BOYD COUNTY PUBLIC SCHOOLS BOYD COUNTY MIDDLE SCHOOL JANUARY 12, - - PowerPoint PPT Presentation

BOYD COUNTY PUBLIC SCHOOLS

BOYD COUNTY MIDDLE SCHOOL JANUARY 12, 2012

Examining our Assessment Practices

As we prepare quality formative and summative assessments aligned to standards to prepare for K-Prep, we must be mindful of using practices to assess students accurately and benefit students, not merely grade and sort them. Evaluate the following scenarios as to their ability to assess accurately and motivate students.

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Teacher A tells his class at the beginning of each school year not to expect to score above a C on any assessments. Her class is rigorous and she is proud of it!

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Teacher B designs summative assessments chunking questions by the learning targets they assess. When students retake the assessment, they reassess only on those learning targets in which they did not demonstrate a successful level of skill or knowledge.

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Teacher C’s assessments always present the most difficult questions at the beginning.

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Teacher D selects assessment items from her textbook bank of items, relying on the textbook publishers’ alignment to the core standards.

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Teacher E first selects the learning targets presented in the instructional unit, then designs and implements formative assessments of the learning targets, and finally designs the summative assessment of those same learning targets.

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Teacher F finds that many students were not successful on his summative unit assessment. Not wanting to discourage students, she allowed students to turn in canned food for the Food Feud, adding 5 points for each can.

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Teacher G posts learning targets stated in student friendly language clearly visible to all student. He constantly refers back to the target during instruction, and presents exit slips to students at the end of the period based on the learning target(s).

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Teacher H is careful to make sure to give students descriptive feedback on formative assessments, and knows that is especially important for struggling students.

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Teacher I provides rubrics for students on assignments when appropriate. Students use those rubrics to peer and self-assess, and the teacher asks them to bring the rubric with them when she conferences individually on their work.

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At the beginning of a chapter, Teacher J gave students a reading assignment for homework. She used a “pop quiz” to determine if students did their homework. She selected the quiz questions by looking for details student would “miss” if they did not read carefully.

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Teacher K presents a preassessment at the beginning of each chapter to identify which learning targets can be reviewed, and which targets she must devote more time to .

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Teacher L conducts student-led conferences. During the conference, students show parents rubrics and their corresponding work collected in a folder, and explain how they were assessed on their knowledge or skill level related to the learning target. Together, parents and the student complete a Goals Setting sheet for the next grading period.

Used with skill, assessment can

0 Motivate the unmotivated 0 Restore students’ desire to learn 0 Encourage students to keep learning 0 Create—not simply measure—increased achievement

• -Stiggins, Arter, Chappuis, & Chappuis, 2006

Keys to Quality Assessment

Always begin by asking

0 What decisions are made using assessments? 0 Who’s making the decisions? 0 What information will be helpful to them?

Each participant at the table should draw a yellow card.

Student Parent Teacher Principal Athletic coach Guidance counselor Community Business Leader

Write your role in the blank on the yellow handout. Answer #1 individually (3 – 5 minutes), then beginning with the “student,” share your list with others at your table. When all roles have shared, notice what conclusions you are drawing about classroom assessment. Note and discuss your responses to question #2.

Key 1: Clear Purpose

 Teachers understand who the users and uses of classroom

assessment are and know their information needs.

• Teachers understand the relationship between assessment and

student motivation and craft assessment experiences to maximize motivation.

• Teachers use classroom assessment processes and results

formatively (assessment for learning).

• Teachers use classroom assessment results summatively

(assessment of learning) to inform someone beyond the classroom about students’ achievement of a particular point in time.

• Teachers have a comprehensive plan over time for integrating

assessment for and of learning in the classroom.

Some Conclusions

0 Data must be sound because major decisions that affect

students’ well-being are made on its basis.

0 Assessment data is used for many purposes beyond

grading.

0 Students are crucial decision-makers, whose information

needs must be met.

Two Purposes for Assessment

FORMATIVE

 Assessments FOR Learning

• How can we use assessment information to help

students learn more?

SUMMATIVE

 Assessments OF Learning

• How much have students learned as of a particular

point in time?

Definition of Formative Assessment

Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis. (Fisher and Frey, 2007).

A checkup An autopsy

Balanced Assessment

Summative

Provides evidence achievement to certify student competence or program effectiveness

Assessment for learning

Use assessments to help students assess and adjust their own learning

Formative uses of summative data

Use of summative evidence to inform what comes next for individuals or groups of students

Formative

Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed

Assessment for learning

Use classroom assessments to inform teacher’s decisions

Assessments of and for Learning

Assessment of Learning Assessment for Learning

Reasons for Assessing Document individual or group achievement or mastery of standards; measure achievement status at a point in time for purposes of reporting; accountability

Audience Others about students Focus of Assessment Achievement standards for which schools, teachers, and students are held accountable Place in Time An event after learning Primary Users Policy makers, program planners, supervisors, teachers, students, parents

Promote increases in achievement to help students meet more standards, support

• ngoing student growth;

improvement.

Students about themselves Specific achievement targets selected by teachers that enable students to build toward standards A process during learning Students, teachers, parents

Assessments of and for Learning

Assessment of Learning Assessment for Learning

Typical Uses Certify student competence, sort students according to achievement; promotion and graduation decisions, grading

Teacher’s Role

Administer the test carefully to ensure accuracy and comparability of results; use result to help students meet standards; interpret results for parents; build assessments for report card grading

Student’s Role Study to meet standards; take the test; strive for the highest possible score; avoid failure Primary Motivator Threat of punishment; promise

• f rewards

Examples Achievement tests; final exams; placement tests; short cycle assessments (unit, chapter tests)

Provide students with insight to improve achievement; help teachers diagnose and respond to student needs; help parents see progress over time; help parents support learning. Transform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; offer descriptive feedback to students; involve students in assessment

Self-assess and keep track of progress; contribute to setting goals; act on classroom assessment results to do better next time.

Using rubrics with students; student self-assessment; descriptive feedback to students. Belief that success in learning is achievable.

Inside the BLACK BOX

Raising Standards Through Classroom Assessment

A Review of Research on the Effects of Formative Assessment

by Paul Black and Dylan Wiliam

.7 Standard Deviation Score Gain =

 25 Percentile Points on ITBS (middle of score range)  70 SAT Score Points  4 ACT Score Points

Largest Gain for Low Achievers

What is Formative Assessment

What does Formative Assessment look like?

Examples of Formative Assessment

A special note about preassessment!

Keys to Quality Assessment

 Teachers have clear learning targets for students. They

know how to turn broad statement of content standards into classroom-level targets.

• Teachers understand the various types of learning targets

presented to students.

• Teachers select learning targets focused on the most

important things students need to know and be able to do.

• Teachers have a comprehensive plan over time for

assessing learning targets

Key 2: Clear Target

0 Begin with state standards 0 Order in learning progressions, if needed 0 Deconstruct into clear learning targets leading to each

standard

0 Communicate the learning targets in advance in language

students can understand

Current research (Marzano, McREL, Ruby Payne) reveals that communicating learning targets clearly to students increases student achievement and motivation.

Key 2: Clear Target

Marzano Strategies PERCENTILE GAIN Summarizing and note taking 34 % Reinforcing effort and providing recognition 29% Homework and practice 28% Nonlinguistic representations 27% Cooperative learning 27% Setting objectives and providing feedback 23% Questions, cues, and advance organizers 22%

Key 2: Clear Target

USING LEARNING TARGETS AS AN INSTRUCTIONAL TOOL!

Key 2: Clear Target

I Know Learning Target I Need to Know

I know how to paraphrase and summarize what I read.

KY.9-10.R.U.SC.4

• I can paraphrase and

summarize information from texts of various lengths

• I can distinguish between

a summary and a critique.

I need to know how to write a good critique – what makes a critique good? Do you tell about the good and bad things in a critique?

I want to know this because. . .

There are lots of times you read or hear critiques – American Idol judges, movie reviews and even more serious things like a political speech. I need to know how to evaluate critiques to make decisions.

Key 2: Clear Target

Communicate and Personalize Learning Targets

PL-07-1.1.7 Students will describe symptoms, causes, patterns of transmission, prevention and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).

I know . . . . I k

know some of the symptoms ms, , causes es, , prevention tion and treatmen ment t

• f colds, fllu, canc

ncer er, , diabetes etes, , obesity ty, cardio iova vascu scular lar disease. ase.

To achieve this learning I need to know . . . . More about the transmis

issio sion of commun munic icab able le diseases.

• es. Wh

What are hepatitis itis, , tub ubercu rculo losis sis, , osteoporosi rosis? s?

I want to know more about . . . .Diabete

abetes.

• s. This disease

e is in my family ly and some

• f my friends

s take insulin in shots. I I wa want to know how I c can prevent t devel eloping ping diabetes etes.

Using Learning Targets as Bellringers or Entrance Slips

Bellri lringer ger - Octob tober er 1 PL PL-06 06-3. 3.1.2 .2 Descri cribe be 3 factor tors s to conside der r when making ing consumer er decisio sions s about t a product ct you want to buy.

Use Learning Targets as the basis for Exit Slips

EXIT SLIP Identify or explain two characteristics

• f a short story we learned in class

today.

Display Learning Targets with Student Work

Keys to Quality Assessment

Assessment Methods

0 Multiple choice 0 Short Answer 0 Extended Response

Target-Method Match

The heart of accuracy in classroom assessment revolves around matching different kinds of achievement targets, with all the forms and nuances of each, to the appropriate assessment method. This is easily done and can save time in the long run. To begin thinking about the match between kind of learning target and assessment method, review the chart, Links Among Achievement Targets and Assessment Methods, appearing on page 100 in the Classroom Assessment for Student Learning resource book.

 Multiple choice and short answer items are ideal

for assessing knowledge-level learning targets.

 Multiple choice and short answer items may be

used for assessing some patterns of reasoning.

 Extended written response/Constructed response

works well for assessing reasoning, writing down thinking or rationale for a response.

Multiple Choice and Short Answer

Multiple Choice items are assessment methods in which students select the correct or best response from a list provided. Short Answer assessment items require students to generate an answer. They call for a very brief answer

ITEM TYPE Used When Advantage Limitations

Multiple Choice There is only one answer. There are several possible alternatives to the correct answer. Can measure a variety of

• bjectives.

Easy to score. Can cover lots of material efficiently. Carefully crafted distracters can provide diagnostic information. Guessing can skew score (up to 33% chance, depending on number of distracters). Can be hard to identify possible distracters. Short Answer A clear, short answer is

• required. You want to

determine if students know the answer, rather than if they can select it from a list. Assesses production of a response. Reduces the possibility

• f getting the right

answer by guessing. Can cover lots of material efficiently. Takes longer to score.

The following sample items are offered to show educators the format and appearance of the test content students will see in test booklets in 2012 for the norm-referenced portion of the Kentucky State Assessment. These items are not intended to reflect the difficulty of the Stanford

• content. They were selected to show the types of questions that

students will answer and how reading passages and test items will be presented in print. Samples are included for Reading Comprehension, Mathematics Problem Solving, Language, Science, and Social Science.

Sample Short Answer Items for KCAS Mathematics Grade 5

(calculator allowed)

Item: Mara needs to buy 2 pieces of rope to hang a swing. Each piece of rope must be 10 FEET long. The rope is only sold in lengths that are whole numbers of YARDS. What is the LEAST number of YARDS of rope Mara must buy to make the swing? Show your work

• r explain your thinking.

Key 3: Sound Design

General Guidelines for Multiple Choice/Short Answer

Refer to the Test Item Quality Checklist to determine if your assessment items are well-written and make adjustments as necessary.

MULTIPLE CHOICE – GRADE 3

Note the difference in the answer choices – these are bubble in.

MULTIPLE CHOICE – GRADE 3/4

MULTIPLE CHOICE – GRADE 3/4

MULTIPLE CHOICE – GRADE 7/8

MULTIPLE CHOICE – 8th grade EXPLORE

MULTIPLE CHOICE – 10th grade PLAN

MULTIPLE CHOICE – 11th grade ACT

Key 3: Sound Design

Kentucky’s High School End of Course Exams – Multiple Choice and Constructed Response

Student Self-Assessment and Goal Setting with Multiple Choice/Short Answer Questions

Refer to the following materials provided in the Classroom Assessment for Student Learning resource book for examples on how to involve students in selected response assessment. These strategies help students answer the questions, “Where am I going?”; “Where am I now?”; and “How can I close the gap?”

Figure 5.13a Student Documentation of Selected Response Test

Items

Figure 5.14 Student Analysis of Selected Response Test Results Figure 5.1.5 Student Goal Setting Frames

Extended/Constructed Response

Assessments items which require students to construct a written answer in response to a question or task rather than to select an answer from a list. An extended written response is one that is at least several sentences in length. A scoring guide (rubric) may be applied to score an extended response.

Matching method to target – Extended/Constructed Response

 Knowledge and reasoning targets are ideal for

extended written response items.

 Extended written response works well for

assessing chunks of knowledge that interrelate, rather than individual pieces of knowledge assessed separately.

 Extended written response works well for

assessing reasoning, writing down thinking or rationale for a response.

Devising Extended/Constructed Response Items

• 1. Set a clear and specific context.

Specify the knowledge to be addressed.

• 2. Specify the kind(s) of reasoning
• r problem solving, if any, students

are to carry out.

• 3. Point the way to an appropriate

response by reminding students of the criteria that will be applied in evaluating responses.

During the term, we have discussed both the evolution of Spanish literature and the changing political climate in Spain during the 20th century. Analyze these two dimensions of life in Spain, citing instances where literature and politics may have influenced each

• ther. Describe those influences in

specific terms. In planning your response, think about what we learned about prominent novelists, political satirists, and prominent figures of Spain. (5 points per topic, total = 15 points.) RUBRIC INSTEAD

Quality Guidelines for Extended/Constructed Written Response Assessments

Refer to the handout Figure 6.5 Quality Guidelines for Extended Written Response Assessments to evaluative your written response assessment on:

• 1. The Quality of the Exercise (the assessment item)
• 2. The Quality of the Scoring Guide(s)
• 3. Scoring Considerations

Develop the Assessment

 Select, create, or modify test items and scoring

mechanisms.

 Determine the items (selected response, short answer, and

extended written response) that will be included in your assessment.

 Select your items with consideration to the priorities in

your curriculum. The prioritization of learning targets in the unit assessment should parallel the amount of time and emphasis given the various targets or topics in teaching the unit.

 Identify the standard(s) being assessment by each item.

Cluster items assessing the same target(s) together on your

assessment.

Start with the less difficult items first.

READY, SET, GO….

 You must design assessments addressing your

learning targets, and mirroring the type of items that will be presented to students.

Requirement for Student Success? Quality Assessment!

 All assessments arise from high-quality content standards  All assessments produce accurate evidence  All users use assessment to benefit student learning

READY, SET, GO….

 You must design assessments addressing your

learning targets, and mirroring the type of items that will be presented to students.