Assessment & Evaluation Presented by: Chantelle, Erin, Jen, Victoria & Kim February 11 th, 2010.

Slides:



Advertisements
Similar presentations
Peer-Assessment. students comment on and judge their colleagues work.
Advertisements

Performance Assessment
Formative Assessment Evidence, Practice and Teacher Change
The Journey – Improving Writing Through Formative Assessment Presented By: Sarah McManus, Section Chief, Testing Policy & Operations Phyllis Blue, Middle.
Rich Formative Assessment: Critical Component of Instruction
Formative Assessment & Effective Feedback. Why Formative Assessment? There is a body of firm evidence that formative assessment is an essential component.
Giving and receiving quality FEEDBACK
Effective Assessment and Feedback
Using assessment for learning
Wynne Harlen. What do you mean by assessment? Is there assessment when: 1. A teacher asks pupils questions to find out what ideas they have about a topic.
Key Stage 3 National Strategy Standards and assessment: session 1.
Motivation, assessment and learning…. a whole school approach.
Alternative Assesment There is no single definition of ‘alternative assessment’ in the relevant literature. For some educators, alternative assessment.
Assessment Advice. Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to.
Assessment What is it good for????. Outcomes Define common types of assessment Identify the purposes of assessment Outline useful approaches to assessment.
Assessment Advice. The purpose of this workshop is to: Define the concepts of assessment for learning, assessment as learning and assessment of learning.
(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.
FORMATIVE ASSESSMENT Nisreen Ahmed Wilma Teviotdale.
Making Collaboration Work Module VII: Assessment and Grading
Assessing Student Learning
Activity: Pre-Assessment Probe Classroom Assessment Technique (CAT) Domain: Assessing Prior Knowledge, Recall, and Understanding: CAT Activity: Background.
CLASSROOM ASSESSMENT FOR STUDENT LEARNING
Technology and Motivation
Goal Understand the impact on student achievement from effective use of formative assessment, and the role of principals, teachers, and students in that.
Principles of Assessment
ASSESSMENT and EVALUATION FOR IMPROVED STUDENT LEARNING:
Introduction: Teaching and Testing/Assessment
Our Leadership Journey Cynthia Cuellar Astrid Fossum Janis Freckman Connie Laughlin.
Using formative assessment. Aims of the session This session is intended to help us to consider: the reasons for assessment; the differences between formative.
The Maths Pipeline Programme for the FE and Skills Sector
Module 3: Unit 2, Session 3 MODULE 3: ASSESSMENT Adolescent Literacy – Professional Development Unit 2, Session 3.
+ Assessment. + Assessment For, As, Of Learning (Complete Chart below) Assessment Mode: Written, Oral, Performance (Write, Say, Do) Assessment Strategy.
Assessment Practices That Lead to Student Learning Core Academy, Summer 2012.
21 st Century Assessment Examples of Practice Clinic Session 9:45 – 11:15.
Let’s Talk Assessment Rhonda Haus University of Regina 2013.
Office of School Improvement Differentiated Webinar Series A Framework for Formative Assessment November 15, 2011 Dr. Dorothea Shannon Dr. Greg Wheeler.
Best Practices: Formative Assessment Strategies. A PROCESS used by teachers and students DURING instruction that provides FEEDBACK to adjust ongoing teaching.
CERI/OECD “Improving Learning through Formative Assessment” 3 February, 2005.
EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus.
Office of School Improvement Differentiated Webinar Series Formative Assessment – Feedback February 28,2012 Dr. Dorothea Shannon, Thomasyne Beverly, Dr.
Fourth session of the NEPBE II in cycle Dirección de Educación Secundaria February 25th, 2013 Assessment Instruments.
Workshops to support the implementation of the new languages syllabuses in Years 7-10.
Evelyn Wassel, Ed.D. Summer  Skilled in gathering accurate information about students learning?  Using it effectively to promote further learning?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee Disclaimer Leadership for the Common Core in Mathematics (CCLM^2)
Copyright © 2008 by Educational Testing Service. All rights reserved. ETS, the ETS logo and LISTENING. LEARNING. LEADING. are registered trademarks of.
Total Teaching (Feedback and assessment ) Paul Gibson.
Teaching Writing.
Assessment for Learning ERS April, Learning Outcomes for Today I can understand and can explain to others the concepts of Assessment for Learning.
What Are the Characteristics of an Effective Portfolio? By Jay Barrett.
Professional Development
AssessmentAssessment. Assessment What are some of the components of assessment.
Some Definitions Monitoring – the skill of effectively over- viewing and analysing a learning situation Assessment – is the closer examination of pupil’s.
Effective mathematics instruction:  foster positive mathematical attitudes;  focus on conceptual understanding ;  includes students as active participants.
Office of School Improvement Differentiated Webinar Series Formative Assessment – Assessment for Learning December 13, 2011 Dr. Dorothea Shannon Dr. Greg.
Marking to raise achievement CPD – 11/3/15 Self and Peer Assessment CPD – 11/3/15 Self and Peer Assessment.
Questioning as Formative Assessment: GRECC Math Alliance February 4 th - 7 th, 2008.
What attitude towards assessment did you have as a high school student?
SECOND LANGUAGE ASSESSMENT Maria del Mar Sáez Ortega Olivia Sánchez Caton Ana Stelea Déborah Vera Perez.
Assessment For Learning Using Self and Peer Assessment Strategies.
Marking to improve student outcomes. Marking and feedback – are they the same?  Marking is the annotating of a piece of written work, using words, symbols.
SCIENCE Assessment Amanda Cantafio.
What do you think? The most effective method for assessing my students is to use a large end of unit test.
Dr. Carol Rubel. Agenda  Class Share  Discussion Questions  Questions and Answers 2.
Assessment In Learning Marie Wilson EDU 650 Teaching, Learning, and Leading in the 21 st Century Instructor: Heather Caldwell May 21 st, 2016.
Before Instruction Zickeyous Byrd
Peeter Mehisto, UCL Institute of Education
Effective Feedback for Learning
Unit 7: Instructional Communication and Technology
Assessment Practices in a Balanced Assessment System
Presentation transcript:

Assessment & Evaluation Presented by: Chantelle, Erin, Jen, Victoria & Kim February 11 th, 2010

How do students perceive assessment and how does their perception affect their academic success? How effective is assessment to students’ learning? How to help students value formative assessment, not just evaluation? Should students who “get it” be exempt from process work and formative assessment if they have no problem with the material? Key Questions

Agenda Intro – Debrief Case Study – Connections to SOP and PT Student Perspectives Discussion Activity Effectiveness Value of it all Students who just “get it” Discussion Conclusion

Varying Perspectives

We asked students: 1.Do you know what the difference is between assessment and evaluation? 2.Does your teacher indicate which assignments are assessments? 3.What is your opinion of assessments? 4.What percentage of assessments do you complete? 5.Roughly what would you estimate your average grade to be? Student Perspectives

1. “I couldn’t tell you, I would have to say there isn’t one.” 1. “I thought they were the same.” 1. “Evaluation is long term and assessment is short term.” 1. “Not quite sure.”

2. “Nope” 2. “Definitely not” 2. “Not really told” 2. “Sometimes”

3. “Assessments make students accountable” 3. “Assessments are irrelevant/unfair” 3. “Assessments improves the quality of learning. It is useful to show you where you are.” 3. “Assessments are enjoyable, because I do well on them”

4. “All of ‘em” 4. “70% of the assessments” 4. “100%” 4. “Everything”

5. “87%” 5. “65%” 5. “80%” 5. “60%”

1. “I couldn’t tell you, I would have to say there isn’t one.” 2. “Nope” 3. “Assessments make students accountable” 4. “All of ‘em” 5. “60%”

1. “I thought they were the same.” 2. “Definitely not” 3. “Assessments are irrelevant/unfair” 4. “70% of the assessments” 5. “65%”

1. “Evaluation is long term and assessment is short term.” 2. “Not really told” 3. “Assessments improves the quality of learning. It is useful to show you where you are.” 4. “100%” 5. “80%”

1. “Not quite sure.” 2. “Sometimes” 3. “Assessments are enjoyable, because I do well on them” 4. “Everything” 5. “87%”

Findings: “Assessment makes students accountable” positively affected achievement “Assessment is fun” and “assessment is ignored” negatively affected achievement Self-regulating students generally achieve more on most educational measures Students who place responsibility elsewhere (e.g., assessment makes schools accountable) tend to achieve less on educational outcomes Students who lack confidence to achieve (assessment is ignored) tend to achieve less Brown & Hirschfeld, (2008)

Recap: Key Tips for Positive Student Perception Keep students informed of the assessment process Present assessments as measures of individual student learning Create assessments that are formative, constructive and require students to be personally responsible Create alternative assessments (such as portfolios, projects, self-assessment, peer-assessment) that are authentic and make learning more realistic

Opinion Poll As a high school student, what was your attitude towards assessment?

Four Corners Assessment and Evaluation…

Effectiveness of A & E

Summative assessment - Summarize student attainment at a particular time - Is an evaluation Formative assessment - Promotes further improvement of student attainment - Is constructive feedback - Is not evaluation Assessment OF learning versus assessment FOR learning. Summative vs. Formative Assessment

Rakoczy, K., Klieme, E., Bürgermeister, A., Harks, B. (2008). The Interplay Between Student Evaluation and Instruction. Grading and Feedback in Mathematics Classrooms. Journal of Psychology, 216(2), 111–124. The Purpose of Feedback To reduce discrepancies between current understanding and performance, on the one hand, and the learning goal, on the other. Must provide the student with answers to three major questions: 1.Where am I going? 2.How am I going? 3.Where to next?

Self determination theory “embedded formative performance assessment in terms of feedback during classroom interaction has the potential to positively influence subsequent student motivation”. Rakoczy et al (2008) Rakoczy, K., Klieme, E., Bürgermeister, A., Harks, B. (2008). The Interplay Between Student Evaluation and Instruction. Grading and Feedback in Mathematics Classrooms. Journal of Psychology, 216(2), 111–124.

Black, Paul and Dylan Wiliam. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. The Phi Delta Kappan, 80, No. 2, , Is there evidence that improving formative assessment raises standards? Is there evidence that there is room for improvement? Is there evidence about how to improve formative assessment? Black, Dylan & Dylan, (1998)

Short Term Effects: Focuses student attention on important aspects of the subject Gives students opportunities to practice skills and consolidate learning Guides further instructional or learning activities within the course The Validity of Formative Assessments

Medium and Longer Term Effects: Builds students’ “learning to learn” skills Improves equity of student outcomes Invaluable skills for lifelong learning The Validity of Formative Assessments…cont’d

Valuing Formative Assessment

Helping Students Value Formative Assessment Research shows that when formative assessment is used in certain ways it can result in greater student motivation. Cauley, Kathleen, and James H. MacMillan. "Formative Assessment Techniques to Support Student Motivation and Achievement." 83.1 (2010): 1-6. The Clearing House. Web..

The Foundational Piece for Formative Assessment Teachers need to work with students to set clear and attainable goals “Hard goals [which are specific and clear rather than general and vague] act to focus attention, mobilize effort, and increase persistence at a task. By contrast, do-one's-best goals often turn out to be not much more effective than no goals at all.”—Sadler and Royce, (2004) Sadler, Royce. "Formative assessment and the design of instructional systems." Instructional Science 18 (1989): Kluwer Academic Publishers, 4 Nov Web. 5 Feb

When Assigning a Formative Task: Provide clear targets for your students Use models and exemplars Use “student friendly language” when outlining curriculum expectations you are asking them to meet Sadler, Royce. "Formative assessment and the design of instructional systems." Instructional Science 18 (1989): Kluwer Academic Publishers, 4 Nov Web. 5 Feb

When Offering Feedback: “Few physical, intellectual or social skills can be acquired satisfactorily simply through being told about them. Most require practice in a supportive environment which incorporates feedback loops.”— Sadler & Royce, (2004) Be sure to acknowledge student efforts Feedback should be more than a checklist Remember that grades can be counterproductive Cauley, Kathleen, and James H. MacMillan. "Formative Assessment Techniques to Support Student Motivation and Achievement." 83.1 (2010): 1-6. The Clearing House. Web.. Sadler, Royce. "Formative assessment and the design of instructional systems." Instructional Science 18 (1989): Kluwer Academic Publishers, 4 Nov Web. 5 Feb

Let’s Recap Three crucial components must be met in order for students to value formative assessment: 1.Students have clear and attainable goals in the course 2.Students have clear targets 3.Students receive constructive feedback

What about the kids who just “get it”?

Students who have no problem understanding the concepts being taught will often balk at doing process work for assessment because they see it as useless Our group has stated that one of the main ways to motivate students to do the work is to make it valuable…so, how can we do that? Should kids who “get it” be forced to do process work for assessment?

Create a peer-evaluating system; pair students who “get it” with those who don’t Provide detailed, written feedback on process work that points students who “get it” to ways of expanding the concept Encourage students to monitor their own progress and develop skills of self-evaluation (this relates to metacognition) What the research says…

Show the students a breakdown of the process and inform them that they will be marked on the steps during the final exam/project, not just the correct answer Have kids who get it partner up with weaker kids When taking up answers, have kids who get it write the whole process on the board to make sure that they can actually do it -Jacelyn Lambert, Halton Board of Education secondary teacher Teacher’s Perspective

Give the students who “get it” a harder assignment that forces them to use the process Have the students teach/help other students who don’t get it Show them how the process work will help them with an upcoming, larger assignment (design the culminating assignment so that any process work you do in the unit will relate to it) Don’t teach them process; let them discover it on their own (this would obviously not be possible on all assignments or for all students) Strategies

Discussion Can you think of an incident from your past related to the theme of A & E? Was there a strategy that worked for you?

Conclusion