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 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.

7. Assessment Teaching 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 Main 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

10. Two Main 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.

11. 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

12. 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)

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

14. 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

15. 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.

16. 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

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

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

19. All About Sound KWAL. 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 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.

21. 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?

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. 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 several questions that probe their thinking further.Write several questions that probe their thinking further.

24. 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?

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

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

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

28. 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

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

30. A B C D What do you think?

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

32. 9.2 Variety of Assessment Strategies Major Concepts: -Variety of assessments -Purposes/types of assessments -Diagnostic, formative, and summative assessment -Systematic Planning

33. 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 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

34. Linking Objectives with Types of Assessment

35. 9.2 Variety of Assessments Formative Assessment (Scientist Notebooks) 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

36. Plan a Variety of Assessments Sequence assessments. Make a chart. 1. Pre-assessment 2. Learner self-assessments 3. Other Assessments (Scientist Notebooks) 4. Post-assessment Plan a Variety of Assessments Sequence assessments. Make a chart. 1. Pre-assessment 2. Learner self-assessments 3. Other Assessments (Scientist Notebooks) 4. Post-assessment

37. Example of a Systematic Plan Example of a Systematic Plan A. Learning Outcomes That Will Be Assessed 1. Knowledge: The students will be able to classify an insect is an organism and explain why it is a living thing. 2. Knowledge: The students will be able to sequence the stages of the life cycle of an insect. 3. Science Processes: The students will be able to observe the structures of an insect. 4. Science Processes and Reasoning: The students will be able to support claims with evidence. 5. Disposition: The students will be able to demonstrate curiosity. B. RI Grade Span Expectations in Science Related to Learning Outcomes RI Grade Span Expectations in Science Relate to Learning Outcome 1. Statement of Enduring Knowledge: LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). Grade Span Expectation LS1 (K-4) Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike. 1 2. Statement of Enduring Knowledge: LS1 - All living organisms have identifiable structures and characteristics that allow for survival (organisms, populations, & species). Grade Span Expectation LS1 (K-4) Predict, sequence or compare the life stages of organisms – plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms) 2

38. When Scheduled? Type of Assess- ment PurposeWhat will be Assessed? How will the evidence be collected? Relate to Object- ives to Assess Relate to RIGSE Before Class 1 Academic Prompt Diagnostic (Pre- Assess) Knowledge (key terms-insect, animal, organism, life cycle, egg,, pupa, larvae, adult, metamorphosis) Assignment (Concept Map in Scientists Notebook) 1, 2 During Classes 2-6 Teacher Observati on Formative (continuous) Knowledge (four stages of metamorphosis) Reasoning (detects pattern- sequence of metamorphosis) Skills (observing, predicting, claims and evidence) Attitudes (curiosity) Checklist Teacher Notes 2, 3, 4, 52 During Class 5 Selected Response Formative (Learner Self- Assessment) Dispositions (towards learning science) Assignment (Activity Sheet) 5None Class 7Performanc e Summative (Post- Assessment) Reasoning (detects pattern- sequence of metamorphosis) Assignment (Scientists Notebook) 3, 4, 5None Example of a Systematic Plan

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 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. 3 GLOWS and a GROW

41. 9.3 Learner Self-Assessment -Rating Scale (B) -Open-ended questions (A and C) (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) 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, graphs Represents concepts in multiple ways e.g. words, diagrams, graphs and charts.

45. 9.4 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)

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) 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, graphs Represents concepts in multiple ways e.g. words, diagrams, graphs and charts.

48. 9.4 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)

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?