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 What does 21 st century assessment look like?  How does 21 st century assessment encourage learning?  How do effective teachers use assessment?

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Presentation on theme: " What does 21 st century assessment look like?  How does 21 st century assessment encourage learning?  How do effective teachers use assessment?"— Presentation transcript:

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3  What does 21 st century assessment look like?  How does 21 st century assessment encourage learning?  How do effective teachers use assessment?

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5 What do you want this student to… look like be able to do accomplish demonstrate show proficiency in master at the end of your lesson or unit?

6 Standards-Based Assessment vs. Traditional Grading What does research say about grading… Behavior Attendance Work Completion Effort… Grade separately!

7  Know how your students learn - a key  Interest inventories  Multiple intelligences  Utilize the key to open the doors  Differentiated Instruction  Assessment Formative Summative

8 “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” Marzano

9 Frequent formative assessments, with sound feedback, significantly improve learning.

10  Show that low scores do not imply failure  Show that effort results in high scores

11 1. Unpack standards 2. Identify essential content 3. Organize content into categories (topics) 1. Limit 15-20 topics per subject/grade level 4. Organize categories or topics into targets 5. Develop assessments

12 UNPACKED CONTENT STANDARDS TARGETS ASSESSMENTS TOPICS

13 What target/s will this student be aiming at?

14 How will you know the students are hitting the target where you want them to hit it?

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16  Reflections  Rubrics  Portfolios

17  Some things I did well on my personal project/assignment are…  Some things I did not do well…  Some things I would do differently are…  About myself, I learned that…  Next time I will…

18  Senteos  Achievement Series  Slide shows  Interactive white boards  Brainpop.com  Formative assessment activities

19  Most students do not understand the relationship between their effort and their achievement  Classroom Instruction that Works – page 49

20 Handouts 5-12  Effort logs  Effort/Achievement Rubrics  Effort/Achievement Comparison Graphs  Effort Honor Rolls Effort Handouts 5-13

21 TIMESCHEDULE ACTIVITY ONON & OFF OFF

22 4 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding. 3 I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. 2 I put some effort into the task, but I stopped working when difficulties arose. 1 I put very little effort into the task.

23 4 I exceeded the objectives of the task or lesson. 3 I met the objectives of the task or lesson. 2 I met a few of the objectives of the task or lesson, but did not meet others. 1 I did not meet the objectives of the task or lesson.

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29 Quality Levels Advanced (4) Yes and more! Proficient (3) Yes! Nearing Proficient (2) Yes but… Needs Improvement (1) No! Criterion 1 Quality Descriptors Criterion 2 Criterion 3 Criterion 4

30  Use and even number of quality levels  4 or 6 is ideal – stay away from odd numbers because you may have a tendency to hoover around the middle.  Use language and numbers that are understandable by the users.

31  Choose clear, specific, and essential areas that will be assessed.  Focus on areas for instruction.  Choose a limited number of criteria.  3 to 5 criteria seem to be most manageable  Equal steps along the scale  The difference between 4 and 3 should be equivalent to the difference between 3-2 and 2-1

32  Use clear, observable language.  Use demonstrative verbs  Keep to observable behaviors  Avoid negatives  “begins without preparation” vs. “does not prepare”  Use language that paints a picture of quality.  Use student friendly language.  Use precise terms  Instead of “many errors” you may want to specify “six or more errors”  At the same time, be sure the rubric is generally qualitative in nature rather than quantitative  Provide examples of strong and weak work for learners.

33  Use the rubrics we’ve provided and evaluate the quality of each

34  Begin with the end in mind – what is the student going to “look like” in the end?  Write the Quality Level 3 first  Think of level 3 as being at the proficient level, the level you expect all student to achieve at  Build the rubric from that point forward and backward

35 Cookie Rubric 4321 1.Create a rubric with one criteria for a cookie 1.suggestions: texture, taste, richness, flavor 2.Test your rubric

36  Field test or pilot rubrics before use  Discuss rubrics with students to create an understanding of expectations  Check for accuracy, bias and consistency  Could several teachers use the rubric and score student work within the same range?  Teach students how to create rubrics

37  Keep track of strengths and weaknesses of rubric as you use it to assess student work.  Ask yourself, “What did or didn’t I make clear instructionally?”  Ask for feedback from your students.  Revise accordingly.

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