 What does 21 st century assessment look like?  How does 21 st century assessment encourage learning?  How do effective teachers use assessment?

What do you want this student to… look like be able to do accomplish demonstrate show proficiency in master at the end of your lesson or unit?

Standards-Based Assessment vs. Traditional Grading What does research say about grading… Behavior Attendance Work Completion Effort… Grade separately!

 Know how your students learn - a key  Interest inventories  Multiple intelligences  Utilize the key to open the doors  Differentiated Instruction  Assessment Formative Summative

“An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” Marzano

Frequent formative assessments, with sound feedback, significantly improve learning.

 Show that low scores do not imply failure  Show that effort results in high scores

1. Unpack standards 2. Identify essential content 3. Organize content into categories (topics) 1. Limit topics per subject/grade level 4. Organize categories or topics into targets 5. Develop assessments

UNPACKED CONTENT STANDARDS TARGETS ASSESSMENTS TOPICS

What target/s will this student be aiming at?

How will you know the students are hitting the target where you want them to hit it?

 Reflections  Rubrics  Portfolios

 Some things I did well on my personal project/assignment are…  Some things I did not do well…  Some things I would do differently are…  About myself, I learned that…  Next time I will…

 Senteos  Achievement Series  Slide shows  Interactive white boards  Brainpop.com  Formative assessment activities

 Most students do not understand the relationship between their effort and their achievement  Classroom Instruction that Works – page 49

Handouts 5-12  Effort logs  Effort/Achievement Rubrics  Effort/Achievement Comparison Graphs  Effort Honor Rolls Effort Handouts 5-13

TIMESCHEDULE ACTIVITY ONON & OFF OFF

4 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding. 3 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. 2 I put some effort into the task, but I stopped working when difficulties arose. 1 I put very little effort into the task.

4 I exceeded the objectives of the task or lesson. 3 I met the objectives of the task or lesson. 2 I met a few of the objectives of the task or lesson, but did not meet others. 1 I did not meet the objectives of the task or lesson.

Quality Levels Advanced (4) Yes and more! Proficient (3) Yes! Nearing Proficient (2) Yes but… Needs Improvement (1) No! Criterion 1 Quality Descriptors Criterion 2 Criterion 3 Criterion 4

 Use and even number of quality levels  4 or 6 is ideal – stay away from odd numbers because you may have a tendency to hoover around the middle.  Use language and numbers that are understandable by the users.

 Choose clear, specific, and essential areas that will be assessed.  Focus on areas for instruction.  Choose a limited number of criteria.  3 to 5 criteria seem to be most manageable  Equal steps along the scale  The difference between 4 and 3 should be equivalent to the difference between 3-2 and 2-1

 Use clear, observable language.  Use demonstrative verbs  Keep to observable behaviors  Avoid negatives  “begins without preparation” vs. “does not prepare”  Use language that paints a picture of quality.  Use student friendly language.  Use precise terms  Instead of “many errors” you may want to specify “six or more errors”  At the same time, be sure the rubric is generally qualitative in nature rather than quantitative  Provide examples of strong and weak work for learners.

 Use the rubrics we’ve provided and evaluate the quality of each

 Begin with the end in mind – what is the student going to “look like” in the end?  Write the Quality Level 3 first  Think of level 3 as being at the proficient level, the level you expect all student to achieve at  Build the rubric from that point forward and backward

Cookie Rubric Create a rubric with one criteria for a cookie 1.suggestions: texture, taste, richness, flavor 2.Test your rubric

 Field test or pilot rubrics before use  Discuss rubrics with students to create an understanding of expectations  Check for accuracy, bias and consistency  Could several teachers use the rubric and score student work within the same range?  Teach students how to create rubrics

 Keep track of strengths and weaknesses of rubric as you use it to assess student work.  Ask yourself, “What did or didn’t I make clear instructionally?”  Ask for feedback from your students.  Revise accordingly.