when is it not the best to use). /8pts For each of the 4 sections, give at least 2 supporting items for that section. /3pts Make sure writing is large*, legible and grammatically correct /2pts Poster is interesting, alluring with pertinent artwork

Chart for Assessment Formats Assessment Type Key Points Examples Advantages Disadvantages

Achievement Target Types Knowledge/Information Skills/Processes Thinking and Reasoning Communication Adapted from Marzano

Knowledge and Skills KNOWLEDGE (declarative) SKILLS (procedural) Facts Concepts Generalizations Rules, laws, procedures Skills Procedures Processes KNOWLEDGE (declarative) SKILLS (procedural)

Thinking and Reasoning Comparison and contrast Analysis of relationships Classification Argumentation Induction Deduction Experimental inquiry Investigation Problem solving Decision making -Marzano

Communication

Critical Filters What type of evidence is required to assess the standard? (e.g., recall of knowledge, understanding of content, ability to demonstrate process, thinking, reasoning, or communication skills) What assessment method will provide the type of evidence needed? Will the task (assessment method) provide enough evidence to determine whether students have met the standard? Is the task developmentally appropriate? Will the assessment provide students with various options for showing what they know?

Matching Assessments with Standards ASSESSMENT FORMAT ACHIEVEMENT TARGET Selected Response Constructed Response Performance Tasks Informal & Self-Assessment Knowledge/ Informational Skills/Processes Thinking and Reasoning Communication Other: Can assess mastery of specific elements of content knowledge Not a good choice for this target; other options preferred Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient Short answers allow students to apply content knowledge

Matching Assessments with Standards ASSESSMENT FORMAT ACHIEVEMENT TARGET Selected Response Constructed Response Performance Tasks Informal & Self-Assessment Knowledge/ Informational Skills/Process Thinking and Reasoning Communication Other: Can assess mastery of specific elements of content knowledge Short answers allow students to apply content knowledge Not a good choice for this target; other options preferred Teacher can ask questions, evaluate answers, and infer mastery; but this may not be time-efficient Can assess application of some patterns of reasoning Can observe and evaluate skills as they are being performed Can be a strong match Written descriptions of complex problem solutions can provide insight into reasoning proficiency. Can watch students solve some problems or examine some products and infer reasoning proficiency Can ask students to “think aloud” or can ask follow-up questions to probe reasoning Can observe and evaluate oral & written communication portions of performance tasks. Strong match with some communication skills, especially oral communication Can assess under-standing of the steps of a process, but not a good choice for evaluating most skills Not a good choice for this target; other options preferred. -Adapted from Marzano and Stiggins

How to Make Great Assessments

Multiple (Guess) Choice

Essay/Free Response

Portfolio

Learning Logs & Journals

Performance Tasks

Small group discussion: What has to happen? If you know what a student must understand, how do you check to see if that student understands? What evidence will you use to evaluate the level of understanding? What will you do in your classroom based on the evidence you collect?

Alternative vs Authentic Assessment What have you heard? What do you want to know?

Authentic Assessment: GRASPS G Real-world GOAL R Real-world ROLE A Real-world Audience S Real-world Situation P Real-world Products or Performances S Standards

A Sample G.R.A.S.P.S Culminating Project You are a member of a team of scientists investigation deforestation of the Amazon rain forest. You are responsible for gathering scientific data (including such visual evidence as photographs) and producing a scientific report in which you summarize current conditions, possible future trends, and their implications for both the Amazon itself and its broader influence on our planet. Your report, which you will present to a United Nations subcommittee, should include detailed and fully-supported recommendations for an action plan which are clear and complete.

What are they? Why use them? When use them? RUBRICS What are they? Why use them? When use them?

A rubric is a set of rules that Shows levels of quality Communicates standards Tells students expectations for assessment task Is NOT a checklist (yes or no answers) Includes dimensions (criteria), indicators and a rating scale.

Advantages of Using a Rubric Lowers students’ anxiety about what is expected of them Provides specific feedback about the quality of their work Provides a way to communicate expectations and progress Ensures all student work is judged by the same standard Disengages the “halo” effect and its reverse Leads students toward quality work.

Basic Rubric Template Scale Criteria Indicator Indicator Indicator

Ugly Rubrics Too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade Checklists – Have it, don’t have it Judge each work against other items of work Judge the wrong thing so student can just jump through hoops to get a good grade.

Good Rubrics Are tools Show level of quality of a performance or task Communicate standards clearly and specifically (students can calculate grade) Are given to students to set expectations Show what to avoid and addresses misconceptions Are consistent and reliable Use content that matches standards and instructional emphasis

Characteristics of Exemplary Assessment Emphasizes learning process as well as product Requires active construction of meaning Assesses interdisciplinary and cross disciplinary skills Helps students self monitor Gives specific expectations for students Emphasizes the application and use of knowledge Has meaning and relevance to students Emphasizes complex skills Makes standards public and known in advance

How did I do? Column 1 Write down the different types of assessments that we discussed during this strand. Column 2 Write down when I modeled this type of assessment.

Backwards Design and Unpacking the standards Put it into Practice Backwards Design and Unpacking the standards

Standards Based Education Model GPS Stage 1 Identify Desired Results (Big Ideas) Enduring Understandings  Essential Questions  Skills and Knowledge (one or more) Standards Above, plus Elements

Big Ideas What are the big ideas and core processes at the heart of this standard? What do I want to concentrate on and emphasize in this unit?

Looking for Big Ideas Big Ideas are key concepts. Look for ideas in key terms found in the standards.

You Know It’s a Big Idea If… · It is important for students to remember 10 years from now · It is a phrase or few words · It can be underlined from part of the standard · It is addressed in more than one standard or unit · Students can continue to uncover it’s relevance in the real world

Enduring Understandings: Overarching and Topical—Need Both! Overarching: More abstract and general; relate to many units of study Topical: More specific; related to a single unit

Enduring Understandings: Format NO: “Students will understand rocks. NO: “Students will know how to classify rocks NO: “Explain how to classify rocks.” YES: “Students will understand that rocks are classified according to properties that you can observe and/or test.

You know it’s an Enduring Understanding If… · It begins “The student will understand that…” · It is overarching (relating to multiple themes)

Enduring Understandings: Bad to Best “Students will understand the cell.” Bad: what should they understand? “Students will understand the organelles of the cell.” Better: narrows the focus but still does not state what insights we want students to leave with. “Students will understand that organelles are structures in the cell and have specific functions. Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding.

Resources for Enduring Understandings Remember that the Georgia Performance Standards in Science were based on Benchmarks for Science Literacy and National Science Education Standards. Both of these books provide the guidelines of what a student should understand. If you are unsure of the depth of understanding or want further clarification, you can refer to either of these for help. Benchmarks for Science Literacy On-line: http://www.project2061.org/tools/benchol/bolintro.htm National Science Education Standards On-line: http://www.nap.edu/readingroom/books/nses/html/

Developing Essential Questions Are open-ended and/or topic-related Examine how (process) and/or why (cause and effect) Consider various levels in Bloom’s taxonomy Use language appropriate to students Can be used as organizers for the unit Should be shared with other teachers

From Understandings to Questions S7L3. Students will recognize how biological traits are passed on to successive generations. Students will understand that genes are the basic unit of heredity. There is a process of inheriting traits or characteristics from parents to offspring through genes. -- Essential Question: How are characteristics of living things passed on through generations?

From Understandings to Questions SB2. Students will analyze how biological traits are passed on to successive generations. Explain the role of DNA in storing and transmitting cellular information. Students understand that… DNA is responsible for storing the information needed for cell reproduction and survival. Essential Question: Why is DNA a critical component to modern biology?

What Students Should Know and Be Able to Do Work in small groups not more than 3. Choose a standard and element(s) to unpack. Determine the big ideas, enduring understandings and essential questions key for understanding that standard. Pick an understanding and write various assessments that a teacher could use to find evidence of the student’s understanding.

“Unpacking is an ongoing and continual dialogue.” John Brown, ASCD

Testing Resources Georgia Department of Education—Testing http://www.doe.k12.ga.us/curriculum/testing/index.asp Criterion-Referenced Competency Test (CRCT) http://www.doe.k12.ga.us/curriculum/testing/crct.asp End of Course Test (EOCT) http://www.doe.k12.ga.us/curriculum/testing/eoct.asp National Assessment of Educational Progress (NAEP) http://www.doe.k12.ga.us/curriculum/testing/naep.asp Georgia High School Graduation Test (GHSGT) http://www.doe.k12.ga.us/curriculum/testing/ghsgt.asp

Web Resources Alternative Strategies for Science Teaching and Assessment: http://science.uniserve.edu.au/school/support/strategy.html Forms of Alternative Assessment: http://www.miamisci.org/ph/lpdefine.html Bloom’s Taxonomy: http://www.teachers.ash.org.au/researchskills/dalton.htm Relationship Between Formative & Summative Assessment: http://books.nap.edu/html/classroom_assessment/ch4.html Assessment Matters: http://members.tripod.com/~ozpk/assess.html