Assessing Student Achievement August 2014. “Not everything that counts can be counted. And not...
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Transcript of Assessing Student Achievement August 2014. “Not everything that counts can be counted. And not...
Assessing Student Achievement
August 2014
“Not everything that counts can be counted. And not everything that can be counted, counts.”
- Albert Einstein
Plan For The Day
• Curriculum, Instruction and Assessment• What is Assessment?• Instructional Design Model (UBD)• Target-Method Match• Practice, Practice, Practice!
ChangeReminder!!
Harlem Learning Process
Curriculum &
Instruction
Assessment
Intervention
Students
What do we want
students to know and be able to do?
How will we know that
they’ve learned it?
What will we do if they don’t
Curriculum
InstructionAssessment
Based on New Illinois State Learning Standards
Delivery of Curriculum Content
Engaged Instructional Strategies
Time on Task
• Balanced System• Of and For
learning• Informs
instructional practice
Curriculum Guides: Skills or content that will
be taught
Curriculum Aligned with Standards and State Accountability
Assessments
Data-Informed Decision Making Process
Curriculum, Instruction and Assessment
StudentAchievement
Assessment inspire us to ask these hard questions:
• Are we teaching what we think we are teaching?
• Are students learning what they are supposed to be learning?
• Is there a way to teach the subject better, thereby promoting better learning?
When assessment works best, it does the following:
Provides diagnostic feedback• What is the student's knowledge base?• What is the student's performance base?• What are the student's needs?• What has to be taught?
When assessment works best, it does the following:
Helps educators set standards• What performance demonstrates
understanding?• What performance demonstrates
knowledge?• What performance demonstrates mastery?
When assessment works best, it does the following:
Evaluates progress• How is the student doing?• What teaching methods or approaches are
most effective?• What changes or modifications to a lesson
are needed to help the student?
When assessment works best, it does the following:
Relates to a student's progress• What has the student learned?• Can the student talk about the new
knowledge?• Can the student demonstrate and use the
new skills in other projects?
When assessment works best, it does the following:
For student self-evaluation:• Now that I'm in charge of my learning, how am I
doing?• Now that I know how I'm doing, how can I do
better?• What else would I like to learn?
For teacher self-evaluation:• What is working for the students?• What can I do to help the students more?• In what direction should we go next?
Comprehensive Balanced Assessment
A comprehensive balanced assessment system includes:• State (Accountability) Assessments• Interim/Benchmark Assessments• Classroom Assessments
– Formative– Summative
Each should be aligned to standards
District Assessment FrameworkLevel Of
AssessmentElementary Middle School High School
Statewide PARCC PARCC PARCC/PSAE
Interim/Benchmark STAR STAR ACT Aspire
Classroom (Summative)
Writing Benchmarks*Common AssessmentsTeacher Developed/From textbooks
Chapter/Unit assessments*Common AssessmentsTeacher Developed/from textbooks
Chapter/Unit AssessmentsCommon Finals*Common AssessmentsTeacher Developed/from textbooks
Classroom (Formative)
Determined by teacher Determined by teacher Common Pre-AssessmentsDetermined by teacher
Universal Screener K: STAR Early Literacy1st: STAR Early Literacy and STAR Math2nd-6th: STAR Reading and STAR Math
STAR Reading and STAR Math
Locally developed reading and math
Progress Monitor Reading:K-6:, STAR Reading, Running Records, AIMSWebMath:K-6: STAR, AIMSWeb
Reading and Math7-8: STAR, AIMSWeb Running Records
Running RecordsAIMSWeb
The Backwards Design Model• Stage 1: Identify Desired Results
– Linked to Content Standards• Stage 2: Determine Acceptable Evidence
– Ongoing Assessment– Performance Tasks
• Stage 3: Plan Learning Experiences and Instruction– Sequence of experiences– Scaffolded– Differentiated
Before Instruction• Determine what you want students to know and be able
to do– Essential learning, power standards/priority standards– Identify learning progressions
• What if students don’t know foundational or “pre-requisite” skills
• Review current data to determine students’ current knowledge– Collect additional data as needed
• Group students• Develop differentiated classroom instruction based on
data– Work with Special Education Teachers and Consultants to
determine how instruction will be supported for students with IEPs
During Instruction
• What formative assessments (not just tests) will I use to determine if students are learning?
• How will I modify instruction based on that data?
• Examples of formative assessment (Checking for Understanding)
• http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
• Observations• Questioning• Discussion• Exit/Admit Slips• Learning/Response Logs• Graphic Organizers• Peer/Self Assessments • Practice Presentations• Visual Representations• Kinesthetic Assessments • Individual Whiteboards• Laundry Day • Four Corners• Constructive Quizzes • Think Pair Share • Appointment Clock • As I See It
Target -Method Match
Selecting The Right Type of Assessment
Clear Targets: Benefits to Students
Students who could identify their learning scored 27 percentile points
higher than those who could not.~Marzano, 2005
Students can hit any target they can see that holds still for them.
A Math ExampleGeometry Subject
Pythagorean Theorem Topic
Chapter 10 Resource
Use Geometric Tiles for proof
Activity
The lengths of the three sides of a right triangle are related
Learning Target
Kinds of Targets
• Master content knowledge• Use knowledge to reason and
solve problems• Demonstrate performance skills• Create quality products
Knowledge Reason Skill Product
List Predict Measure Construct
Define Infer Demonstrate Develop
Understand Classify Use Create
Recognize Evaluate Operate Produce
Explain Summarize Calculate
Learning Targets with Associated Verbs
Converting Learning Targets to Student-Friendly Language
• Identify important or difficult learning goal.• Identify word(s) needing clarification.• Define the word(s). • Rewrite the definition as an “I can”
statement, in terms that students will understand.
• Try it out and refine as needed.• Have students try this process.
Student-Friendly Language
Word to be defined: PREDICTIONA statement saying something will happen in the futureStudent-friendly language:I can make predictions.This means I can use information from what I read to guess at what will happen next.
4 Types Learning Targets
• Knowledge• Reasoning• Performance/Skill• Product
Why It’s Important to Determine Target Type
• Know if the assessment adequately covers what we taught
• Correctly identify what students know and don’t know
• Keep track of student learning target by target or standard by standard
• Helps determine HOW to assess (method)
Target -Method Match: What is it?
• A way to design assessments that cover our targets
• Answers “ASSESS HOW?”
Types of Assessment Method
• Selected response & short answer• Extended written response• Performance assessment• Personal communication
Selected Response (SR)• Students select correct or best response from a
list provided• Students’ scores are figured as the number or
proportion of questions answered correctly• Formats include:
– Multiple choice– True/false– Matching– Short answer– Fill-in questions
Extended Written Response (EWR)
• Requires students to construct a written answer in response to a question or task (not select one from a list)
• Extended = several sentences in length• Examples:
– Compare pieces of literature– Solve a math problem, show & explain work– Interpret music, scientific info. or polling data– Analyze artwork– Describe in detail an economics process
Extended Written Response
• Correctness judged by:– Giving points for specific info. present OR– Use of a rubric
• Scores can be:– Percentage of points attained OR– Rubric scores
Performance Assessment (PA)• Based on observation & judgment
– Rubric• Judgment made on quality• Examples:
– Playing instrument; speaking in foreign language; working in a group (the doing/process is important)
– Creating products like a lab report, term paper, work of art (quality of product is important)
Performance Assessment • 2 parts:
– Performance task or exercise– Scoring guide/Rubric
• Scoring guide:– Can award points for specific features of performance
or product– Can take form of rubric: levels of quality described
• Scores could be number or percent of points earned or a rubric score
Personal Communication (PC)• Find out what students have learned through
interacting with them• Often an informal assessment, but if clear &
accurate info. is gathered, can be used for feedback to students, self-reflection for students, goal setting
• Examples:– Oral examinations– Interviewing students in conferences– Looking at & responding to students’ comments in
journals and logs
Personal Communication
• Student responses evaluated in 2 ways:– Correct/incorrect (for short, simple answers;
parallels scoring of written selected response questions)
– Evaluate quality (for longer, more complex; parallels to extended written response)• Could use a rubric to score or scoring guide
Matching Target and Assessment Methods
Accuracy in classroom assessment revolves around matching the different target TYPES with the appropriate form of assessment METHODS
Selected Response
Written Response PerformanceAssessment
Personal Communication
Knowledge Good
Can assess isolated elements of knowledge and some relationships among them
Strong
Can assess elements of knowledge and relationships among them
Partial
Can assess elements of knowledge and relationships among them in certain contexts
Strong
Can assess elements of knowledge and relationships among them
Reasoning Good
Can assess many but not all reasoning targets
Strong
Can assess all reasoning targets
Partial
Can assess reasoning targets in the context of certain tasks in certain contexts
Strong
Can assess all reasoning targets
Skill Partial
Good match for some measurement skill targets; not a good match otherwise
Poor
Cannot assess skill level; can only assess prerequisite knowledge and reasoning
Strong
Can observe and assess skills as they are being performed
Partial
Strong match for some oral communication proficiencies; not a good match otherwise
Product Poor
Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning
Poor
Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning
Strong
Can directly assess the attributes of quality of products
Poor
Cannot assess the quality of a product; can only assess prerequisite knowledge and reasoning
Target-Method Match
Effective Design • Determine the type of learning target• Select a proper assessment method• Ensure sufficient sampling to demonstrate
mastery• Select or create quality items, tasks, and
rubrics• Sample—gather enough evidence • Control for bias• Design assessments so students can self-
assess and set goals
Authentic assessment can include many of the following:• Observation• Essays• Interviews• Performance tasks• Exhibitions and demonstrations• Portfolios• Journals• Teacher-created tests• Rubrics• Self- and peer-evaluation
Let’s try it….but first….• Google Docs• Set up your Harlem Gmail account• Once you are logged in to your computer as yourself,
please visit: http://goo.gl/idcffu. – Setting your password through this link will sync your Harlem
and Google account so you can activate your account.• Your log in will be [email protected].
Example: [email protected]. Your password will be the same password you set in the password reset portal.
• How to guide is on the Resources page of our Wiki so you can share with teachers in your building.
Let’s Try It!
• Go to the standards page on the WikiSpace• In groups of 2 or 3 (same grade level), select
one standard• Identify the target and write in student friendly
language, “I-Can” statements• Determine the type of target it is• What /are the best method(s) to assess this
standard?• How would you assess mastery?
Share
• Google Docs• Set up your Harlem Gmail account• Once you are logged in to your computer as yourself,
please visit: http://goo.gl/idcffu. – Setting your password through this link will sync your Harlem
and Google account so you can activate your account.• Your log in will be [email protected].
Example: [email protected]. Your password will be the same password you set in the password reset portal.
• How to guide is on the Resources page of our Wiki so you can share with teachers in your building.
Virtual Gallery Walk
• Debrief