1. GEORGIA PERFORMANCE STANDARDS Day 3: Assessment FOR Learning

2. Training Overview: Day Three Introduction to Module Introduction to Assessment Balanced Assessment Matching Assessments to Standards Constructing Rubrics and Performance Assessments Grading Student Work Putting It All Together

3. Day Three Objectives 1.Explain why assessment is Stage 2 in the Standards-Based Education process. 2.Identify the purpose of assessment in the classroom. 3.Differentiate among different types of assessment and assessment formats. 4.Given specific standards and a purpose for assessment, determine which assessment methods would be most appropriate at various times to increase student learning. 5.Determine guidelines for constructing performance assessments and rubrics. 6.Explain the differences between assessment and grading. 7.Create a balanced assessment plan for a unit, including examples of performance tasks and rubrics.

4. Essential Question Essential Question (overarching) How do I determine appropriate and acceptable evidence of learning? OR How will I know if my students know it and/or can do it?

5. Standards Based Education Model GPS Standards All Above, plus Tasks Student Work Teacher Commentary All Above Elements Above, plus Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions --------------------------------------- Stage 1: Identify Desired Results What do I want my students to know and be able to do? Big Ideas  Enduring Understandings  Essential Questions --------------------------------------- Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know if my students know it and/or can do it? (to assess student progress toward desired results) Stage 2: Determine Acceptable Evidence (Design Balanced Assessments) How will I know if my students know it and/or can do it? (to assess student progress toward desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to help my students learn the required knowledge and skills? (to support student success on assessments, leading to desired results) Stage 3: Plan Learning Experiences and Instruction What will need to be done to help my students learn the required knowledge and skills? (to support student success on assessments, leading to desired results) Skills and Knowledge

6. Select standards from among those students need to know Design an assessment through which students will have an opportunity to demonstrate those things Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn Use data from assessment to give feedback, reteach or move to next level Select a topic from the curriculum Design instructional activities Design and give an assessment Give grade or feedback Move onto new topic Standards-based Practice Traditional Practice The Process of Instructional Planning

7. Stephen Covey Quote “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

8. What is assessment? What does assessment mean to you? Working with a partner, combine your words into one list. Sort the words on your combined list into groups.

9. Defining Our Terms 1.Assessment 2.Evaluation 3.Content standards 4.Performance standards 5.Benchmarks 6.Formative vs. summative assessment 7. Performance assessment 8. Authentic assessment 9. Rubric 10. Feedback-adjustment process

10. Assessment Purposes Types Planning Procedures Formats

11. Types of Classroom Assessments Assessment Types FormativeScreeningSummativeDiagnosticInformal

12. Types of Classroom Assessments Types Screening Determine students at risk for difficulty Need additional instruction or intervention Assessment

13. Types of Classroom Assessments Types Diagnostic In-depth information about students’ skills and instructional needs Help teachers plan instruction Assessment

14. Types of Classroom Assessments Types Formative AKA “Progress Monitoring” Provide feedback to students and teachers on learning progress Assessment

15. Types of Classroom Assessments Types Summative Bottom line evaluation of effectiveness Assign grades at end of instruction Assessment

16. Types of Classroom Assessments Types Informal Provide feedback to the student and teacher Not typically scored or graded Assessment

17. Types of Classroom Assessments Types FormativeScreeningSummativeDiagnosticInformal Assessment

18. Purposes Types Planning Procedures Formats

19. Reasons We Assess Placement in classes/courses, programs Provide feedback to students and teachers on learning progress Identify students who may have learning gaps Determine specific areas of weakness of a student Assign grades at end of instruction

20. No single assessment can meet all the purposes of assessment or information needs of classroom teachers.

21. Purposes Types Planning Procedures Formats Assessment

22. UbD’s “Continuum of Assessments”

23. Stiggins’ Assessment Methods Selected Response Essay Performance Assessment Personal Communication

24. Marzano’s Types of Assessment Items Forced-Choice Essay Short Written Response Oral Reports Performance Tasks Teacher Observation Student Self-Assessment

25. Assessment Formats Selected Response Constructed Response Performance Assessment Informal Assessment Adapted from Marzano, Stiggins, UbD

26. Constructed Response Key Points Examples

27. Self – Assessment Reflections What do the survey results suggest? What patterns do you notice? Does your classroom practice reflect a balance of assessment types? What do the survey results suggest? What patterns do you notice? Are you using one format more that others? Are there types of assessment you use less frequently or not at all? Are you collecting appropriate evidence for all the desired results? Do you rely too heavily on those that are easiest to test and grade? Which assessment formats might you add or use more frequently in order to provide a more balanced picture of students’ knowledge, skills, and understanding? Which assessment formats might you use less frequently in order to provide a more balanced picture of students’ knowledge, skills, and understanding? How might you modify your classroom practice to better assess student learning?

28. Constructed Response Advantages Disadvantages

29. Evaluating an Assessment Plan Is this assessment plan balanced? How does the assessment plan relate to the standard(s)? How might we improve the individual assessments? Could the addition of other assessments provide a better, more complete picture of student learning? What other assessments might we use to obtain evidence of student learning for this unit?

30. Purposes Types Planning Procedures Formats Assessment

31. Achievement Target Types Informational (knowledge) Process (skills) Thinking and Reasoning Communication Adapted from Marzano

32. Thinking and Reasoning Compare and contrast Analyzing relationships Classifying Argumentation Induction Deduction Experimental inquiry Investigation Problem solving Decision making -Marzano

33. Communication Skills Communicates effectively in written form Communicates effectively in oral form Communicates effectively in a medium other than writing or speaking Express ideas clearly Communicates with diverse audiences Communicates for a variety of purposes -Marzano

34. Matching Assessments with Standards ASSESSMENT FORMAT ACHIEVEMENT TARGET Selected Response Constructed Response Performance Tasks Informal Assessment Informational (Knowledge) Process (Skills) Thinking and Reasoning Communication Other: Can sample mastery of elements of knowledge Essays can tap understanding of relationships among elements of knowledge Not a good choice for this target; other options preferred Teacher can ask questions, evaluate answers, and infer mastery; but time- consuming

35. Matching Assessments with Standards ASSESSMENT FORMAT ACHIEVEMENT TARGET Selected Response Constructed Response Performance Tasks Informal Assessment Informational (Knowledge) Process (Skills) Thinking and Reasoning Communication Other: Can sample mastery of elements of knowledge Essays can tap understanding of relationships among elements of knowledge Not a good choice for this target; other options preferred Teacher can ask questions, evaluate answers, and infer mastery; but time- consuming Can assess application of some patterns of reasoning Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself. Can observe and evaluate skills as they are being performed Strong match when skill is oral communication Written descriptions of complex problem solutions can provide insight into reasoning proficiency. Can watch students solve some problems or examine some products and infer about reasoning proficiency Can ask students to “think aloud” or can ask follow- up questions to probe reasoning Not a good choice for this target; other options preferred Can observe and evaluate some skills, such as oral communication Strong match with some communication skills -Adapted from Marzano and Stiggins

36. Purposes Types Planning Procedures Formats Assessment

37. Procedures Assessment Rubrics Informal Assessments Selected Response Constructed Response Performance Assessments

38. Etymology – Rubric (Latin for Red) Referred to notes and directions written in red in the margins of liturgical books for conducting religious services. Today a rubric is a guideline for scoring, assessing, and evaluating student work and performance.

39. A rubric is a set of rules that... Shows levels of quality. Communicates standards. Tells students expectations for assessment task. Are NOT checklists (yes or no answers). Includes dimensions (criteria), indicators, and a rating scale.

40. According to Grant Wiggins... “What is to be assessed must be clear and explicit to all students: NO MORE SURPRISES!... Rubrics must accompany all major assignments and assessments.”

41. Advantages of Using a Rubric Lowers students’ anxiety about what is expected of them. Provides specific feedback about the quality of their work. Provides a way to communicate expectations and progress. Ensures all student work is judged by the same standard. Disengages the “halo” effect and its reverse. Leads students toward quality work.

42. Procedures Assessment Rubrics HolisticAnalytic

43. Procedures Assessment Rubrics Holistic Definition: One score or rating for the entire product or performance. When to Use: For a quick snapshot of overall status or achievement When the skill or product to be assessed is simple; when it has only a single dimension. Disadvantages: Two students can get the same score for vastly different reasons Not as good for identifying strengths and weaknesses and planning instruction Not as useful for students to use.

44. Template for Holistic Rubrics ScoreDescription 5Demonstrates complete understanding of the problem. All requirements of task are included in response. 4Demonstrates considerable understanding of the problem. All requirements of task are included. 3Demonstrates partial understanding of the problem. Most requirements of task are included. 2Demonstrates little understanding of the problem. Many requirements of task are missing. 1Demonstrates no understanding of the problem 0No response/task not attempted

45. Procedures Rubrics Analytical Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product. When to Use: Planning instruction – show relative strengths and weaknesses. Teaching students the nature of a quality product or performance – they need the details. Detailed feedback to students or parents. For complicated skills, products, or performances, for which several dimensions need to be clear. Disadvantages: Scoring is slower. Takes longer to learn. Assessment

46. Template for Analytic Rubrics Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Criteria #1 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #2 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #3 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #4 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance

47. Parts of a Rubric Dimensions Dimensions, sometimes referred to as criteria, encompass the knowledge, skills, and understanding to be assessed. Indicators Indicators specify the evidence used to judge the degree to which the dimension is mastered. Rating Scales Rating Scales discriminate among the various levels of performance.

48. Basic Template ScaleCriteria Indicator

49. Chocolate Chip Cookie Rubric Developed by a group of nuns who baked cookies for profit SizeChocolate Chips TasteTexture Heavenly Earthly Purgatory Gone to Hell Huge! At least 6” Super size Pure smooth MMMmmm good! Soft Bends without breaking 4” – 5”Toll House standard Okay in a pinch Crisp without brown 2” – 3”Generic real chocolate EdibleCrispy with burnt edges You gotta be kidding! Where are they? Grainy, carobs Spit that OUT! Burnt

50. Workshop Consultant’s Rubric 18 possible points Outstanding (underpaid) 3 points Average (minimum wage) 2 points Consultant from Hell (overpaid) 1 point Appearance & background Physically and visually attractive Different clothes each day Clothes fit Still in lots of classes Dumpy appearance Wears same clothes every other day Clothes too big Was a teacher Nerdy appearance Wears same clothes every day Clothes too tight Was/Is an administrator Workshop (X 2) Good cartoon overheads Lots of chocolate candy Kept us awake for 30 minutes or more Overheads too small to read Gives out “Halls” candies Speaks English but in monotone No visuals Gives out scratch/sniff stickers Speaks with accent/monotone Gives homework Activities (X 3) Starts late, leaves early Lots of long breaks Shows “Gone with the Wind” Has a book to use after workshop Everything on time Only 2 breaks, short Shows “Kindergarten Cop” Steals others’ ideas from books Starts at 8:00—goes to 4:10 No breaks Shows “The Crucible” Has not read a book in years Quotes only Madeline Hunter

51. Workshop Participant’s Enthusiasm Rubric (16 points) ExemplaryAcceptableNeeds WorkRetire Facial Expression Thought Process Movement Oral Participation Bright, lit up Eyes not blinking Focused on teacher Wheels in high gear Quick, alert motions Non-stop on task talking Bright, lit up Eyes sometimes focused on teacher Wheels in relaxed motion Casual motions Talks when needed or told Eyes glazed over and bloodshot Wheels are rusty and slow Sluggish – an occasional itch Occasional grunts Eyes closed; Drooping Wheel isn’t invented Coma Drooling No sound

52. Designing a Scoring Rubric Consider criteria to judge whether a restaurant is great (for example, ambience) List specific indicators (for example, clean, pleasant) Make a rating scale of 1-4 with 4 being a great restaurant and 1 being “wish I’d eaten somewhere else!” Rate the place you dined.

53. Restaurant Rubric 1234

54. Ugly Rubrics Too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade Checklists – Have it, don’t have it Judge each work against other items of work Judge the wrong thing so student can just jump through hoops to get a good grade.

55. Good Rubrics Are tools Show level of quality of a performance or task Communicate standards clearly and specifically Are given to students to set expectations Show what to avoid and addresses misconceptions Are consistent and reliable Use content that matches standards and instructional emphasis

56. Procedures Assessment Rubrics Informal Assessments Selected Response Constructed Response Performance Assessments

57. Performance Tasks & Assessments... Often occur over time. Result in a tangible product or observable performance. Encourage self-evaluation and revision. Require judgment to score. Reveal degrees of proficiency based on criteria established and made public prior to the performance. Sometimes involve students working with others. Marzano, Pickering, McTighe

58. GRASPS G Real-world GOAL R Real-world ROLE A Real-world AUDIENCE S Real-world SITUATION P Real-world PRODUCT or PERFORMANCE S STANDARDS

59. Procedures Assessment Rubrics Informal Assessments Selected Response Constructed Response Performance Assessments

60. Selected Response Items Components – Stimulus or prompt (not all items require these) – Stem – Answer – Distractors

61. Selected Response Items Stimulus or Prompt – True-False Statement – Matching Two sets of information – Multiple-Choice Prompt

62. Selected Response Items Stems – Ensure directions are clear – Include the central idea and most of the phrasing in the stem – Word the stem positively, when possible

63. Selected Response Items Distractors – The “incorrect” choices – Are attractive to students without mastery – Focus on the skill assessed

64. Selected Response Items The emblem on the sign was a – angel – elf – ship – owl The American Civil War began in – 1812 – 1778 – 1862 – 1861

65. Selected Response Items I have five ____ on my hand. – finger – fingers – nail Who was President during the Civil War? – Santa – Lincoln – Brittney Spears – King George

66. Procedures Assessment Rubrics Informal Assessments Selected Response Constructed Response Performance Assessments

67. Constructed Response Items Components – Stimulus or prompt (not all items require these) – Stem – Answer space – Rubric (scoring criteria)

68. Constructed Response Items Clearly state problem and expectations Cannot be answered without reading / studying the passage or prompt Requires a response of more than one or two words Leads to a range of responses Leads to clearly defined scoring criteria

69. Constructed Response Items Would the meaning of this story change if it took place somewhere else in the world? Explain why or why not. Dog food costs $0.83 per pound. How much money will it take to feed a dog who eats 20 pounds each week? For one year? Remember, there are 52 weeks in a year. Be sure to show your work. WORK SPACE __ each week __ one year

70. Procedures Assessment Rubrics Informal Assessments Selected Response Constructed Response Performance Assessments

71. Informal Assessment Model using criteria to complete assignments and rubrics to evaluate work Help students set clear goals and ask them to critique their work Provide opportunities for students to share their problem solving strategies Consider student-led parent conferences

73. The Distinction Between Assessment and Grading Assessment  Continuous progress  Provides feedback to improve student learning  May be formative or summative  Provides a means of collecting evidence of student mastery of the content standards  Provides a photo album of student progress through which we can observe a student’s growthGrading  A means of assigning numerical or alphabetical grade to a student’s work  May be formative or summative  Provides a means of collecting evidence of student mastery of the content standards  Provides a photo album of student progress through which we can observe a student’s growth

74. Characteristics of Exemplary Assessment Emphasizes learning process as well as product Requires active construction of meaning Assesses interdisciplinary and cross disciplinary skills Helps students self monitor Gives specific expectations for students Emphasizes the application and use of knowledge Has meaning and relevance to students Emphasizes complex skills Makes standards public and known in advance

75. Classroom Assessment Strategies Multiple Choice True-False Matching Selected Response Fill-in-the- blank (words, phrases) Essay Short answer (sentences, paragraphs) Diagram Web Concept Map Flowchart Graph Table Matrix Illustration Presentation Movement Science lab demo Athletic skill Dramatization Enactment Project Debate Model Exhibition Musical recital Oral questioning Observation Interview Conference Process description Checklist Rating scale Journal sharing Thinking aloud a process Student self- assessment Peer review Constructed Response Performance Assessment Informal Assessment