1. Fourth session of the NEPBE II in cycle 4 2012-2013 Dirección de Educación Secundaria February 25th, 2013 Assessment Instruments

2. Purpose of the Session To design assessment instruments in line with the NEPBE framework in order to strengthen planning and assessment processes. To establish assessment as part of the planning process, recognizing the importance of making it explicit in the planning process and the need for teachers to integrate these two processes, planning and assessment, in their practice. To design assessment instruments in line with the NEPBE framework in order to strengthen planning and assessment processes. To establish assessment as part of the planning process, recognizing the importance of making it explicit in the planning process and the need for teachers to integrate these two processes, planning and assessment, in their practice.

3. Take a blank sheet of paper Fold it in half, then in half again Bend the corner in Open it flat and write Formative Assessment in the center diamond Label sections as shown on next slide Anticipation Guide

4. Formative Assessment Definition in your own words: Facts/ Characteristics: Examples: Non-examples:

5. What is formative assessment? A systematic process to continuously gather evidence and provide feedback about learning while instruction is under way Heritage, Kim, Vendlinski, and Herman (2009). Formative assessment is always a planned process; it does not happen accidentally. Gather evidence Give feedback Reflect and plan Teach and learn

6. Formative Assessment

7. Essential Principles Student Focused Instructionally Informative Outcomes Based  Consider each student’s learning needs and styles and adapt instruction.  Design student assessments.  Offers feedback  Consider each student’s learning needs and styles and adapt instruction.  Design student assessments.  Offers feedback  Guides instructional decisions.  Provides a way to align standards, content, and assessment.  Guides instructional decisions.  Provides a way to align standards, content, and assessment.  Emphasizes learning outcomes.  Makes goals and objectives transparent to students.  Provides clear assessment criteria.  Closes the gap between what students know and desired outcomes  Emphasizes learning outcomes.  Makes goals and objectives transparent to students.  Provides clear assessment criteria.  Closes the gap between what students know and desired outcomes

8. NEPBE ASSESSMENT APPROACH Global: integrates all types of knowledge and skills. Formative: provides opportunities for improvement to the students and teachers. Continuous: constantly provides information on the process Self-centered/ student-focused: students compare their performance with themselves.

9. Assessment Planning Collecting Analyzing Reporting Best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. Assessment = process of planning, collecting, analyzing and reporting information about student learning. Assessment for learning

10. Planning for formative assessment Begin with the end in mind Don’t wait until the end to assess Integrate assessment and instruction Re-read your goals Examine your curriculum Assess what’s in the curriculum (academic language) Communicate what will be assessed Assess – Short, daily – Longer, weekly – Longest, end of sequence Begin with the end in mind Don’t wait until the end to assess Integrate assessment and instruction Re-read your goals Examine your curriculum Assess what’s in the curriculum (academic language) Communicate what will be assessed Assess – Short, daily – Longer, weekly – Longest, end of sequence

11. Determine your purpose What do you want to know?How will you use this information? Can my students use the vocabulary words we studied last week? Short-term instructional planning How well can my students Understand the content of a historical text? Long-term instructional planning; assigning grades; diagnosing student needs; providing feedback to students

12. Collecting data Formative assessment is defined by use, not the assessment method Formative assessment is defined by use, not the assessment method Observations Checklists Oral presentations Essays / written compositions Traditional tests Portfolios / work samples Student self-assessments Classroom tasks (individual, pairs, group) Observations Checklists Oral presentations Essays / written compositions Traditional tests Portfolios / work samples Student self-assessments Classroom tasks (individual, pairs, group)

13. Which mode(s) are you testing? What format is appropriate? Prioritization and Sequencing – Prioritization = decide which parts to assess – Sequence = the order in which you assess Which mode(s) are you testing? What format is appropriate? Prioritization and Sequencing – Prioritization = decide which parts to assess – Sequence = the order in which you assess Collecting data

15. Make sure students know the purpose of the assessment before it’s administered Provide meaningful feedback to students When appropriate, review the assessment with students Ask for student input

16. PLANNING THE ASSESSMENT OF LANGUAGE LEARNING What do I want to use the assessment outcomes for? Who else will use the outcomes? And for what purposes? PURPOSES AND OBJECTIVES OF ASSESSMENT How will information be gathered to assess the aspect(s) of language? How will the information that is collected be interpreted? How will students be involved in gathering the information? METHODS OF ASSESSMENT How can I make sure the assessment is valid, reliable and fair? QUALITY MANAGEMENT IN ASSESSMENT Who will I share the assessment outcomes with? How will I communicate the outcomes of assessment? FEEDBACK How will the outcomes of assessment inform future teaching, planning and learning opportunities? What effects from assessment to teaching may occur? IMPACT OF THE ASSESSMENT The following checklist of questions around assessment can be useful when planning assessment to decide what types of assessment are appropriate.

17. Anticipation Guide Check your answers.

18. Formative Assessment Definition in your own words: Facts/ Characteristics: Examples: Non-examples:

19. If appropriate judgments are to be made, then the criteria by which this occurs need to be explicit, available, open to interrogation and shared."

20. Formative Assessment in Lesson Planning ACTIVITY: What are some formative assessment strategies that you could employ that would measure student progress toward meeting the learning goal? ACTIVITY: What are some formative assessment strategies that you could employ that would measure student progress toward meeting the learning goal? Adapted from Iowa ASCD Formative Assessment Strategies :

21. THIRD GRADE UNIT III PRODUCT B Doing with the language : Understanding the content of a historical text. Finding Main Idea Recognize order and meaning of a text Identify chronological order Recalling Facts and Details Recognizing Cause and Effect Comparing and Contrasting Finding Main Idea Recognize order and meaning of a text Identify chronological order Recalling Facts and Details Recognizing Cause and Effect Comparing and Contrasting  Answering questions  Graphic organizer  Retelling  Drawing  Skills checklist  Rubric  Answering questions  Graphic organizer  Retelling  Drawing  Skills checklist  Rubric Formative Assessment in Lesson Planning

22. Development of assessment criteria Choose a social practice of the language and a specific competency from the syllabus. Review the information on that social practice and specific competency. Develop a list of criteria to assess that specific competency. Write the criteria on a sheet of paper.

24. Assessment instruments

25. INSTRUMENTYou Know about it Use it Rubrics Check lists (control and observation) Teacher journals Direct observation Written and graphic products Group projects involving research, identification of problems and development of solutions Schemes and concepts maps Records and students attitude table (used of group activities) Portfolio Written and oral tests List of assessment instruments established in the Acuerdo 592 (SEP; 2011:25)

26. Analyze the instruments given in terms of the following aspects: Relationship between the specific competency, achievements and instrument. Strengths or positive aspects of the instruments ( what type of information does it provide? When is it appropriate to use it? Etc.) Weakness of the instrument ( what negative implications does it have? What sort of aspects are not taken into account by this instruments? Etc. Write down your analysis Development of assessment criteria

27. Designing assessment instruments With your team, review the assessment criteria you developed for the specific competency chose. Design two instrument to assess the specific competency your team chose by selecting one assessment instrument established by the Acuerdo 592. Use as a basis the assessment criteria you develop earlier on.

28. Share your instrument.