1. Part 1 Assessment Class March 3, 2012

2. Assessment FOR Learning Parkway 3G ~There’s an App for that Dan Tripp/ Julie Collins Strategies of Assessment FOR Learning

3. Assessment FOR Learning Parkway 3G What is your best and worst experience with testing when you were a student?

4. Assessment FOR Learning Parkway 3G ~There’s an App for that Strategies of Assessment FOR Learning

5. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Rate yourself 1 = almost never ; 4 = all the time 1.My students clearly understand the learning targets. 2.My students compare their work to examples of strong and weak work. 3.My students receive regular descriptive feedback. 4.My students self-assess and set goals. 5.My lessons focus on only one learning target at a time. 6.My students understand how to revise their work. 7.My students self-reflect and they keep track of their own learning. Pre-Assessment

6. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM 1.Provide students with a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. 3.Offer regular descriptive feedback. 4.Teach students to self-assess and set goals. 5.Design lessons to focus on one learning target or aspect of quality at a time. 6.Teach students focused revision. 7.Engage students in self-reflection and let them keep track of and share their learning. 7 Strategies of Assessment FOR Learning

7. Assessment FOR Learning Parkway 3G What is formative assessment?

8. Assessment FOR Learning Parkway 3G Assessment GameScore: The Formative Assessment Game Play

9. Assessment FOR Learning Parkway 3G FormativeSummative Assessment GameScore: A short, multiple choice quiz over the events leading to the Civil War Not an Assessment

10. Assessment FOR Learning Parkway 3G FormativeSummative Assessment GameScore: An exit slip from each student asking them to tell what they learned after a lesson on adding fractions Not an Assessment

11. Assessment FOR Learning Parkway 3G FormativeSummative Assessment GameScore: A unit test on Electricity and Magnetism Not an Assessment

12. Assessment FOR Learning Parkway 3G FormativeSummative Assessment GameScore: A one-sentence summary of what inference means Not an Assessment

13. Assessment FOR Learning Parkway 3G FormativeSummative Assessment GameScore: A speech delivered in Spanish about one’s family Not an Assessment

14. Assessment FOR Learning Parkway 3G FormativeSummative Assessment GameScore: A trumpet solo performed one on one for the band instructor in October Not an Assessment Click for final score

15. Assessment FOR Learning Parkway 3G Assessment GameScore: Final Score: 0 out of 6 It depends on how you use it!

16. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Implication 1 Assessments must be sources of information for students and teachers Thomas Guskey, 2010

17. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Implication 2 Assessments must be followed by high-quality corrective instruction Thomas Guskey, 2010

18. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Implication 3 Students must be given a second chance to show improvement! Thomas Guskey, 2010

19. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Formative-Assessment Is a process, not any particular test. It is used not just by teachers but by both teachers and students. Provides assessment-based feedback to teachers and students. Feedback is to help teachers and students make adjustments that will improve achievement. (Popham, 2008, p. 5)

20. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Formative Assessment It’s not about what assessment you do, but what you do with the assessment.

21. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Definitions Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning. Summative Assessment: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. -Chappius, p. 8

22. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Shorter Definitions Formative Assessment: Assessment for learning. Summative Assessment: Assessment of learning. Rick Stiggins

23. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Formative Assessment 250 studies on formative assessment Effect Size (ES) ranged from 0.4 to 0.7 “effect size of 0.7, if it could be achieved on a nationwide scale, would be equivalent to raising mathematics attainment score of an ‘average’ country like the United States into the ‘top five’ countries.” Paul Black and Dylan Wiliam (1998)

24. Assessment FOR Learning Parkway 3G Traditional Teaching Cycle Establish performance evidence (Stage 2) Teach (Stage 3) Assess Performance Establish learning outcome (Stage 1) Wayne Hulley, 2010 Summative Assessment

25. Assessment FOR Learning Parkway 3G High-Yield Teaching Cycle Establish performance evidence (Stage 2) Teach (Stage 3) Assess Performance Establish learning outcome (Stage 1) Wayne Hulley, 2010 Summative Assessment Formative Assessment Analyze/Differentiate

26. Assessment FOR Learning Parkway 3G Stop Light

27. Assessment FOR Learning Parkway 3G ~There’s an App for that Strategies of Assessment FOR Learning

28. Assessment FOR Learning Parkway 3G Enter Provide students with a clear understanding and vision of the learning target. Strategy 1

29. Assessment FOR Learning Parkway 3G Why do we use targets in archery?

30. Assessment FOR Learning Parkway 3G

31. Assessment FOR Learning Parkway 3G Touch the target

32. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM “Students can hit any target that isn’t moving” ~ Rick Stiggings Strategy 1

33. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM “Without effective [targets], feedback is impossible. Without feedback, [targets] are rendered quite sterile.” ~ Marzano Designing & Teaching Learning Goals and Objectives Why Targets

34. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM “There is a body of research that indicates that when students are given learning goals, goals that describe the intended learning, they perform significantly better than students who are given performance goals, goals that focus on task completion.” Strategy 1 Chappuis, 2009

35. Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G QRWETYUIOP space @ @.. #+= ABC return AFSDGHJKL ZVXCBNM Provide a clear and understandable vision of the learning target. –Share the learning target with students –Use language students understand –Introduce students to the language and concepts of the rubrics you use Make Targets Clear to Students Chappuis, 2009