Assessment can become effective instruction. Using Assessment for Learning: Strategies that Improve Student Achievement. Our Partners. Edmonton Regional Learning Consortium. Alberta Assessment Consortium. AAC Alberta Assessment Consortium. The Goals of the Workshop. - PowerPoint PPT Presentation
Assessment can become effective instruction
Assessment can become effective instructionUsing Assessment for Learning: Strategies that Improve Student Achievement
1Our PartnersEdmonton Regional Learning Consortium
Alberta Assessment Consortium
AACAlberta Assessment ConsortiumThe Goals of the Workshoprecognize the differences between assessment for learning (formative assessment) and assessment of learning (summative assessment);learn how assessment for learning can become instruction; consider how involving students in the assessment process contributes to their achievement, andbegin to develop a personal and school plan for implementation.
Assessment for Learning
Pluses, Minuses and Inquiry ActivityAssessment is a critical element of the learning process.Plusesbenefits, advantages, positivesMinusesdrawbacks, barriers, disadvantages, negativesInquiry/Insightsquestions, interesting ideas and implications
Assessment Metaphors/SimilesAssessment is (or Assessment is like)
Yes/No SurveyMy survey question is __________________YESNO220.127.116.11.18.104.22.168.9.10.TOTALGuiding QuestionHow can assessment become effective instruction?
How Do I Currently Measure Student Achievement?Think about the 5 most common ways you personally use to measure student achievement?Without discussion, write one on each Post-it Note.When everyone is finished, take turns grouping the Post-it Notes on the groups chart paper.Using consensus, label each category
In assessment of learning, students have little or no input in determining assessment criteria and may not even be aware of the criteria that the teacher has established.Research tells us that student achievement is enhanced when they are fully involved in a process with established evaluation criteria. Davies, 2002, Black and Wiliam, 2001, Wolfe, 2001.
Assessment FOR Learning TerminologyCard Sort InstructionsDeal out the yellow definition cards.Place the blue term cards face up on the table.Take turns placing the definition cards on each of the term cards.Finalize your groups choices using a consensus.KeyTerminology Card SortDescriptive Feedbackpart of an ongoing hopeful conversation about learning that relates directly to the expected learning outcomesLearning Outcomewhat we expect students to learnCriteriawhat would be accepted as evidence that a student has achieved the learning outcome(s)Assessmentcollecting information on student achievement and performance to improve student learningEvaluationjudgment regarding the quality or worth of a responseAssessment for Learningusing information collected to communicate with students about their progress toward a clearly specified learning destination (formative assessment)Assessment of Learningsummarizing information collected about learning in order to share that information with those outside classrooms (summative assessment)
KeyTerminology MatchingDAssessmentA.Part of an ongoing hopeful conversation about learning that relates directly to the expected learning outcomesFAssessment for learningB.What we expect students to learnGAssessment of learningC.What would be accepted as evidence that a student has achieved the learning outcome(s)CCriteriaD.Collecting information on student achievement and performance to improve student learningADescriptive feedbackE.Judgment regarding the quality or worth of a responseEEvaluationF.Using information collected to communicate with students about their progress toward a clearly specified learning destination (formative assessment)BLearning outcomeG.Summarizing information collected about learning in order to share that information with those outside classrooms) summative assessment)Would you label this matching activity as assessment or instruction?
Assessment OF LearningAssessment FOR Learning
16One Students JourneyReflections on Grade 6 Writing samplesWhat factors might account for this students remarkable progress in a 10-month period?What learning experiences might she have had?Why was she able to reflect on her work so effectively?What does this student know about writing and about herself as a writer?What does the research say about assessment?
Paul Black and Dylan Wiliam Posed Three QuestionsDoes improving formative assessment raise standards?Is there room for improvement in formative assessment practice(s)?Are there ways to improve formative assessment practice(s)?Refocus, p 1113
Black and Williams research indicates that improving learning through assessment depends on five key factors:The provision of effective feedback;The active involvement of students in their own learning;Adjusting teaching to take account of the results of assessments;A recognition of the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning;The need for students to be able to assess themselves and understand how to improve.Refocus, p 1113Effective Questioning
Pat Wolfe, a Leader in Brain Research Found That:Emotion plays a significant role in a students ability to learn.Emotionally negative environments/ experiences at school decrease student learning.Emotionally meaningful experiences help make information relevant.Refocus, p 15Pat Wolfe, a Leader in Brain Research Found That: (cont`d)Memory is enhanced when studentsare fully engaged in the learning process;reflect on information being taught;relate to something they already know;form meaningful mental associations.Think about your own learning experiences in relation to Wolfe`s research. Does it resonate?Refocus, p 15Research on Assessment FOR LearningData Card AnalysisInstructionsDeal out the research cards among the group membersRead your card(s) and make a personal connection to the informationanecdote, story, factTake turns reading the research data and sharing personal connectionsKey Factors in Assessment FOR LearningProvides effective feedback for students;Actively involves students in their own learning;Helps teachers adjust practices to take account of the results of assessment;Recognizes the profound influence of assessment on motivation and self-esteem;Acknowledges the need for students to be able to assess their work and understand how to improve.Refocus, p 16
Characteristics of Effective Assessment FOR LearningAssessmentis an essential part of teaching and learning;Involves sharing goals (learner outcomes) with students;Aims to help students know and recognize the criteria to be achieved;Involves students in self-reflection;provides feedback that helps students recognize the next steps and how to take them;is underpinned by the belief that every student can improve; andinvolves both teacher and student reviewing and reflecting on assessment data.Refocus, p 15
Ann Davies Says(A Carousel)InstructionsFour posters are placed around the room, each having a quotation and a questionBrainstorm responses to the question at your stationwrite these in a listAt the signal, move clockwise to the next stationRead the list and add new ideas onlyContinue to rotate at the signalRevisit all stations and select one idea youll try. Record it in your Participant Guide.
Venn DiagramRefocus, p 19Assessment OF LearningAssessment FOR LearningAdapted from Ruth Sutton
Balance in AssessmentUsers and UsesInstructionsWork with a partner to complete the chart titled Assessment Users and Uses.List usersDescribe decisions each user might make.Is the user mainly concerned with large scale or classroom assessment information.What are the implications of various stakeholders views on classroom assessment?According to Arter and Busick (2001), some possible conclusions about assessment users and uses:Large-scale provincial achievement and standardized tests do have an important function. They serve the information needs of some educators whose needs would not be met without achievement or standardized tests.Classroom assessment is essential to the well-being of students. Many very important decisions are made on the basis of these data.Classroom assessment uses go far beyond grading.Students are important consumers and users of assessment information. We have to know what were doing to minimize negative effects and maximize positive effects.Both large-scale and classroom assessments are important for the well-being of students.
Making Classroom Assessment WorkHome Group TopicsChapter 3Beginning With the End in MindChapter 4Showing What the Learning Looks LikeChapter 5Evidence of LearningChapter 6Using Assessment to Guide InstructionChapter 7Collecting, Organizing and Presenting Evidence
Making Classroom Assessment WorkLessons LearnedJigsaw LessonsStep 1Home Groupselect five practical/good classroom practices from your chapter (15 minutes)
Step 2Expert Groupshare and discuss ideas, identify 3 practical/good practices. (10 minutes)
Step 3Home Grouptake turns sharing the best of the best ideas. (15 minutes)
Surveying My LandscapeMoving ForwardPlanning your professional journeyMetI am moving along confidently in this area.On the WayI am moving with caution in this area.BeginningI have not started moving in this area.Refocus, p 24Under the MicroscopeAs I look at my responses to the Self-Reflection checklist,I feel good aboutI have questions aboutOne of the statements I want to meet isI will know that I have met a goal whenRefocus, p 25
Action TemplateDesired outcomeState the targeted outcome that you want to move forward from red or yellow to green.EvidenceWhat evidence would you accept to show that the outcome has been achieved? Be specific.ExemplarsIdentify specific resources that can help you accomplish the goal.StrategiesWhat will you do as staff (and as individuals) to move from your current position toward achieving the outcome? Be specific.AssessmentHow will you monitor