Assessment In Practice Presentation
description
Transcript of Assessment In Practice Presentation
Carol Murray, Principal Residency NetworkApril 8, 2009
Understanding Assessment
1
Part One
1. Understanding the Complexities of Learning
2. Framing Assessment for Learning
3. Using Standards to Guide Learning and Teaching
Complexities of Learning
Learner Roles Teacher Roles
ObservingParticipatingQuestioning
Demonstrating with modelsInducing/Inviting Involvement
Role Playing InvestigatingPracticingAdjustingRecordingPerformingReflectingCelebrating
InstructingSupportingEnablingCoachingArranging EnvironmentMonitoring, RecordingProviding Feedback, Accepting, Nudging, Celebrating
Holdaway, 1986 Pg. 19
Four Learning Styles
Sensing-Thinking—Mastery Style
Realistic, Practical, Matter of Fact. Efficient, results oriented, prefer actions to words and involvement to theory. High energy for doing things that are pragmatic, logical and useful
Sensing-Feeling—Interpersonal Style
Sociable, friendly, and interpersonally oriented. Sensitive to people’s feelings—their own and those of others. Prefer to learn things that directly affect people’s lives, rather than impersonal facts or theories.
Intuition-Thinking— Understanding Style
Theoretical, intellectual, knowledge-oriented. Prefer to be challenged intellectually and to think things through themselves.
Intuition—Feeling- Self Expressive Style
Curious, Insightful, and imaginative. Dare to dream, committed to their values, open to alternatives
Sensing
Thinking Feeling
Intuition
Jung in Silver, Strong and Perini (2000) Pg. 21
Multiple Intelligences
Musical Intelligence Linguistic Intelligence
Bodily Kinesthetic Intelligence
Spatial Intelligence
Logical Mathematical Intelligence
Interpersonal Intelligence
Naturalist Intelligence
Intrapersonal Intelligence
Howard Gardner, (1993) & Armstrong (2000) Pg. 23
Emotional Intelligence
“…the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.”
Daniel Goldman, 1998 Pg. 24
Framing Assessment for Learning
How do we know the learning occurs? How do we know that our teaching
matters? What standards do we set for
teaching and learning? How can a growing and
understanding of teaching and learning help teachers to create new strategies and enriched environments so that learning is nurtured for both the learner and the teacher?
Stefanakis, 1998
Assessment is not an end in itself. It is aprocess that facilitates appropriate
instructional decisions by providing information on two fundamental questions:
1. How are we (teacher and learner) doing?
2. How can we do better?
Framing Assessment for Learning
Assessment
Evaluation
Judgment
Pg. 31
Using Standards to Guide Learning and Teaching
Content Standards What should students know and be able to do?
Curriculum Standards
How are the curriculum and instructional activities organized to help students gain knowledge and skill in a particular domain?
Task (Work-design) Standards
What is worthy and rigorous work?
Developmental Standards
What tasks should students be able to do?
Performance Standards
Are the benchmarks for students aligned with the experience level and context of the learner?
Four Keys to Effective Teaching and Learning
Keys to Learning,
Teaching and Assessment
Understanding Students
Human Development
Standards for Learning
Teacher KnowledgeAnd Skill
Part Two: Doing Assessment
2
Part Two: Doing Assessment
Teacher Records-Harnessing the Power of Observations
Student Records-Transforming Student Work into Evidence of Student Learning
Portfolios: Organizing the Evidence of Learning
Assessment in Practice: Six Strategies
Harnessing the Power of Observation
“How can we better harness the power of daily observation in the service of learning, teaching, and assessment?”
“How can we document our observations so that we can revisit them on our own and with colleagues?”
Strategies
Descriptive ReviewsTeaching JournalsDocumentation as a Means for
Making Learning VisibleObservation Protocols for Looking at
Student Work
Achievement Targets
Knowledge and UnderstandingSkills and ProductsDispositions or Habits of Mind______________________________________Clear, Practical, Purposeful,
Developmentally Appropriate, Reflective of Multiple Intelligences, Matched to the Assessment Method and Context
Classroom Assessment Methods
Richard Stiggins and Assessment Training
Institute
Classroom Assessment for Student Learning Doing It Right, Using it Well
by Rick Stiggins, Judith Arter, Stephen Chappuis, and Jan Chappuis
Kinds of Portfolios
Academic DisciplineProject PortfolioCollaborative or Group PortfolioAnthology Portfolio
Assessment in Practice: Six Strategies
Observing and DocumentingPlanning Backward: From Desired
Results to Teaching/Learning Experiences
Developing Sound Assessment TasksMaking Expectations Visible: Scoring
GuidesProviding FeedbackIncorporating Self-Assessment
Planning Backward: Steps in the Design
Process1. Establish Essential Learning Goals and
Standards2. Search for Big Ideas and Essential
Questions3. Identify Assessment Tasks: What should
students know and be able to do.4. Create Learning Episodes: The building
blocks of learning5. Plan and Present Demonstrations,
Performances, or Exhibitions6. Review and Reflect on the Assessment and
on Teaching and Learning: Polish your strategies
Criteria for Assessment Tasks
AuthenticityCredibility
ValidityReliabilityFeasibility
User-FriendlinessFairness
Making Expectations Visible
Scoring GuidesRubricsFeedbackSelf-Assessment
Creating Assessment Systems
3
Part Three: Creating Assessment Systems
Building an Assessment SystemA School-Based System of
Assessment at WorkCommunicating about the LearningDistrict and State Assessment and
Evaluation ProgramsOne School’s Story
Professional Learning Communities
As noted in Successful School Restructuring: A Report to the Public
Educators, “the point of (this) research was to learn how the tools of
restructuring can be used to elevate learning for all students. There is no
‘magic bullet’ or simple recipe for success. But the solution lies in the
circles of support” (Newmann and Wehlage, 1995)
External Support
School Organizational Capacity
Authentic Pedagogy
Student Learning
Pg. 146
Communication
PartnershipsLeadershipTime for Differentiated Staffing and
SchedulingFormal Reporting Structures
(Family Conferences, Progress Reports, Report Cards—Alternatives)
District & State Assessment and Evaluation Programs
Data “What more do we need to know for understanding and
improving learning?”
Triangulation Use Three Sources of Data
Disaggregation Separate data into its component parts
Aggregation Review and combine individual pieces of data to search for a composite picture or trends.
Scaling Up Use school-based collections of primary or secondary source data to create a bigger picture in the district.
Principal’s Role
Instructional Leader Create a strong school-based process of
curriculum development and review Support professional conversations Develop internal accountability structures Study external accountability measures Integrate into the curriculum strategies for
“test-wiseness” Conduct a collaborative review of test results Communicate with families Remain focused
Conclusion
This book provides a very practical hands on approach for thinking about assessment in schools.
There are a lot of useful charts and diagrams, which I attempted to replicate in some instances.
The book references many resources (one of which I included—Richard Stiggins’, Classroom Assessment for Student Learning Doing It Right, Using it Well as we have used it at YA and found it quite helpful.