1. 21 st Century Learning and Instruction Session 2: Balanced Assessment

2. Session 2 – Big Idea Quality 21 st century assessments are essential for measuring 21 st century learning and instruction.

3. Enduring Understanding A balance of assessment of and for learning offers 21st century learners a powerful way to master the content and skills central to success in the 21st century.

4. Essential Questions What is balanced assessment? What is assessment of learning and assessment for learning? Why is a change in the roles, uses and types of student assessments necessary to develop 21st century learners? What is classroom assessment for learning?

5. Participants will know … The components of a balanced assessment system The purposes and uses of assessments of learning The purposes and uses of assessment for learning Examples of classroom assessment for learning

6. Participants will be able to … Distinguish between assessment of learning and assessment for learning Identify characteristics of assessment of learning Identify characteristics of assessment for learning Identify classroom assessments for learning Discuss the role change of teachers and students in assessment for learning

7. Why do we assess student performance?

8. WE ASSESS TO: Gather accurate information about student achievement in order to inform instructional decisions Use assessment processes and results to promote student efficacy and eagerness to learn - Rick Stiggins

9. Should we assess our students’ understanding? Using a typewriter OR Using a computer

10. Should we assess our students’ understanding? Using a slide rule OR Using a calculator

11. Should we assess our students’ understanding? Using the Guide to Periodic Literature OR Using Google

12. Discuss Which skills did you select? Why did you select these skills?

13. A change in assessment philosophy and practice is necessary to create 21 st century learners.

14. Before we can change the way we teach we must first recognize the need to change. Chris Mainhart Millbury, MA

15. Profile of a 21 st Century Graduate Proficient in Core Subjects Knowledgeable of 21 st Century Content Competent in 21 st Century Skills Proficient in 21 st Century Technology Tools Able to Apply and to Demonstrate Learning in Real World Situations

16. 20 th Century Assessment Practices Textbook-driven assessments True-false; multiple choice; and short answer formats focusing on memorization Unclear student expectations

17. 21 st Century Assessment Practices Formal and informal assessments Content, 21 st century skills and proficiency assessed Technology tools used during assessments Rubrics used regularly Clear student expectations Continuous, ongoing and interconnected Use of many assessment methods

18. 21 st Century Assessment Results Student learning clearly communicated in student friendly language to intended users Higher order thinking and reasoning skills measured Technology (when appropriate) used for assessment, reporting and monitoring student progress

19. What is a 21 st Century Balanced Assessment System? ~ What does it look like in WV?

20. Balanced Assessment System OF Learning Determines if learning occurred Identifies student learning status at a point in time External examinations (ex. State accountability tests, report card grades, unit exams, project grades) FOR Learning Process during learning to diagnose student needs, plan instruction, provide feedback Helps students understand increments of achievement and how to improve Guides day to day classroom instruction

21. 21 st Century Balanced Assessment Formative Assessments for Learning Summative Assessments of Learning Benchmark Assessments of Learning

22. Summative Assessments of Learning: Changing Roles Core subjects aligned to state content standards and objectives Document achievement status Inform performance

23. NEW THINKING for Our CHANGING ROLES

24. 20 th Century Lesson Design The lesson design centers on covering pages in the textbook and completion of textbook driven instructional activities. Assessment processes are designed and administered at the conclusion of the lesson.

25. 21 st Century Lesson Design Lesson design “begins with the end in mind” focusing on the desired student performance outcomes and how those outcomes will be assessed. Instructional strategies are designed and differentiated to bring about the desired student performance outcomes. Students understand the intent of the lessons and how their performance will be assessed.

26. Instructional Guides Quality backward design Modeling 21 st century best instructional practices Integration of content, standards and objectives, learning skills and technology tools Rigor and Relevance Assessment for learning Alignment of identified learning goals, understandings, performance tasks and evaluation

27. Backward Design at a Glance Stage One: Identify desired results Content standards Enduring understandings and essential questions Enabling knowledge objectives Stage Two: Assess desired results: Use a photo album, not snapshot, approach Integrate tests, quizzes, reflections and self-evaluations with academic prompts and projects Stage Three: Design teaching and learning activities to promote desired results: W.H.E.R.E.T.O. design principles Organizing learning so that students move toward independent application and deep understanding using research-based strategies

28. What does this summative assessment of learning look like in the classroom?

32. Benchmark Assessment of Learning Mastery of specific instructional objectives at predetermined points Feedback on student progress toward instructional targets Information that allows for “in course” correction

33. Formative Classroom Assessment for Learning: Changing Roles Learner centered Content specific Clearly communicated to all Plan next steps in instruction Diagnose student needs Multiple performance-based measures Monitor student progress

34. Formative Classroom Assessments for Learning Includes instructionally embedded activities, e.g., observation, homework, quizzes, questioning Happens while learning is still underway Leads to instructional decisions Are in support of motivation and learning

35. Quality Classroom Assessment Key 1: Clear Purpose Key 2: Clear Targets Key 3: Sound Design Key 4: Effective Communication Key 5: Student Involvement

36. Clear Learning Targets Start with CSOs Deconstruct into scaffolding leading to each CSO Transform into student-friendly versions -Rick Stiggins

37. Successful students: Growing confidence Optimism rules: Expect a positive result … always Strong desire High level of effort Risk trying – stretch “I can get this.” -Rick Stiggins

38. What does this formative assessment for learning look like in the classroom?

39. How do you use? Assessment of learning and Assessment for learning

40. Why must we change the way we assess our students?

41. Assessment FOR Learning: Changing Roles

42. Consider When you were in junior high/middle school, how did your teachers assess your knowledge and skills? When you were in high school, how did your teachers assess your knowledge and skills? When you were in college, how did your professors assess your knowledge and skills?

43. Should we assess our students’ knowledge? Naming the components of a computer OR Demonstrating the different functions of a computer

44. Should we assess our students’ knowledge? Memorizing the names of the rivers of the world OR Using Google to find a list of the names of the rivers of the world

45. What are examples of 21 st Century Classroom Assessments?

50. Reflection What is my understanding of a balanced assessment system? How do I think about assessment of and for learning? What are my first steps to begin the change process?