4. Applause Assessment What makes good assessment? What about good assessment brings the best out of the learner? Applause Activity

5. ASSESSMENT FOR LEARNING Changing Roles

6. Last Year We did Teaching This year we do something else……….

7. BALANCED ASSESSMENT Summative WESTEST – AccountabilitySummative WESTEST – Accountability Tests, end of units, final exams, etc. Benchmark Measurement of Mastery of ObjectiveBenchmark Measurement of Mastery of Objective Formative Supportive of Learning, diagnostic, a part of the learning process.Formative Supportive of Learning, diagnostic, a part of the learning process.

8. Last Year We did Teaching This year we do something else………. Assessment is nothing new, but how we use assessment and the process of assessing do have differing affects on student learning!

10. What have you learned? vs. How did you do?

11. ASSESSMENT For a GradeFor a Grade After LearningAfter Learning Measurement of Achievement of ObjectiveMeasurement of Achievement of Objective Identify the At Risk StudentsIdentify the At Risk Students OF Learning For Continual Learning During Learning Process Involves Student Input Includes Teacher Feedback For Student Self Analysis FOR Learning

12. Today we will address the following: What is Assessment FOR Learning?What is Assessment FOR Learning? Why do we need to change focus from Assessment OF learning to FOR learning?Why do we need to change focus from Assessment OF learning to FOR learning? Plan: County-wide plan for 21 st Century Assessment FOR Learning.Plan: County-wide plan for 21 st Century Assessment FOR Learning. Samples of What Assessment FOR learning might look like in Marshall County.Samples of What Assessment FOR learning might look like in Marshall County.

13. What is it? Five Keys to Assessment Clear PurposeClear Purpose Learning TargetsLearning Targets Sound DesignSound Design Effective CommunicationEffective Communication Student Involvement.Student Involvement.

14. Key 1: Clear Purpose Whats the purpose? Who will use the results? What will they use the results to do ? Key 2: Clear Targets What are the learning targets? Are they clear? Are they appropriate? Key 3: Sound Design What method? Quality questions? Sampled how? Avoid bias how? Key 4: Effective Communication How manage information? How report? To whom? Key 5: Student Involvement Students are users, too Students need to understand targets, too Students can track progress and communicate, too Students can assess Keys to Quality Classroom Assessment Accurate Assessment Effectively Used

15. How Do We Involve Students in Assessment??

16. Student Involvement Kid Friendly Learning Targets with Selected CSOsKid Friendly Learning Targets with Selected CSOs Identify Individual Strengths and Areas for ImprovementIdentify Individual Strengths and Areas for Improvement Self Analysis and Goal SettingSelf Analysis and Goal Setting Many other possibilities – Anything that gets students to ask the right questions of themselves.Many other possibilities – Anything that gets students to ask the right questions of themselves.

17. Good Formal Assessment Provide Understandable Learning TargetProvide Understandable Learning Target Use Models of Strong and Weak WorkUse Models of Strong and Weak Work Regular Descriptive FeedbackRegular Descriptive Feedback Student Self-Assessment and GoalsStudent Self-Assessment and Goals Design Lessons Focused on one aspect of quality at a timeDesign Lessons Focused on one aspect of quality at a time Teach Student Focused RevisionTeach Student Focused Revision Self-reflection and MonitoringSelf-reflection and Monitoring

18. Simple Questions Learners Must Ask Where am I now?Where am I now? Where do I need to be?Where do I need to be? How do I get there?How do I get there?

19. WHY DO WE NEED TO MAKE THIS SHIFT TO ASSESSMENT FOR LEARNING? YOU BE GEORGE!

20. Typical Adult to Child Conversation How was your day? Fine What did you learn in math? Math What did you do in math? Math AND……? Took a test How did you do? Got a C

21. Why dont you just leave me alone? Was it a difficult test? Yeah What will you do to improve? Pay more attention in math Do you like math? Its OK Are you a good math student? Im average What is your math goal? To get a B

22. What Happens in the student when…. a summative assessment indicates he or she did not master an objective? The Bigger, Redder, F, minus….. -The Bigger, Redder, F, minus….. - Immediate Judgment and a self analysisImmediate Judgment and a self analysis Effort and Efficacy IssuesEffort and Efficacy Issues Behaviors and Acting OutBehaviors and Acting Out Self Defeating Spiral of InabilitySelf Defeating Spiral of Inability Intervention CycleIntervention Cycle

23. Empowering Students Formative assessment clear targets provide that student with a plan by showing increments rather than final judgment.Formative assessment clear targets provide that student with a plan by showing increments rather than final judgment. These targets become measurements to monitor progress.These targets become measurements to monitor progress. They can become grade book entries.They can become grade book entries.

24. Link Assessment to 21 st Century Framework Component #2

25. _________COUNTY 21 ST CENTURY ASSESSMENT PLANNING

26. 2008-09 School Year Establish Study Groups and Implement at School levelEstablish Study Groups and Implement at School level –Establish Study Groups and Initiate School Assessment Procedures. –Learn CASL (Classroom Assessment FOR Student Learning) –Apply the following: Keys to quality classroom assessmentKeys to quality classroom assessment Using team and resourcesUsing team and resources Further exploration of assessment distinctionsFurther exploration of assessment distinctions Clear TargetsClear Targets Assessment MethodsAssessment Methods Communicating Assessment ResultsCommunicating Assessment Results

27. Marshall County Teaming Classroom Assessment FOR Student Learning (CASL) County Assessment Team Implementation Team (Reps From Each School) Assessment Implementation Team

28. SAMPLES AND DISCUSSION RUBRIC POSSIBILITIESRUBRIC POSSIBILITIES YOU BE GEORGE APPLICATION (BENCHMARK RESULTS)YOU BE GEORGE APPLICATION (BENCHMARK RESULTS) K I CAN STATEMENTSK I CAN STATEMENTS TO GRADE 12 SELF ANALYSISTO GRADE 12 SELF ANALYSIS Other ideas for reviewOther ideas for review

29. It Begins in Classrooms Organizing groups, Learning material, and Discussing possibilities are second to attempts at application of the basic concept of Assessment FOR Learning!