Assessment for Learning ERS April, 2009

Learning Outcomes for Today I can understand and can explain to others the concepts of Assessment for Learning I can identify and give specific examples of the six big Assessment for Learning strategies I can determine a next step for my teaching related to Assessment for Learning

“Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” credit Black and Wiliam (1998)

Expected Benefits and Proven Results Assessment connected to learning Better instruction focused on standards Profound achievement gains for all students, with the largest gains for lowest achievers More self-managed learning by students -- Stiggins, Arter, Chappuis, & Chappuis, 2004

Two Purposes for Assessment SUMMATIVE Assessments OF Learning –How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning –How can we use assessment information to help students learn more?

Group Activity Take 5 minutes to read through your article, and pick out 5-10 important pieces of information.

What is Assessment for Learning? Assessment FOR Learning Students and teacher Descriptive Daily Coach Assessment OF Measuring Public and parents Grades, symbols, percents Event Judge

Both assessment for and assessment of have a place in the classroom.

Balanced Assessment Summative Provides evidence achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Assessment for learning Use classroom assessments to inform teacher’s decisions

Used with skill, assessment can Motivate the unmotivated Restore students’ desire to learn Encourage students to keep learning Create—not simply measure—increased achievement -- Stiggins, Arter, Chappuis, & Chappuis, 2004

Some Conclusions Data must be sound because major decisions that affect students’ well-being are made on its basis. Assessment data is used for many purposes beyond grading. Students are crucial decision-makers, whose information needs must be met.

Think of a time you were assessed and it was a negative experience. What made it negative?

Now think of a time you were assessed and it was a positive experience. What made it positive?

6 Big AFL Practices Clear learning intentions Clear criteria Descriptive feedback Questions Self and peer assessment Ownership

Intentions Let students know (in a language they can understand) what they are expected to learn This can be done day by day, or at the beginning of a unit These outcomes help keep both teacher and student focused When linked to the PLOs, these are the only things we should be assessing students on Examples (Math 10) Factoring Polynomials I can show a variety of ways to factor a polynomial I can identify which technique is used for a polynomial (SS 10) I can describe the impact of the fur trade on the Native peoples of the Northwest I can describe the causes and events of the Red River Rebellion I can describe the make-up and practices of the HBC and NWC

Clear Criteria Students need to know what good and bad work looks like Whenever possible, work with students to develop criteria so they have some ownership over it Keep it simple, and only give feedback on the criteria that you have set out Example English 9 Paragraph Criteria Basic COPS Topic sentence Concluding sentence At least four quality details At least three transition words

Descriptive Feedback Increase the amount of descriptive feedback and decrease evaluative feedback Must include specific reference to the learning outcomes and criteria Should happen during the activity, not only at the end whenever possible Students use the feedback to improve their work and thus increase their learning Examples Comment Only Highlight areas where the student has met the criteria Use arrows to show where they need work 2 Positives 1 suggestion Identify two areas where the student has met the criteria, and one place where they can work to improve  Can be written or verbal, formal or informal  Might happen after a first draft, or while students are working on the assignment

Questions Increase quality of questions to show evidence of learning Moving from limited recall questions to questions that make children think Should give students the time answer individually but also listen to what the group has to say Things to consider: –Think time –Who is answering the question? –Who is creating the questions? Students can create and answer their own questions when shown what quality questioning looks like. Examples Science All exercise improves the efficiency of the heart. Do you agree or disagree with this statement and why? Foods Are there any items in this recipe that could not be removed? What would happen if you removed them?

Self and Peer Assessment Students are more connected to the criteria and the learning outcomes if they have a chance to assess their own progress We know that what their peers think of them matter way more then what we think of them Must focus on quality peer assessment that is directly related to the criteria Example: “Nice work” vs. “You did a nice job on your topic and concluding sentences, but you need stronger details in the middle to back them up. Examples Criteria rubric for peers to check Small group conferences with the teacher where students comment on their own work and the work of others

Ownership Involve students in showing and talking about their own work These discussions can occur both inside and outside of the classroom Examples Have students show you where they have met the learning outcomes Portfolios – must show progress, not just best work Learning plans and journals– here is what I am good at, here is where I am weak and this is how I am going to get better (this works well with some of the performance standards put out by the province)

Review of the 6 Strategies 1.Clear learning intentions 2.Criteria 3.Descriptive feedback 4.Questions 5.Self and peer assessment 6.Ownership

FORMATIVE ASSESSMENT: All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998

Research consistently shows that regular, high- quality FORMATIVE ASSESSMENT increases student achievement.

Recommended Practices Increased descriptive feedback, reduced evaluative feedback Increased student self-assessment Increased opportunities for students to communicate their evolving learning during the teaching

“What teachers need is a variety of living examples of implementation, as practiced by teachers with whom they can identify and from who they can derive the confidence that they can do better. They need to see examples of what doing better means in practice.” Black and William, 1998, p. 146

ERS Goals Over the next two months, try to incorporate one of the six AFL practices into your teaching. We will meet in June to discuss where to go from here. Anyone interested in reading more can come see us for suggestions of where to go. We have books, articles, and the BCELC website has all of the web-casts archived. We would like to form a PLC for next year made up of anyone who is interested, using the ATI materials from Portland.