1. On-Going Assessment for Increased Student Learning
Welcome!
What it is, why to do it and what are some things to do in the classroom ?
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2. Sue Mainville Data and Assessment Specialist-Area 2
Presenter
Sue Mainville Data and Assessment Specialist-Area 2
Each introduce ourselves
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3. Here We Go! What is meant by on-going/assessment for learning?
Why use the practice?
How can I use on-going/assessment for learning to enhance what I currently do?
simple ways to begin a classroom transition
What, Why and How. As we take off on this journey, we will discuss what we mean by the term OA, why we want to use it in our classrooms and what are some ways we can begin or increase its use in classrooms?
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4. Ongoing Assessment is like a GPS because…
Assessment FOR Learning
Formative
Tracy - Turn and talk to your neighbor and complete the following statement. Allow participants to have dialog with a partner about how formative assessment and a GPS are similar. Then allow some participants to share their responses.
Whiteboards?
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5. Ongoing Assessment is NOT
a test
an interim test
frequent summative assessments
It is NOT formative unless something happens as a result of the evidence. T
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6. Ongoing assessment is…
to question rather than explain.
to listen rather than talk.
to center on student learning.
to assess for learning.
The instruction must change as a result of the assessment for it to be formative. T
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7. Why Ongoing Assessment?
“Research reported shows conclusively that formative assessment does improve learning.”
- Assessment in Education 1998
“Reports conclude that formative assessment will improve student learning, even when not done ‘perfectly’.”
- James Popham, Ed.D (2011)
S - It is always good to back things up with research, so... Students will learn more and retain it for a longer period. It is a shift to self direction and self assessment so students feel ownership of their learning
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8. Why Ongoing Assessment?
It supports the learning process by serving as practice for students.
It checks for understanding along the way and provides the teacher and student with feedback so the student can improve.
It inspires the student to do better the next time.
SUE Have participants turn to a partner and discuss why they might want to encourage teachers to make the transitions emphasize it is on-going... Make the analogy of a coach, who watches each player and has them practice what they need to work on. If a student is having difficulty with counting over a decade, create a variety of methods to practice this skill. I an other student has master counting over a decade, move on to skip counting or counting backwards.
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9. Why Ongoing Assessment?
It gives students responsibility for their learning.
Moves learning forward
It targets individual student needs
It gives on-going feedback
It works!
S – Rubrics should be shared with students. Conference sheet at the back of the writing journal. Have participants turn to a partner and discuss why they might want to encourage teachers to make the transitions
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10. S - Using on going assessment can double student learning
S - Using on going assessment can double student learning. From Doug Reeves,
Visible Learning: A Synthesis of over 800 meta analyses related to achievement by John Hattie
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11. Brain Break http://www.youtube.com/watch?v=Zx9a7sxVeNM T – on line
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12. Assessment FOR Learning Curricular components, classroom quizzes and activities
Includes instructionally embedded activities
Usually teacher/locally developed
Yields rich diagnostic information
Informs and focuses instructional decisions
Occurs when we are teaching the components
Sue - Why should you try formative assessment? Turn to a neighbor and share a time when you think you might be able to try some FA.
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13. Things to Consider Start small
Teach students new class structure and climate
Ask fewer, better questions
Allow students freedom to discuss
Explain to students their responsibility in learning
T -Small means one subject , 2 or 3 time each week.
Adjustments like wait time for answers, support for wrong answers
Students need to be aware of the structure of your classroom and the climate. This will need to be discussed, modeled, and visited often.
Students should be asking more questions than the teacher.
Teachers ask too many lower level questions and few high level questions. By using Bloom’s or QAR, high level questions can easily be added. (Add hyperlink to the questioning chart)
Remind students are responsible for their learning and provide them with the resources needed and confidence needed to be self sufficient.
You can lead students to mastery by allowing them to work cooperatively with others before working alone.
It is good practice to do at least one formative assessment daily. This will allow you to know where your students are in the learning process of the material and to plan for further instruction that is appropriate for your students.
Use a variety of formative assessments and have multiple measures over time.
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14. Ways to assess your students in the learning process
Foldable and Graphic Organizers
Read, write, pair, share
3-2-1
3 Facts and a Fib
Vote with your feet
Exit Slips
ELA strategies and assessments
T & S - Discuss the assessment strategies on the slide, show examples. Maybe have them make one? Tracy is bringing some reading choices for read, write pair, share, Maybe a fun 3 facts and a fib about vacation or shopping trip?
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15. Increasing the Rigor in Multiple Choice Questions
George collected 489 rocks for his science project. Matthew collected100 fewer than George. How many rocks did Matthew collect?
a.389
b.479
c.589
d.379
S - By adding an additional challenge, you raise the rigor of the task. You will get more accurate information regarding what the student understands and have an idea of where they need to go next.
Defend your answer and then
select another answer and explain why it is incorrect.
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16. Next Steps
Once you assess your students, take action based on those results.
reteach (usually in a different way based on their learning style)
peer tutoring
small group
one-on-one
Tracy
For students to then demonstrate if they are now successful, you may give them a second chance.
Review each of the bullets listed on the slide with participants and discuss how they are beneficial to students.
Have participants discuss with a partner one or two things they do in their own classroom as a result of data.
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17. Data Management Clip boards Standards-based Grade Book
Writer’s Journals
with Conference Sheets
T & S - Show our models and discuss how they might record students’ ongoing learning
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18. Resources
Black, Paul & Wiliam, D.(2001). “Inside the Black Box -Raising Standards Through Classroom Assessment”, King’s College London School of Education. Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003). Hattie, John,(2011). Visible Learning: A Synthesis of over 800 meta analyses related to achievement. “(In)formative Assessments,” Harvard Education Letter, Partnership for the Assessment of Readiness for College and Careers- Popham, James Ed. D, (2011). Reeves, Doug, (2012). “The Leadership and Learning Center, Visible Learning: Applying John Hattie’s Research to Maximize Learning in Your School” (webinar), 1/23/12. Illinois State Board of Education – Show Me the Strategies -
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19. Contact Information
Agurann H. Bates
ISBE-Thompson Building -Chicago, IL
Dr. Brenda M. Arrington – Area 1a
ROE/Professional Development Alliance-Joliet , IL
Tim Farquer – Areas 3&4
Two Rivers Professional Development Center –Peoria, IL
Sue Mainville – Area 2
K.I.D.S. - Loves Park, IL
If you have any questions, contact your area data and assessment content specialist.
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