1. The Cabin This weekend’s archaeological dig

2. Assessing Your Own Assessment Practices Step #1: Collecting Data Task: Identify the “things”/assignments you’ve assessed in the past month and how you’ve assessed each (short description)

3. on index card Example 1Example 2 Ozone Essay Read ozone essays, gave each students a score (using a rubric developed for the ozone essay) and wrote comments on the top of each essay. Midterm Exam Graded midterm exams using answer key.

4. Assessment The Big 3 1.Where are we going? What are the learning outcomes? 2.Where am I now in relation to the target? 3.How do I close the gap?

5. Summative and Formative “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” -Robert Stake Summative Purpose: Judgment Determine how well students met learning outcomes Formative Purpose: Analysis Determine how well students are meeting expectations to guide instructional decisions

6. 3 Ways To Think About Assessment

7. 1. Assessment OF Learning Judgment – Did they get it? SUMMATIVE teacher driven

8. 2. Assessment FOR Learning Analysis – Where are they in relation to the goal and how can we close the gap? FORMATIVE teacher driven

9. Assessment The word assessment is derived for the Latin assidere, meaning “to sit beside or with” (Wiggins 1993)

10. 3. Assessment AS Learning Analysis – Where am I in relation to the goal and how can I close the gap? FORMATIVE student driven (with teacher guidance)

11. Assessing your own Assessment Practices Step #2: Analyzing the Data Task: Organize your assessment cards into “For”, “Of”, and “As” Task: Create some sort of visual/graphic that depicts the balance (of, for, as) of your assessment system

12. Assessment Pyramid

13. The traditional assessment pyramid as for of

14. The reconfigured assessment pyramid of for AS

15. Fish is Fish Leo Lionni

17. 3 Key Findings from How People Learn 1.Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. 2. To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.

18. 3 Key Findings from How People Learn 3. A "metacognitive" approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

19. http://www.youtube.com/watch?v=eVtCO84MDj8 &feature=youtu.be http://www.youtube.com/watch?v=eVtCO84MDj8 &feature=youtu.be

20. “Achievement gains are maximized in contexts where educators increase the accuracy of classroom assessments, provide students with frequent informal feedback, and involve students deeply in the classroom assessment, record keeping, and communication processes” Richard Stiggins “Assessment Crisis”

21. Assessment Of Learning For Learning As Learning As Learning

22. Formative Assessment The Big 3 FOR LearningAS Learning 1.What are the learning outcomes? 2.Where are the students in relation to the target? 3.How do I (teacher) close the gap? 1.Where are we going? (What are the learning outcomes?) 2.Where am I (student) in relation to the target? 3.How do I (student) close the gap?

23. Research on the use of formative assessment has shown that when teachers practice good formative assessment and students participate in it, both achievement and motivation increase.

24. Team Time 1.Characteristics of “good” formative assessment? 2. What implications does this have for your assessment practices? Think/Pair/Share

25. Data Unpacking and repacking (constructing) the term

26. A Tale of Two Classrooms Tactics to involve the students in the assessment process

27. How well do you understand the topic? ___________________________________________________ 4GOT IT!! I have a complete and detailed understanding of the topic. My explanation is clear. ______________________________________________ 3Got it. I have a complete understanding of the topic, but not to the level of detail and clarity of a “4”. My explanation may be missing a few minor parts. ______________________________________________ 2Getting there… I have a basic understanding, but I’m missing some parts. My explanation might give the teacher (or reader) indication that I’m on the right track but there are still some gaps. ______________________________________________ 1Need help! I do not really understand the topic. I don’t get it yet. ______________________________________________

28. Earth Systems Science Ozone Essay - the old way 1.Teach/Learn 2.Graphic organizer 3.Write essay and hand in (summative assessment)

29. Earth Systems Science Ozone Essay – the new way 1.Teach/Learn 2.Graphic organizer 3.Write (draft1) 4.4, 3, 2, 1 self-assessment 5.Example (exemplar) 6.4, 3, 2, 1 self assessment (yes, again) 7.Hand in? optional draft 2 (final draft) 8.Data…

30. Earth Systems Science Density Lab – the old way 1.Direct instruction – density 2.Lab- density 3.Quiz - density

31. Earth Systems Science Density Lab – the new way 1.Pre-assessment – density 2.Self-assess the pre-assessment (4, 3, 2, 1) 3.Direct instruction – density 4.Differentiated Lab- density (foundation and building) 5.Quiz – density 6.Data…

32. Team Time 1.What are some compelling best practices around assessment to explore more as a team?