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

2. Review Presentation
When a teacher selects knowledge (what to teach) for any unit/lesson, what categories of knowledge does he/she consider?
What does a teacher plan when preparing a Presentation lesson?
What is the instructional sequence for Presentation model of teaching?
What is the preferred arrangement of furniture? Explain your reasons.
What are four aspects of a clear presentation?

3. Assessment of and for Student Learning

4. 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.

5. 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.

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. 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.
See Arends p. 215

9. 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.
See Arends, p. 215

10. 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

11. 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.

12. 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 231

13. 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)

14. 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)

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

16. 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

17. 9.1 Pre-Assessment
RIDE InfoWorks INFORMATION -Demographics -Student Performance -Learning Environment
EXTERNAL SOURCE

18. 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?

19. K W A L All About Oceans There are four oceans
Oceans have different parts.
Rhode Island is on the Atlantic Ocean.
What lives in an ocean?
What is the deepest? How deep is it?
What is the largest animal in the ocean?
Go on a Save the Bay field trip
View online videos of animals in an ocean.
Make a diorama
There is a fifth Ocean called the Antarctica Ocean.
Animals live in different parts.
--rocky coast
--open water
--sea floor
What do I think
I know?
What do I
wonder about?
What actions
can we take?
What have I learned?

20. 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.

21. Pre-Assessing using KWAL Know What do you think you know about oceans
Pre-Assessing using KWAL Know What do you think you know about oceans? (Too open-ended by itself!) Instead, using questions to probe What are the names of oceans that you know? How do you think an ocean is different from a lake? How do you think they’re similar? What do you think you will find in oceans?

22. 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 a several questions that probe their thinking further.

23. Using Images with an Academic Prompt
Here is a photograph of a rocky coast on an ocean. What animals and plants do you think live in the environment?

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. 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

26. Design a Pre-Assessment
1. Relate to Knowledge Dimension- what you will teach.
2. Include different ways learners can
communicate during pre-assessment.
-write, draw, show, speak
3. Consider using visuals to prompt thinking (photo, drawing).
4. Use the phrase “do you think” in questions.

27. 9.2 Variety of Assessment Strategies Major Concepts:
-Purposes/types of assessments
-Diagnostic, formative, and summative assessment
-Systematic Planning

28. 9. 2 Variety of Assessments A. Identify objectives to assess. B
9.2 Variety of Assessments A. Identify objectives to assess. B. Identify Performance Standards. C. Plan a variety of assessments. Diagnostic, Formative and Summative -Pre-assessments -Post-assessments -Learner self-assessments -Teacher observation -Student work

29. 9.3 Learner Self-Assessment Importance for Teachers:
To know your students better
To receive feedback on your teaching

30. 9.3 Learner Self-Assessment Importance:
For Students: Metacognition
To develop “metacognitive knowledge” – awareness of how one thinks.
To help learners monitor what and how they’re learning.
To cause students to set goals for future learning.

31. Types
Rating Scale (B)
Open-ended questions
(A and C)

32. Types Glows & Grows 3 GLOWS 1 GROW
I help others when I work in groups.
I could add labels of structures to my print
I conduct procedures step by step.
I made a print without smudges.

33. 9.3 Learner Self-Assessment
Questions Learners Can Pose
Why am I learning this?
What am I learning?
How am I learning?
What could I change to improve my understanding?
What am doing well?

34. 9.4 Recording and Reporting Major Concepts:
-Relationship between recording and reporting
-Purpose/types of recording and reporting

35. 9.4 Recording Use “Checklists” as a running record. RATING SCALE
4 = Exemplary
3 = Proficient
2 = Developing
1 = Below Standard
0 = No Evidence

36. 9.4 Reporting SCIENCE REPORT CARD CRITERIA (Grade 4)
Demonstrates effort/participation
Makes predictions and observations
Demonstrates understanding of ideas and terms
Represents concepts in multiple ways e.g. words, diagrams, graph and charts.

37. 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

38. 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

39. Providing feedback serves a different purpose than grading.

40. Providing feedback is S.M.A.R.T.
S pecific to learning
M eaningful
A ction-oriented
R elevant to outcomes
T imely

41. Suggestions for Providing SMART Feedback
Balance the feedback. Note what’s working well and what needs to improve
Help students understand the criteria.
Set goals with the students of improving.
Use post-its.
Encourage students to self-assess (“3 Glows and 1 Grow”)

42. Providing Feedback
Providing the right kind of feedback can make a significant difference in improving our students’ achievement and behaviors.
--Robert Marzano
Classroom Instruction That Works

43. Examining Student WorkB C

44. Examining Student Work
Cool Feedback
Warm Feedback

45. Warm Feedback
Squid A: Nice job of printing the fins. You applied the right amount of pressure. Fins are challenging to capture!
Squid B: You’re very creative. You created an interesting pattern by printing the squid twice on a sheet of paper.
Squid C: Wonderful print of a squid. Your print shows evidence of spreading out the arms and tentacles and applying paint carefully.

46. Cool Feedback
Squid A: Here’s a next step. Label the external structures.
Squid B: You could apply more pressure around the fins.
Squid C: Do you notice the paint right here (smudge)? What can you do to prevent a smudge on your next print?