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

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

4. Assessment Teaching Learning

5. 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. 208

6. 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. 211

7. Two Purposes. 1. 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

8. Two Purposes. 2. Assessment of learning (Summative - Evaluation/Reporting) (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.

9. Major Purposes 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 Assessment for Student Learning Assessment of Student Learning Modification of Table 6.5 - Arends, p 226

10. Process of Assessment I. Plan systematically for a variety of assessments -Identify Instructional Objectives -Identify the types of assessments - Sequence the variety of assessments II. Gather evidence III. Judge evidence against expectations) IV. Interpret the judgments

11. V. Take action -Self-reflect -Adjust teaching and assessments. -Adjust teaching and assessments. -Provide feedback to students -Report to parents and other teachers Process of Assessment

12. 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

13. Purposes of Pre-Assessment 1. To improve teaching (understand students’ misconceptions by knowing prior knowledge) 2. To improve learning (help learner confront their prior knowledge and self-assess) 3. To learn more about the students’ knowledge and dispositions 4. To develop a baseline for judging progress in students’ achievement and behaviors

14. 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 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

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

16. All About (TOPIC) KWAL What do I think I know? What do I wonder about? What actions can we take What have I learned?

17. All About Oceans KWAL 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?

18. Using a KWAL Chart Complete K-W-A for a pre-assessment. Complete K-W-A for a pre-assessment. Complete the L as you learn new knowledge. 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. 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. Add ideas to the columns as they arise during the unit. Post the chart in the classroom. Post the chart in the classroom. Consider the idea of students keeping individual KWAL charts. Consider the idea of students keeping individual KWAL charts.

19. 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?

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

21. Type of Assessment: Academic Prompt Here is a photograph of a rocky coast on an ocean. What animals and plants do you think live in the environment?

22. Guidelines for Conducting a Pre-Assessment Establish trust. “This is not a test.” Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what and how you think.” Explain the purpose.”I want to know more about what and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, draw, show, and speak. 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. 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.

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

24. Type of Assessment Concept Cartoon What Do you Think? A. If we plant the flower, it will grow into a new plant. B.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 each piece will grow into a new plant. A.A. B C D

25. 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.

26. 9.2 Variety of Assessment Strategies Major Concepts: -Variety of assessments -Purposes/types of assessments -Diagnostic, formative, and summative assessment -Systematic Planning

27. Variety of Assessments A. Identify learning outcomes to assess. B. Identify 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

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

29. Linking Types of Objectives with Types of Assessment

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

31. Learner Self-Assessment Learner Self-Assessment Glows and 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.

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

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

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

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

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

37. Providing feedback serves a different purpose than grading.

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

39. 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”)

40. 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

41. Examining Student Work A B C

42. Warm Feedback Cool Feedback

43. 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. - -

44. 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?