1. Goals
To understand assessment of student learning as an integral part of instruction.
To learn about RIBTS Standard 9

2. Rhode Island Beginning Teachers Standards
Standard 9. Assessment of Student Learning
Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.

3. RIBTS Standard 9 Assessment of Student Learning
Teachers:
9.1 Pre-Assessment
… gather information about their student from colleagues and the students themselves
9.2 Variety of Assessments
… use a variety of assessment strategies and instruments that are aligned with instructional content and methodology.
9.3 Learner Self-Assessment
… encourage students to evaluate their own work and use the results of this self-assessment to establish individual goals.
9.4 Report and Recording
… maintain records of student learning and communicate student progress to students, parents/guardians, and other colleagues.
9.5 Self-Reflection
… use information from their assessment of students to reflect on their own teaching and modify their instruction.

4. Recommendations .
Researchers found that teachers spend about 10% of time on assessment activities.
Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of their time on assessment.
Beginning teachers should build a repertoire of effective strategies for assessing students.
(Arends p. 208

5. Assessment of and for Student Learning

6. Assessment is . . A process of making judgments
about students’ learning
in relation to the goals of learning.
Judgments are reached by bringing together evidence
which has been gathered.

7. Teaching
Assessment
Learning

8. Assessment or Evaluation?.
Assessment is process of collecting information about students and classrooms for the purpose of making instructional decisions.
Evaluation is the process of making judgments or deciding on the worth of a particular approach or a student’s work.
(Arends, p. 211)

9. Two Purposes Assessment for learning.
Assessment for learning
(Diagnostic, Formative Continuous)
-To place students
-To help students current and future learning.
-To find out in what areas students are making progress and what particular difficulties they are having
-To provide encouraging feedback
-To provide a baseline of performance

10. Two Purposes 2. Assessment of learning
(Summative - Evaluation/Reporting)
-To summarize achievement at certain times, concerned with judgments about the past
-For keeping records, reporting to parents, other teachers and the children themselves.

11. Major Purposes Assessment for Student Learning Diagnostic
Assessment of
Student Learning
Diagnostic
Formative (Continuous)
Summative (Evaluation/Reporting)
Function/
How Used
Placement, planning, and determining the presence or absence of skills and prior knowledge
Feedback to student on learning and to teachers on instruction; assist teacher decision-making
Grading of students’ achievements and behaviors and reporting of performance.
When Used
At the beginning of a unit/lesson, semester, or year, or during instruction when a student is having problems
During instruction
At the end of the unit, grading period
How is Evidence Collected
Standardized diagnostic tests; observations, teacher checklists, pre-assessments
Different types of student work; homework; assignments; quizzes
Portfolio, Performance, Final Exam
Scoring
Norm- and criterion referenced; rubric
Criterion-referenced; criteria lists; rubrics
Norm- or criterion-reference; rubrics
Modification of Table Arends, p 226

12. Two Purposes Assessment for learning.
Assessment for learning
(diagnostic, formative assessment)
-To help students current and future learning
-To find out in what areas students are making progress and what particular difficulties they are having
-To provide encouraging feedback

13. Two Purposes 2. Assessment of learning (summative assessment)
-To summarize achievement at certain times, concerned with judgments about the past
-For keeping records, reporting to parents, other teachers and the children themselves.

14. Process of Assessment
I. Plan systematically for a variety of assessments (RIBTS 9.2)
-Identify Instructional Objectives
-Identify the types of assessments
- Sequence the variety of assessments
II. Gather evidence (RIBTS 9.1, 9.2, 9.3, 9.4)
III. Judge evidence against expectations (RIBTS 9.5)
IV. Interpret the judgments (RIBTS 9.5)

15. Process of Assessment V. Take action (RIBTS 9.4, 9.5)
-Self-reflect (9.5)
-Adjust teaching and assessments.
-Provide feedback to students (9.4)
-Report to parents and other teachers (9.4)

16. 9.1 Pre-Assessment Major Concepts:
-Learner pre-assessment as part of instruction
-Purposes/methods of pre-assessment
-Matching pre and post assessment
-External and internal sources of assessment information

17. Purposes of Pre-Assessment
To improve teaching (understand students’ misconceptions by knowing prior knowledge)
To improve learning (help learner confront their prior knowledge and self-assess)
To learn more about the students’ knowledge and dispositions
To develop a baseline for judging progress in students’ achievement and behaviors.

18. 9. 1 Pre-Assessment Internal Sources: Inside the Classroom
9.1 Pre-Assessment Internal Sources: Inside the Classroom -Teacher Observation - KWAL Charting - Interview - Individual, Small Group and Whole Class - Concept Maps - Concept Cartoons - Interest Surveys External Sources: Outside the Classroom -RIDE Information Works -Cumulative Folders (Grades, Standardized Test Scores) -Other Teachers

19. 9.1 Pre-Assessment
RIDE InfoWorks INFORMATION -Demographics -Student Performance -Learning Environment
EXTERNAL SOURCE

20. K W A L All About (TOPIC) What do I think I know? What do I
wonder about?
What actions
can we take
What have I learned?

21. K W A L All About Sound . What do I think I know? What do I
wonder about?
What actions
can we take?
What have I learned?

22. Using a KWAL Chart Complete K-W-A for a pre-assessment.
Complete the L as you learn new knowledge.
As you learn knowledge and take action, put a check next to the ideas in the K-W-A columns--to confirm that they have been addressed or used.
Add ideas to the columns as they arise during the unit.
Post the chart in the classroom.
Consider the idea of students keeping individual KWAL charts.

23. Pre-Assessing using KWAL Know What do you think you know about sound
Pre-Assessing using KWAL Know What do you think you know about sound? (Too open-ended by itself!) Instead, using questions to probe What are different types of sounds you know? How do you think a drum makes a sound? How do you think you a guitar makes a sound? How do you think we hear a sound?

24. Guidelines for Conducting a Pre-Assessment
Establish trust. “This is not a test.”
Explain the purpose.”I want to know more about what and how you think.”
Use effective questioning/responding.
Have students communicate in different ways: write, draw, show, and speak.
Avoid explaining the topic. After the assessment is over, tell the students that they will learn more about the topic by learning new skills, investigating, engaging in presentations.

25. NOW, IT’S YOUR TURN
Write questions you will use to cause students to confront their prior knowledge.
Start with an open-ended question:
What do you think you know about…?
Write several questions that probe their thinking further.

26. Type of Assessment: Academic Prompt
Write a caption under this picture. Explain what kinds of sounds a guitar makes? How does sound come from a guitar?

27. Type of Assessment: Concept Map
Concept Map Structures of Life
WORD BANK
Animals
Plants
Organism
Seeds
Crayfish
Living Things

28. Type of Assessment: Concept Map - Sound
Pitch
WORD BANK
Sound
Pitch
Volume
Amplitude
Frequency
Vibrating objects
Volume
Vibration
Frequency
Amplitude
Sound

29. Type of Assessment: Concept Map - Sound
WORD BANK
Sound
Pitch
Volume
Amplitude
Frequency
Vibrating objects
Is caused by
Vibrating
Objects
Frequency is the back and forth movement
of the vibrating object the faster the object vibrates,
the higher the frequency
Amplitude
Frequency
Amplitude determines volume. The higher the amplitude
The higher the volume.
Frequency determines pitch. The higher the pitch
the higher the frequency.
Volume
Pitch

30. Type of Assessment Concept Cartoon
What Do you Think?
A. If we plant the flower,
it will grow into a new plant.
If we plant the seeds,
they will grow into a new plant.
C. If we chop the root into pieces
each piece will grow into
a new plant.
D. If we chop the stem into pieces B A. D C

31. Plucking the guitar string harder changes the sound.
What do you think? A
Plucking the guitar string harder changes the pitch.
Plucking the guitar string harder does not change the sound.
Plucking the guitar string harder changes the volume. B D C B C

32. What do you think? A D B C

33. Design a Pre-Assessment
Relate to “Objectives to Assess.”
Include different ways learners can communicate during pre-assessment-write, draw, show, speak
Consider using visuals to prompt thinking (e.g., photo, drawing)
Use the phrase “do you think” in questions.

34. 9.2 Variety of Assessment Strategies Major Concepts:
-Purposes/types of assessments
-Diagnostic, formative, and summative assessment
-Systematic Planning

35. 9. 2 Variety of Assessments A
9.2 Variety of Assessments A. Relate to instructional objectives to assess. B. Relate to RI Grade Span Expectations. C. Plan a variety of assessments Diagnostic, Formative and Summative -Pre-assessments -Post-assessments -Learner self-assessments -Teacher observation -Student work

36. Linking Objectives with Types of Assessment

37. 9.2 Variety of Assessments Formative Assessment (Scientist Notebooks)
Scientific Thinking
Ideas, Skills, Attitudes To Assess
Evidence (Part of Notebook)
Scientific Knowledge
-Big Idea Electric circuits require a complete circle through which an electric current passes. Electricity in circuits produce light, heat, and other forms of energy.
-Sub-concepts A complete circuit is required to light a bulb
Prediction and Conclusion
Scientific Processes and Reasoning
Predicting
Observing
Prediction
Data/Observations
Data Organizer
Scientific Attitudes and Dispositions
Desiring knowledge
Next Steps/
New Questions

38. Plan a Variety of Assessments Sequence assessments. Make a chart. 1
Plan a Variety of Assessments Sequence assessments. Make a chart Pre-assessment 2. Learner self-assessments 3. Other Assessments (Scientist Notebooks) Post-assessment

39. 9.3 Learner Self-Assessment Major Concepts:
-Metacognition
-Purpose/types of learner self-assessments
-Learner self-assessment as part of instruction

40. 9.3 Learner Self-Assessment
3 GLOWS and a GROW
3 GLOWS
1 GROW
I help others when I work in groups.
I wish I draw what I observe.
I conduct procedures step by step.
I completed each part of the notebook.

41. 9.3 Learner Self-Assessment
Rating Scale (B)
Open-ended questions
(A and C)

42. 9.3 Learner Self-Assessment

43. 9.4 Recording and Reporting Major Concepts:
-Relationship between recording and reporting
-Purpose/types of recording and reporting

44. 9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 4) and charts.
Demonstrates effort/participation
Makes predictions and observations
Demonstrates understanding of ideas and terms
Represents concepts in multiple ways e.g. words, diagrams, graphs
and charts.

45. 9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 3)
Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results.
Scientific Knowledge: demonstrates knowledge of the topics and concepts presented
Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment

46. 9.4 Recording Use “Checklists” as a running record in science.
--FOSS Assessment Charts
--STC Teacher Checklist

47. 9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 4) and charts.
Demonstrates effort/participation
Makes predictions and observations
Demonstrates understanding of ideas and terms
Represents concepts in multiple ways e.g. words, diagrams, graphs
and charts.

48. 9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 3)
Scientific Process: demonstrates an understanding of the scientific process: experimenting, observing, reporting, discussing, and analyzing the results.
Scientific Knowledge: demonstrates knowledge of the topics and concepts presented
Responsibilities of Scientists: demonstrates responsible involvement in the classroom experiments by carefully and safely using the equipment

49. 9.5 Self-Reflection Major Concepts:
-Teacher self reflection as an aspect of the planning, action, and reflection process
-Using assessment to improve teaching and learning

50. RIBTS 9.5 Self-Reflection Making Meaning of Assessments
Include a sample of student performance on the post- summative assessment
Write a self-reflection.
1-Analyze results of students’ performance on your post-summative assessments. Did your students develop deeper understanding of the big ideas?
2- Relate to your pre-assessment. Was there any progress in the student’s thinking?
3-Propose next steps for improving learning and teaching? What needs to change?

51. Plan Systematically A. Identify Learning Outcomes to Assess.
Standard: List relevant RI Grade Span Expectations in Science.
Big Ideas: List the following that will be assessed during the science kit lessons:
-big ideas from “storyline”
-key terms
-process and procedural skills
-dispositions

52. RI Grade Span Expectations. Relate to LO.
B. Identify
RI Grade Span Expectations. Relate to LO.
End of Grade 4 - Physical Science
Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)

53. BIG IDEA FROM STORYLINE

54. Knowledge, Process Skills, and Attitudes
Knowledge: energy source, energy receiver, energy conductor, critical contact points
Process Skills: asking questions, predicting, observing, comparing, organizing, concluding
Attitudes: curiosity, uses evidence to explain

55. Plan Systematically C. Plan a variety of assessments.
1. Select the type of assessment.
2. Indicate the purpose of the assessment.
3. Indicate what will be assessed.
4. Indicate how evidence will be collected.
5. Schedule the assessments.

56. Linking Learning Outcomes with Types of Assessment
-Knowledge
Types - Selected Response or Academic Prompt
-Reasoning
Types - Academic Prompt or Performance
-Process Skills
Types - Performance or Personal Communication
-Procedural Skills
-Attituds and Dispositions
Types - Selected Response or Personal Communication

57. Linking Learning Outcomes with Types of Assessment

58. Plan a Variety of Assessments
A. Select Types of Assessment.
Selected response (multiple choice, fill in the blank, etc.)
Academic prompt (written or oral)
Performance
Teacher observation or personal communication

59. Plan a Variety of Assessments
B. Identify Purpose of Assessment
Diagnostic
-e.g., Pre-Assessment (Personal Communication-Structured Interview)
Formative
-e.g., Academic Prompt (Teacher Observation-Scientists’
Notebook Entry)
Summative
-e.g., Post-Assessment (Academic Prompt-Short Answer)

60. Plan a Variety of Assessments
C. Indicate What Will Be Assessed.
Knowledge (lower level and higher evel)
Reasoning
Process and Procedural Skills
Dispositions

61. Plan a Variety of Assessments
D. Indicate How Evidence Will Be Collected.
Quiz
Assignment
Teacher Notes
Checklist (Observation Chart)

62. PLANNING SYSTEMATICALLY Example for Electric Circuits:

63. Rhode Island Grade Span Expectations End of Grade 4 - Physical Science
Link to
Rhode Island Grade Span Expectations
End of Grade 4 - Physical Science
Statement of Enduring Knowledge: Energy is necessary for change to occur in matter. Energy can be stored, transferred, and transformed, but cannot be destroyed.
PS2: Given a specific example or illustration (e.g., simple closed circuit), predict the observable effects of energy (e.g., light bulb lights). A test tem might ask, “what will happen when…?”)

64. Knowledge, Process Skills, and Attitudes
Big Idea: A complete circuit is required to light a bulb.
Key Terms: energy source, energy receiver, energy conductor, critical contact points
Process Skills: asking questions, predicting, observing, comparing, organizing, concluding
Dispositions: uses evidence to explain

65. I think (this will happen)….because…
“Academic Prompt” Predict what will happen to the light bulb if you assemble the battery, bulb and wire this way. Write and draw your thinking.
I think (this will happen)….because…

66. Type of Assessment: Academic Prompt-brief constructed response
Purpose: Summative (to develop insight into the ideas children possess a complete circuit)
What was Assessed? Knowledge
How was Evidence Collected? Exam

67. CRITERIA RUBRIC CRITERIA 1. Level of Completion
STRE
NGTH (4)
COMPE-TENT (3)
DEVELOP-ING (2)
NOT DEVE-
LOPING (1)
NO RESPONSE
1. Level of Completion
2. Understand-ing of Big Ideas
3. Written Communication
Description of Levels

68. SCORING GUIDE CRITERIA B.Understand-ing of Big Ideas* * BIG IDEAS:
STRE
NGTH (4)
COMPE-TENT (3)
DEVELOPING (2)
NOT DEVE-
LOPING (1)
NO RESPONSE (0)
B.Understand-ing of Big Ideas*
* BIG IDEAS:
A complete circuit is required to light a bulb

69. REPORTING THE SCORE
4 = Strength
3 = Competence
2 = Developing
1 = Not Developing
0 = No Response
A. Level of Completion = B. Understanding = C. Written Communication = OVERALL GRADE =