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ASSESSMENT FOR LEARNING
MOTIVATING - ENGAGING - PURPOSEFUL
UBCO Candidate Teacher Session
December 2013
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Life seeks organization, but it uses messes to get there.
Organization is a process, not a structure.
Margaret Wheatley
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JOURNALING
Notes to Self (Reminders)
Follow Up (Want to Know More)
Impressions Celebrations (Confirmations)
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Exploring Quality Assessment
The teaching practice that ensures greater understanding by placing the
student at the heart of their own learning
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Goals
Look at “Quality Assessment” Determine Where We/You Are Now Have a peak at SD 23 VisionResourcesReflect – What are your take-aways?Leave you with question:
AFL – How does it fit with 21st Century Attributes of a Learner
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“Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.”
—Black & Wiliam, 1998b, p. 140
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Review of Research on Effects of Formative Assessment
Read the excerpt from the article “Inside the Black Box” by Paul Black and Dylan Wiliam.
Note the reported gains in student achievement.
Note important points about effective formative assessment practices.
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What were the effect sizes they reported?
.4 to .7 gain.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
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What gives formative assessment its power?What practices do Black & Wiliam recommend as necessary?
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Provision of descriptive feedback, with guidance on how to improve, during the learning
Development of student self- and peer-assessment skills
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Use of classroom discussions, classroom tasks, and homework to determine the current state of student learning/understanding, with action taken to improve learning and correct misunderstandings
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Increase descriptive, reduce evaluative feedback
Increase self- and peer-assessment
Increase opportunities for students to communicate their evolving learning during instruction
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Refining Our Definition of Formative Assessment
Review the definitions of formative assessment offered by other researchers.
Taking into account these definitions, and the practices Black & Wiliam identified, revisit your own definition. How might you change it?
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FORMATIVE ASSESSMENTFormal and informal processes teachers and students use to gather evidence for the purpose of improving learning
SUMMATIVE ASSESSMENT
Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness
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It is the use we make of the assessment information, not the instrument itself, that determines whether it is formative or summative.
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Assessment for Learning
“There are no hard and fast rules, only ideas to be thoughtfully explored and decisions to be made…Just as there are many right ways to teach, no one can tell you exactly how you should assess your students.” Anne Davies
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The Big Idea
Assessment and instruction are inseparable – effective assessment informs learning.
Students become central to all aspects of assessment – it is done with them, not to them.
To be central, students must be partners in all aspects of the assessment process.
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“Learners need assessment like fish need water.”
Anne Davies
Flipping the dynamic -
Make your efforts fruitful
Fish need water like we need air – assessment needs to be constant; ever present; learning from mistakes
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SD #23 District Vision
Indicators of Student Involvement:Students are able to articulate the
learning destination and understand what success looks like
Students have time to learnStudents collect evidence of their own
learning
Quality assessment is the teaching practice that ensures greater understanding by placing students at the heart of their own learning.
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Effective Feedback
Evaluative language is:judgemental, value laden, rewarding or punishing.
Descriptive language is:value neutral, Directive, pinpoints strengths and weaknesses,Specific, implies a better way.
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Students are able to articulate the learning destination and understand what success looks like, students:
Have access to samples showing quality work
Are able to describe what evidence of learning might look like
Set criteria with teachers to define quality
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Students have time to learn, students:
Receive and give themselves specific, descriptive feedback as they learn
Debrief their learning with peers and others; get feedback for learning
Use feedback and self-assess to set goals for future learning
Revisit and reset the criteria as they learn more
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Students collect evidence of their own learning, students:
Present evidence of learning to others and receive feedback
Are authentically engaged in the learning/assessment process
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Other Thoughts…Students should know as much as us – outcomes,
indicators along the way; consider it “like a journey” to Vancouver
PLOs (See the destination – e.g., pictures, samples)Steps (Like stops along the way, Merritt) Students can be taught the meaning of PLO’s –caution
the use of “kid-friendly” languageAsks us to question, “What we are doing because it is
a “fun” activity but it does not fit with learning outcomes” (Our reality - we are pressed for time.)
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Learning occurs when we are making mistakesFeedback is most effective when we are working
on the taskAssessment is imperative at the moment of
greatest needStrategies to consider:
Group work, Cooperative Learning (E.g., KaganPeer assessment3 before meSilent signals – red light/green light
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Tests/Quizzes/Grades
Do not place the student at the centre.
Do not tell the whole story
Are easily reduced to a single grade.
Are so seductive !
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Formative Assessment in Teachers’ Hands
Who is and is not understanding the lesson?What are this student’s strengths and needs?What misconceptions do I need to address?What feedback should I give students?What adjustments should I make to instruction?How should I group students?What differentiation do I need to prepare?
—Chappuis, 2009, p. 9
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Formative Assessment in Students’ Hands
What are students’ information needs?
What formative assessment practices address these needs?
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Formative Assessment in Students’ Hands
Comes to hold a concept of quality roughly similar to that held by the teacher
Is able to monitor continuously the quality of what is being produced during the act of production itself
Has a repertoire of alternative moves or strategies from which to draw
—Sadler, 1989, p. 121
The indispensable conditions for improvement are that the student
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To attain the achievement gains promised by formative assessment, the ultimate user of formative assessment information must be the student.
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Where are you trying to go? Identify and communicate the learning goals.
Where are you now? Assess or help the student to self-assess current
levels of understanding.
How can you get there? Help the student with strategies and skills to
reach the goal.• Atkin, Black, & Coffey, 2001, p. 14
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Seven Strategies of Assessment for Learning
Where am I going?1. Provide students with a clear and understandable
statement of the learning target.2. Use examples and models of strong and weak work.
Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.
How can I close the gap?5. Design lessons to focus on one learning target or aspect of
quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track
of and share their learning.
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Achieving the Dream
Who will work hardest this year? You or your students?
Dream of Ruth Sutton, AFL advocate:
“That I will leave school ready to play 18 holes of golf and the students will go home exhausted.”
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The Big Question!
In a classroom of between 24 – 30 students how can we keep assessment immediate and ever present for every child?
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Research Findings
Marking does not enhance achievement
The first grade given sets the student’s expectations for the course
Subsequent grades confirm their expectations
Gender influences attitude to grades
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More Discussions and Findings
You need criteria before evaluating.
You need to communicate it clearly.
The purpose or goal must be clear
Without criteria personal preference becomes unspoken criteria.
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Effective Feedback
Evaluative language is:judgemental, value laden, rewarding or punishing.
Descriptive language is:value neutral, Directive, pinpoints strengths and weaknesses,Specific, implies a better way.
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Encompassing the 3 R’s - Relevance, Relationship, Rigor
Relevance purpose of each task is understoodrelevant to lifefosters self-reflection and growthdevelops skills for independent, life- long
learning
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RigorEngagingMotivatingRelevant to lifeFosters creative thinking and problem solving,ExploratoryActive
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Assessment For Learning is
reliable and valid because
3 sources of assessment evidence are
used in a process called
Triangulation
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TRIANGULATION
As teachers learn more about various types of intelligence and learning styles they are expanding the ways students can show or represent what they know. This makes it easier for students of all abilities to experience success. Success leads to confidence, enjoyment and empowerment. Learning is enhanced when it evokes a positive emotion. Showing your learning in varied ways is motivating and engaging!
tests diagram poster
diorama model flyer
power point presentation mind map story
picture link project web page
puzzle video songjournal written assignment play
map oral presentation timeline...49
TRIANGULATION
Conversations involve listening to what students have to say about their l learning, face-to-face or in writing – student to student, student to teacher, student to parent
Conversations enliven the learning process, making students think about their learning and helping them relate it to personal experience and prior knowledge. The latest brain research states that every encounter with something new requires the brain to fit the new information into an existing category or network of neurons. If a connection cannot be found the information is dropped.
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CONVERSATION POSSIBILITIES
Pair / Share – Turn to your L shoulder partner (or your R shoulder partner or your face partner ) and share some aspect of your learning.
For example together determine:5 things the pioneers needed in order to survive the 3 steps you can take to be assertive3 things you learned from the film
A tells B then B tells A the most important thing that you learned.
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CONVERSATION POSSIBILITIES CONT’D…
Professor / Student – 1 student teaches the other student the concept just taught.
Class Meetings – for example for conflict resolution
Philosophers Walk – one student performs an activity, summarizes a concept or teaches another student while walking. For example create a story using the key elements while walking around the field with another student – have your story ready to share when you have walked once around the field. Great for a sunny spring day. Make them accountable in sharing activities by having the pairs or group share in some way after.
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CONVERSATION POSSIBILITIES
Brainstorming
Cooperative Group Problem SolvingCreate a skit showing the steps to take when
someone is trying to talk you into something you don’t want to do
Design a bridge according to the criteriaCreate a game using 3 different apparatusPerform an experiment
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MORE CONVERSATION POSSIBILITIES
Oral Presentations Listening to peer assessmentsDiscussing self-assessmentsWritten Comments
Exit Slips – Reflections. When a student leaves the class he is asked to writes down a reflection. For example:
1 thing you learned and 1 question you still have 1 thing you know and one thing you would like to find out about 2 things you feel you did well and one thing you feel you need to work on
Written self-assessments – the possibilities are endless!
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Highlight skills on a rubric for each student
- change the colour of the highlighter as the student progresses
Check off a criteria sheet for each student- add more checkmarks as the student progresses.
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Recording Observations
Using a class list place # 1,2,3,4 according toyour rating scale. Change the numbers as the
student progresses.
For quick recording place a 1 (or a +) by the student’s name when he is exceeding
and a 3 (or a check - )when he is approaching. Change the numbers or symbols as the student progresses. Leave the rest blank as you know they are meeting. Make comments as necessary.
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Using questionsto observe and engage
student learning
Raise your hand as soon as you have the answer.
Thumbs up for yes, thumbs down for no
Show me with your fingers
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Person 1 answers question. Person 2 sayswhether or not they are correct. Person 3explains why. Students are chosen randomly.
Keep your hand down if you know the answer. Raise your hand if you don’t know and you have a question. There are 2 choices – you know
the answer or you have a question that will help youfind the answer.
Using questionsto observe and engage
student learning
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Other Types of Observations
Observe manipulative activities – For example: Make the time 1:20 on the mini clock – hold it up when
you are finished. Make the fraction 4/6 with the green hexagonal
pattern tiles. Point to question # 3 in your text.
Play Bingo for various concepts such as spelling patterns – observe who can find the answer easily.
Red Cup / Green Cup – students put the small green cup on the outside when they understand and the red cup on the outside when they have a question. In this way they don’t need to raise their hands.
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Seek Out ResearchFinding Time for Professional Learning
Hattie & Timperley (2007) – teacher tests more valid if using formative assessment
Students who struggle most are hurt the most from evaluation
Successful learners can turn an 8/10 to descriptive feedback; struggling learners need more
The more assessment for learning, the more learning
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Mistakes become feedbackOur goal is to multiple feedback – working
differently, not harderBrain research supports need for constant
feedbackStudents should be working harder than
us; they need to learn to picture qualityTalk about learning; involve students in
shaping their learning
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The more marks and numbers, the more evaluative feedback – the less learning takes place (Black & Wiliam; Hattie & Timperley)
We need to teach the language of assessment in order for students to be self-managing
Is what I do help students set criteria around things that are important (e.g., classroom management kinds of stuff?)
Mismeasure of Man (Stephen Gould,1996) – deconstructs Fraser Institute
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Story of emotion – can’t change others’ minds – can invite them in
Molecules of Emotion – Alfie KohenMindset – Carol DueckOthers – Marzano, Fullan, SengeThe Global Achievement Gap – Tony
Wagner (978-0-465-00229-0) Pub. Basic Books
Sousa (emotion attention learning)
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Some of My FAVOURITE Picks
7 Strategies of Assessment – Jan Chappuis
Integrating Differentiated Instruction + Understanding by Design (Tomlinson / McTighe)
Rick Wormeil Meet Me in the Middle Fair Isn’t Always Equal
Kagan Cooperative Learning Resources
Knowing What Counts Series Classroom Criteria A-Z Diane Gossen’s Resources (e.g.,
It’s All About We Building Moral Intelligence – Dr.
Michele Borba
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Anne Davies
Assessment for Learning: Putting it into Practice by P. Black, D. Wiliam, C. Harrison, B. Marshall, and C. Lee
Clarity in the Classroom Using Formative Assessment by Michael Absolum
Knowing What Students Know: The Science and Design or Educational Assessment
- J. Pellegrino, N Chudowsky, and R. Glaser – Editors.
Assessment and Learning edited by John Gardner
Powerful Designs for Professional Learning edited by Lois Brown Easton
Engaging All by Creating High School Learning Communities by Jeanne Gibbs and Teri Ushijima
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Sharon Friesen & Sandra Herbst
Powerful Learning: What We Know about Teaching for Understanding by Linda Darling-Hammond et al.
The Outliers by Malcolm Gladwell
The Element by Sir Ken Robinson
Leading Change in Your School by Douglas Reeves
A Whole New Mind by Daniel H. Pink
Change Wars by Andy Hargreaves & Michael Fullan (Eds)
Leading at the Edge: Leadership Lessons from the Extraordinary Saga of Shackleton’s Antarctic Expedition by Dennis T. Perkins
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Mary Hill & Paul LeMahieu
Leadership Mindsets by Linda Kaser and Judy Halbert
Using Evidence in Teaching Practice: Implications for Professional Learning by Helen Timperley and Judy Parr
Coaching Educational Leadership: Building Leadership Capacity through Partnership by Jan Robertson
Teaching the New Writing: Technology, Change and Assessment in the 21st Century Classroom edited by Anne Herrington, Kevin Hodgson, and Charles Moran
Working Toward Equity: Resources and Writings for the Teacher Research Collaborative edited by Linda Friedrich et al.
Assessing Writing: A Critical Sourcebook edited by Brian Huot and Peggy O’Neill
Teachers in Professional Communities: Improving Teaching and Learning edited by Anne Lieberman and Lynne Miller
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Beth Reynolds
The Last Lecture by Randy Pausch
The Shack by Paul Young
Revisiting Professional Learning Communities at Work by Richard Dufour, Rebecca DuFour, and Robert Eaker
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Rick Stiggins
Confidence: How Winning Streaks and Losing Streaks Begin and End by Rosabeth Moss Kanter
The Global Achievement Gap: Why Our Kids Don’t Have the Skills They Need for College, Careers, and Citizenship and What We Can Do About It by Tony Wagner
Measuring Up: What Educational Testing Really Tells Us by Daniel Koretz
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Inside the Black Box
Raising Standards Through Classroom Assessment
Paul Black and Dylan WiliamKing’s College London School of Education
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The Power of Feedback
Hattie & Timperley 2007Online Version of Article:
http://rer.sagepub.com/cgi/content/abstract/77/1/81
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Other ideas… sd23co /togetherwelearn
Visual AAC… http://www.aac.ab.ca/pdfs/SL_EnglishP12.pdf
Learning to Love Assessment (Carol Ann Tomlinson)
http://www.aac.ab.ca/public/LearningToLoveAssessmentCT.doc
Become a Member of the AAC!
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Videos….
http://www.youtube.com/watch?v=_A-ZVCjfWf8&NR=1&feature=fvwp
http://www.youtube.com/watch?v=3CIh7FWv4UA
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Great Website
Alberta Assessment Consortium SiteAAC...everyday assessment tools
for teachers http://www.aac.ab.ca/ID: sd23coPassword: togetherwelearn
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Recommended