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Assessing Student LearningIntroductory Presentation
Secondary
From Assessment Training Institute, and
Classroom Assessment FOR Student Learning,
Stiggins, Arter, Shappuis and Shappuis
Used with skill, assessment can
• Motivate the unmotivated• Restore students’ desire to learn• Encourage students to keep learning • Create—not simply measure—increased achievement
--Stiggins, Arter, Chappuis, & Chappuis, 2006
Think of a time you were assessed and it was a negative
experience. What made it negative?
Now think of a time you were assessed and it was a
positive experience. What made it positive?
New Mission, New Beliefs
Keynote Presentation Featuring
Rick Stiggins
FORMATIVE ASSESSMENT:
All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged.
--Black & Wiliam, 1998
Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.
CLASSROOM ASSESSMENTGUIDING PRINCIPLES:
• Gather accurate information about student achievement
• Use assessment process and results to promote maximum student learning
PURPOSE
TARGET
ACCURACY EFFECTIVE USE
STUDENTINVOLVEMENT
DESIGN
EFFECTIVE COMMUNICATION
PURPOSE
ACCURACY EFFECTIVE USE
Key 1: Clear Assessment Purpose
Always begin by asking
• What decisions?
• Who’s making them?
• What information will be helpful to them?
What’s the PURPOSE for assessment?
Two Purposes for Assessment
SUMMATIVE• Assessments OF Learning
– How much have students learned as of a particular point in time?
FORMATIVE• Assessments FOR Learning
– How can we use assessment information to help students learn more?
Balanced Assessment
SummativeSummativeProvides evidence achievement to certify student competence or program effectiveness
Assessment Assessment forfor learning learning
Use assessments to help students assess and adjust their own learning
Formative uses of Formative uses of summative datasummative dataUse of summative evidence to inform what comes next for individuals or groups of students
FormativeFormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed
Assessment Assessment forfor learning learning
Use classroom Use classroom assessments to assessments to inform teacher’s inform teacher’s decisionsdecisions
Key 1: Clear Assessment Purpose
Always begin by asking
• What decisions?
• Who’s making them?
• What information will be helpful to them?
Key 2:Clear Learning Targets
• Know what kinds of targets are represented in curriculum– Knowledge– Reasoning– Performance skill– Product
• Master the targets ourselves• Know which targets each assessment measures• Make learning targets clear to students, too.
Clarifying Learning Targets• Begin with state standards• Order in learning progressions, if needed• Deconstruct into clear learning targets leading
to each standard• Communicate the learning targets in advance
in language students can understand
ProductsProducts
SkillsSkills
ReasoningReasoning
KnowledgeKnowledge
Key 3: Sound Assessment Design
• Select a proper methodproper method• Select or create quality items, tasks, and quality items, tasks, and
rubricsrubrics• SampleSample appropriately• Prevent biasbias• Design assessments so studentsstudents can self-self-
assessassess and set goalsset goals based on the results
Possible Assessment MethodsPossible Assessment Methods Selected ResponseSelected Response
Multiple ChoiceMultiple Choice True/FalseTrue/False MatchingMatching Fill inFill in
Extended Written Response Extended Written Response Performance AssessmentPerformance Assessment Personal CommunicationPersonal Communication
QuestionsQuestions ConferencesConferences InterviewsInterviews
Key 4: Effective Communication
• Provide students with timely, accurate descriptive feedback
• Involve students in tracking and communicating about their learning
• Use grading practices that accurately communicate about student learning
• Interpret and use standardized test results correctly
My definition of feedback:
Characteristics of effective feedback:
Effective Feedback…• Describes features of work or performance• Relates directly to learning targets and/or
standards of quality• Points out strengths and gives specific
information about how to improve• Occurs during the learning process• Limits correctives to the amount of advice
the student can act on
Key 5: Student Involvement
• Students are identified as important users of assessment information
• Students understand the learning targets and standards of quality
• Assessments are designed so that students can use the results to self-assess and set goals for further action
• Students keep track of and share their achievement
Assessment FOR Learning!
5 Keys to Quality Classroom Assessment
Requirement for Success?Quality Assessment!
• AllAll assessment arise from high-quality content standards
• AllAll assessments produce accurate evidence• AllAll users use assessment to benefit student learning
Expected Benefits and Proven Results
• Assessment connected to learning• Better instruction focused on standards• Profound achievement gains for all students,
with the largest gains for lowest achievers• More self-managed learning by students