Module 3: Unit 2, Session 3 MODULE 3: ASSESSMENT Adolescent Literacy – Professional Development Unit 2, Session 3

Module 3: Unit 2, Session 3 Session 3 Questions and Objectives  Session 3 Key Questions  In what ways is student participation essential to an effective classroom assessment process?  What can we do to increase student participation in assessment for learning?  Session 3 Objective  Participants will learn formative assessment strategies targeted at including students in all aspects of the assessment process. 2

Module 3: Unit 2, Session 3 Activity Think Examine the sample assessment results and “The Assessment Experience” chart in your Stiggins article. Consider the assessments from the students’ point of view. Talk Participate in the Circle of Viewpoints discussion in which you take on the viewpoint of a student in the sample assessment. Write Take the surveys and note the areas in which you are strong, and the areas in which you’d like to improve your assessment practices. 3

Module 3: Unit 2, Session 3 Focus on the Student “The most valid and reliable assessment in the world that has the effect of causing students to give up in hopelessness cannot be regarded as productive because it does far more harm than good.” --Rick Stiggins,

Module 3: Unit 2, Session 3 Student Response to Assessment Productive I understand the results and know what to do next to learn more. I can handle this and will keep trying to meet the standards. Counter- productive I don’t understand these results and have no idea what to do next. I’m too dense, slow, and stupid to learn this. I quit. 5

Module 3: Unit 2, Session 3 Activity  Discussion of reading “Assessment Through the Student’s Eyes.”  Use the Text-Rendering Experience in the Participant’s Resource Packet to guide discussion. 6

Module 3: Unit 2, Session 3 Collaborative Test Making “Testing activities can become learning activities when students are informed partners in assessment processes.” --Kari Smith,

Module 3: Unit 2, Session 3 Activity: Collaborative Test Creation Learning through creating the testLearning through taking the testLearning through marking the test 8

Module 3: Unit 2, Session 3 Collaborative Criteria for Success “Involving students in the development of performance targets can be an effective instructional tool because students who are given the task of analyzing quality work and its critical components become better performers themselves.” --Rick Stiggins,

Module 3: Unit 2, Session 3 Activity: Collaborative Criteria Expand rubrics to open-ended activities Develop structured rubrics for academic performance tasks Practice creating criteria for familiar situations Provide models of rubrics 10

Module 3: Unit 2, Session 3 Self-Assessment “For formative assessment to be productive, pupils should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.” --Paul Black and Dylan Wiliam,

Module 3: Unit 2, Session 3 Elements of Self-Assessment Stage 1 Involve students in defining criteria. Stage 2 Teach students how to apply the criteria to their work. Stage 3 Give students feedback on their self-evaluations. Stage 4 Help students develop productive goals and action plans. 12

Module 3: Unit 2, Session 3 Self and Peer Assessment “Peer assessment and self-assessment make distinct contributions to the development of students’ learning. Indeed, they secure aims that cannot be achieved in any other way.” --Paul Black, et. al., September

Module 3: Unit 2, Session 3 Peer Assessment Definition For grading For improvement prior to grading For peer-learning To develop understanding of success criteria Students analyze other students’ work in relation to specific success criteria. 14

Module 3: Unit 2, Session 3 Peer-Assessment Approaches As a group, students critique anonymous work samples and make suggestions for improvement related to the set criteria. Approach 1 In pairs or small groups, students use the success criteria to identify strengths and needs in each other’s work. Approach 2 Students “correct” each other’s work and seek answers/additional information from available resources. Approach 3 Students decide if they will accept/add/alter one another’s answers. Approach 4 15

Module 3: Unit 2, Session 3 Activity: Self and Peer Assessment  Discuss the ideas in the readings:  “Student Self-Evaluation: What Research Says and What Practice Shows”  “Building Blocks to Pupil Self-Assessment”  “Peer and Self-Assessment Strategies—A Start!” 16

Module 3: Unit 2, Session 3 Portfolios “Portfolios can become a window into the students’ heads…powerful educational tools for encouraging students to take charge of their own learning.” --Paulsen, Paulsen, & Meyer,

Module 3: Unit 2, Session 3 Portfolios for Learning Definition Student self- selected work with reflection about progress and achievement Exhibits effort, progress, and achievements A portfolio for learning is a collection of Teacher-selected student work with teacher comments on progress Exhibits samples of course work It is not a collection of 18

Module 3: Unit 2, Session 3 Activity: Portfolio Assessment  Portfolios are the intersection between instruction and assessment.  Reading: “What Makes a Portfolio a Portfolio?”  Discuss ideas from the reading and how to institute or enhance the use of portfolios in your classes. 19

Module 3: Unit 2, Session 3 Extension Activity  Discuss Sample Assessment Systems from Torgeson and Miller pp. 75–104: Ten Examples.  Divide into groups to read, discuss, and summarize the examples.  Focus:  What common elements do these different systems share?  What can we learn from these that can guide us toward enhancing our own assessment systems? 20

Module 3: Unit 2, Session 3 Wrap-Up  Complete the two surveys included in the Participant’s Resource Packet  Assessment for Learning  Marking and Providing Feedback  Then spend five minutes writing down the ideas and strategies you feel encouraged to try in your classes. 21

Module 3: Unit 2, Session 3 For Next Time  Try introducing and implementing one of these strategies, and seek student feedback on the experience.  Keep in mind that these strategies take time to build in to instructional practices, and will likely need to be tried and adapted multiple times. 22