Let’s Talk Assessment Rhonda Haus University of Regina 2013

The Three “R” s O Relationships O Relevance O Rigour

Framing the Workshop We must abandon the limiting belief that adults represent the most important assessment consumers or data-based decision makers in schools. Students’ thoughts and actions regarding assessment results are at least as important as those of adults. The students’ emotional reaction to results will determine what they do in response. Whether their score is high or low, students respond productively when they say, “I understand. I know what to do next. I can handle this. I choose to keep trying.” (Rick Stiggins, 2007)

EVIDENCE OF LEARNING

Balancing Assessments for and of Learning O Separate them entirely so formative assessments never contribute to a grade O Use assessments originally intended to be formative as part of our summing up O Use assessments originally intended to be summative as sources of formative information and motivation to further learning

Assessment OF Learning FOR & AS Learning Evaluation Evaluation Summative (after) Summative (after) Judging Judging Assigning grades & reporting on achievement Assigning grades & reporting on achievement Assessment Assessment Diagnostic (before) & Formative (during, ongoing) Diagnostic (before) & Formative (during, ongoing) Coaching Coaching Providing feedback to students & teachers to make decisions about next steps in learning Providing feedback to students & teachers to make decisions about next steps in learning

What do I want them to learn? How will I know they are learning it? How will I design the learning so that all will learn? Planning with the End in Mind Assessment How will students demonstrate their knowledge and skills while they are learning? How will we monitor their progress? Exit cards, journal entries, observation, conversations, interviews How will I plan with DI in mind? What instructional strategies are appropriate for the learners in my class?

What do I want them to learn? How will I know they have learned it? How will I design the learning so that all will learn? Planning with the End in Mind Evaluation How will students demonstrate their knowledge and skills when they have finished learning? What evidence will be produced? Products Observations Conversations

How can we plan so assessment and evaluation work together with instruction to improve student learning?

Complete Separation O Purpose of assessment is to offer feedback to the student O Leads up to final, separate, assessment of learning O Works for subjects where knowledge and reasoning targets make up the bulk of instruction

Motivating Practice without Grading Everything O How can we motivate students without the promise of an “A” or the threat of an “F”?

HOW? O Reduce evaluative feedback which research shows does NOT motivate students O Increase descriptive feedback O Provide multiple opportunities for practice

BALANCE O Think about the assessments you give during a unit O Check to see which are assessments for and assessments of learning O Do your students have sufficient opportunities to practice in preparation for the summative?

Success Criteria O Define success in terms of outcomes and indicators O Determine what levels of success look like and/or sound like. O Convert the success criteria into student friendly language (where possible it is better to consider doing this through co- construction). Adapted from Anne Davies, 2009

The Power of Process Success Criteria for the Teacher The Research Shows Using Process Success Criteria: O Reduces planning time between 25 – 50% O Planned learning activity has a greater likelihood of being connected to the intended outcome or expectations O Feedback to students is focused around the success criteria

The Power of Process Success Criteria for the Students O Students have a reference point for the learning period -- measurement O Students have a reference point for self assessment and while in the activity O Where am I achieving success? Where do I need help? O Students generally develop a sense of what is and what is not important

DEVELOPING SUCCESS CRITERIA When introducing a learning objective (outcome/indicator) for the first time, students must generate the success criteria for maximum effect. Use one of the following techniques, or your own ideas for this to happen: O Give them a good finished example of the work they will be doing (writing/mathematics/art/PE video, etc.) and ask what features they can see/what the thing consists of. O Show 2 contrasting pieces of finished work as above and ask which is best and why. The analysis via talking partners will generate the success criteria, by focusing on what the poorer example could include to be as good as the better example. O Get them to do one example first then tell you what steps they followed or needed to include

Define Success Using Evidence O Assessment is about improving student learning. Using indicators are a way of describing the intended learning. The purpose of success criteria is to determine the measurement of learning. By defining the success criteria in the context of evidence this shifts the focus away from learning towards proof of learning.

Co-construction O Learning becomes more explicit for the teacher and the student O Learners can consolidate and confirm that they truly understand what they are expected to demonstrate using I can statements (authentic assessment) Adapted from Anne Davies, 2009

Setting and Using Criteria Activity Ann Davies Model: 1. Brainstorming & Samples 2. Set and Categorize 3. T-Chart 4. Add, Revise, Refine O Damian Cooper Page 170/171

Indicators of Success O Some Questions to Consider 1. How are you collecting enough evidence to see patterns over time? 2. Are you collecting too much evidence? Is there anything you can stop collecting? 3. How are your learners involved in collecting and organizing the evidence? Adapted from Anne Davies, 2009

What does this look like in Gradebook? “ The use of columns in a Gradebook to represent standards, instead of assignments, tests, and activities, is a major shift in thinking... Under this system, when an assessment is designed, the teacher must think in terms of the standards it is intended to address. If a (test) is given that covers three standards, then the teacher makes three entries in the grade book for each student -one entry for each standard -as opposed to one overall entry for the entire (test).” Marzano

Questions???