Assessments

MURSD

Learning Objectives

● To identify and self-assess the variety of assessments

available

● To clarify the differences between formative and

summative assessments

● To align curricular goals with assessments

● To outline the characteristics of performance tasks

and design a sample performance task

Activator: What key ideas jump out to you?

The focus in Stage 2 is "valid evidence" - making sure that what we assess and how we assess follows logically from the Stage 1 goals. Assessing for understanding requires evidence of the student's ability to insightfully explain or interpret their learning - to "show their work" and to 'justify" or "support" their performance/product with commentary.

Assessing for understanding also requires evidence of the student's ability to apply their learning in new, varied, and realistic situations - "doing" the subject as opposed to merely answering pat questions. UbD in a Nutshell, Grant Wiggins 2006

Assessment is Tricky Business

The research indicates that improving learning through assessment depends on five,

deceptively simple, key factors:

1. the provision of effective feedback to pupils

2. the active involvement of pupils in their own learning

3. adjusting teaching to take account of the results of assessment

4. a recognition of the profound influence assessment has on the motivation and

self-esteem of pupils, both of which are crucial influences on learning

5. the need for pupils to be able to assess themselves and understand how to

improve.

Black, P. & Wiliam, D. 1999. Assessment for Learning: Beyond the Black Box, Assessment Reform Group,

University of Cambridge, School of Education

Activity: Self-Assessment of Sources of Assessment Evidence

Formative Assessment

….is a process used by

teachers and students during

instruction that provides

feedback to adjust ongoing

teaching and learning to

improve students’

achievement of intended

instructional outcomes

(Popham, 2008, p. 5)

Brainstorm: What types of formative assessment do you use?

Examples of Formative Assessments

•Responders/clickers

•Use of whiteboards

•Conferencing: Individual or small group

•Discussion

•Do Now

•Exit slip/Admit Slip

•Games

•Graphic Organizers

•Kinesthetic

•Learning/Response Logs

•Observations

•Self-assessments

•Questions

•Think-pair share

•Visual Assessments

•Writer’s Notebook

Formative Assessment

● Would have 20-30 times as much positive

impact on learning than the most popular

current initiatives

● Are about 10 times more cost effective as

reducing class size

● Would add between 6 and 9 months of

additional learning growth per year

● Account for as much as 400 percent speed

of learning differences; students would

learn four times as fast as a result of its

consistent use (Schmoker, 2011, p. 61)

Summative Assessment

The goal of summative

assessment is to evaluate

student learning at the

end of an instructional

unit by comparing it

against some standard or

benchmark (Carnegie

Mellon, 2013).

What do we need to assess?

How to tell if you’re thinking like an assessor?

Assessors ask:● What would be sufficient and revealing

evidence of understanding?

● Given the goals, what performance tasks

must anchor the unit and focus the

instructional work?

● What are the different types of evidence

required by Stage 1?

● Against what criteria will we appropriately

consider work and assess levels of

quality?

● Did the assessments revela and

distinguish those who really understood

from those who only seemed to?

● Am I clear on the reasons behind learner

mistakes?

Activity designers ask?● What would be fun and interesting

activities on this topic?

● What projects might students wish to do

on this topic?

● What tests should I give, based on the

content taught?

● How will I give students a grade and

(justify it to their parents)?

● How well did the activities work?

● How did the students do on the test?

What Does the Goal Imply for Assessments?

Established Goals

Content (nouns) Process

(verbs)

Understandings Task and

prompt ideasActivity: What Does the Goal Imply for Assessment? Read through the samples and then

pick a goal from your own curriculum and go through the process to tasks.

Assessment Plan

Performance Tasks Activity

Examine the performance task vignettes in the

packet.

What distinguishes these tasks from typical test

items?

What common features or characteristics do

these share?

List characteristics or features that you observe.

Characteristics of Performance Tasks

● Contextualize it to a real-world situation

● Require students to use judgment and innovation

● Call for exploration of the subject like a professional in the field

● Replicate challenging situations in which people are truly tested in life and

work

● Compel students to use a repertoire of knowledge and skill to negotiate a

task

● Allow opportunities to rehearse, practice, consult resources, get feedback,

and refine performance

GRASPS--How to structure a performance task activity

Goal:

Role:

Audience

Situation

Product/Performance/Purpose:

Standards/Criteria for Success: