Can You Rely on a 100 Point Scale?

Classroom Assessment Literacy

FY11 Pre-School Training Day for Teachers

Bill ThompsonNancy Brito,

Department of Assessment

FY11 Pre-School Training Day for TeachersPower point is posted on Dept. of Assessment webpage

Goal is for you to think about thinking about the role of classroom level assessment

No procedural mandates are intended

Assessment--px47548Prelude:Why are we here?we here to Increase student performance?Why are we here?Sort and Select

Vs.

No Child Left Behind(Adequate Yearly Progress Toward Proficiency) A Shift in the Purpose of Education What does this shift mean to educators?

Talk Amongst Yourselves:No Child Left Behind(Adequate Yearly Progress Toward Proficiency)

What Must We Do To Succeed?A Shift in the Purpose of Education Potential Impact of an America educatorOne America Educator$40,000 + $60,000 Annual Impact$100,000 X 40 Years$4,000,000 Life Time Impact per student 25 Students/Yr. = $1,000,000,00013 Years = $77,000,00035 Years = $269,000,000$2.7B

How do we ensure that no child is left behind?

Talk Amongst Yourselves:State: AssessmentDistrict: Benchmark AssessmentsSchool: Unit TestsTeacher: Daily MonitoringState: AssessmentTeacher: Daily MonitoringPractices of High Performing Schools-Comprehensive and Balanced Assessment System

Achieving AYP Through Formative Assessment8/12/2010Bill Thompson, Director, Department of Assessment, 561-434-8664, PX4866411AssessmentOF LearningSummativeAssessmentFOR LearningFormativeReason for AssessingREPORT ACHIEVEMENT STATUSPROMOTE MORE LEARNINGTo InformOTHERS ABOUT STUDENTSSTUDENTS ABOUT THEMSELVESFocus of the AssessmentACHIEVEMENT STANDARDSACHIEVEMENT TARGETS THAT UNDERPIN STANDARDSDriving ForceACCOUNTABILITYIMPROVEMENTTypes Of AssessmentInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752112

But, if asked, most would have trouble explaining exactly how they are the same and how they differ.

This is a chart developed from Rick Stiggins that helps to define summative and formative assessment by articulation their respective attributes.Practices of High Performing Palm Beach County Schools

Achieving AYP Through Formative Assessment8/12/2010Bill Thompson, Director, Department of Assessment, 561-434-8664, PX4866413Level 3 - Policy Level User: Superintendents, Policy Makers (School Board, Dept. of Ed., Business & Community Leaders) 14Levels of Progress MonitoringLevel 2 - Support User:Principal, Curriculum Leaders, Teacher TeamsLevel 1 Classroom UserStudent, Teacher, ParentUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752114

classroom assessment for student learningDoing it right, doing it well, Richard J. Stiggins, 2004.

Classroom Assessment Literacy

teachers use evidence of student learning to make judgments on student achievement against goals and standardsFORASOFteachers use inferences about student progress to inform their teaching. students reflect on and monitor their progress to inform their future learning goals.Types Of Assessment16AssessmentOF LearningSummativeAssessmentFOR LearningFormativeReason for AssessingREPORT ACHIEVEMENT STATUSPROMOTE MORE LEARNINGTo InformOTHERS ABOUT STUDENTSSTUDENTS ABOUT THEMSELVESFocus of the AssessmentACHIEVEMENT STANDARDSACHIEVEMENT TARGETS THAT UNDERPIN STANDARDSDriving ForceACCOUNTABILITYIMPROVEMENTWhat Is the Proper Balance?Informative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752117Most people know that there is formative and summative assessment. But, if asked, most would have trouble explaining exactly how they are the same and how they differ.

This is a chart developed from Rick Stiggins that helps to define summative and formative assessment by articulation their respective attributes.Inside the Black Box, Raising Standards Through Classroom Assessment, Black and Wiliam, Phi Delta Kappan, Last Modified in January, 2008

Effect size 0.40.7Greatest gains are by low performing studentsResearch FindingsInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752118Effect size deals with the meaningfulness of change.

When we find that a change has not happened randomly, we check to see the meaningfulness of that change, we check the effect size.See the table Bob gave me.Effect Size 0.4

50th to 65th percentileTwo letter grade improvement2.0 Math PYG2.5 Reading PYG

-Research FindingsInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752119Effect size is a fairly complicated statistical measurement. It is dependent on the size of the sample and statistical significance. Here are some examples of the change outcomes at an effect size of 0.4.

As you can see, the changes are indeed significant.Effect Size 0.7

US from middle to top 5 in World3.0 Math PYG3.5 Reading PYGEffects similar to one-on-one tutoring-Research FindingsInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752120Is there anyone who would not want a three year growth on your PYG report?

The effects are similar to one to one tutoring, because the regular effective use of formative classroom assessment allows the teacher to provide the student with the opportunity to learn exactly what that student needs to knowjust like a good tutor could do.Instructional Targets

Its all about providing students with the opportunity to learn by setting and hitting the instructional targets-Research FindingsInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752121Is there anyone who would not want a three year growth on your PYG report?

The effects are similar to one to one tutoring, because the regular effective use of formative classroom assessment allows the teacher to provide the student with the opportunity to learn exactly what that student needs to knowjust like a good tutor could do.From where do we get the targets?

Talk Amongst Yourselves:What are the targets?Where do we find the targets?-Instructional Targets

Informative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752123Is there anyone who would not want a three year growth on your PYG report?

The effects are similar to one to one tutoring, because the regular effective use of formative classroom assessment allows the teacher to provide the student with the opportunity to learn exactly what that student needs to knowjust like a good tutor could do.24LessonsObjectivesBig IdeasBenchmarksStandardsNGSSSThe TargetUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752124What is the target?Are the activities we have our students perform the target? Or are the objectives? Or the GLEs? Or the benchmarks? Or should we be focusing on the standards? Whatever learning our students do have to lead to an alignment with the standards. That is the target.

25Targets From Benchmarks

Benchmarks Contain Multiple FacetsUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752125SC.3.P.8.1

Measure and compare the temperatures of various samples of solids and liquids-Targets From BenchmarksInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752126Here are examples of changes at the 0.7 effect size.

Is there anyone who would not want a three year growth on your PYG report?

The effects are similar to one to one tutoring, because the regular effective use of formative classroom assessment allows the teacher to provide the student with the opportunity to learn exactly what that student needs to knowjust like a good tutor could do.SC.3.P.8.1

Measure and compare the temperatures of various samples of solids and liquids-Targets From BenchmarksInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752127Is there anyone who would not want a three year growth on your PYG report?

The effects are similar to one to one tutoring, because the regular effective use of formative classroom assessment allows the teacher to provide the student with the opportunity to learn exactly what that student needs to knowjust like a good tutor could do.Types of Targets, Stiggins, 2004Knowledge/UnderstandingReasoningSkillsProductsExplain measurement conceptsIdentify solids and liquids.Solve problems.Compare concepts and constructsUse measurement tools.Conduct investigations.Create a chart.Construct research reports.Instructional TargetsKnowledge/UnderstandingReasoningSkillsProducts

I can explain measurement conceptsI can identify solids and liquids.I can solve problems.I can compare concepts and constructsI can use measurement tools.I can conduct investigations.I can make a chart.I can do research reports.Student I Can TargetsKnowledge/UnderstandingReasoningSkillsProducts

Selected Response (matching, MC, T/F, - Paper/Pencil)Extended Written/Oral Responses Extended Written/Oral Responses Performance Assessment Actual Student WorkKnowledge/UnderstandingReasoningSkillsProductsTarget and Assessment Types Whats the match?CURRICULUMINSTRUCTIONASSESSMENTNGSSSTarget and Assessments AlignmentFCAT Specifications8/12/2010Department of Assessment, 434-8850, 4885032Has specific targets.Specifies for teachers and students what the targets are.Measures the students acquisition of the targets.Is followed by re-teaching of targets missed.Re-assesses the re-taught targets.

-Every Day, Every LessonInformative Classroom AssessmentNancy E. Brito, NBCT, Instructional Specialist, Department of Assessment, (561) 357-7521, PX 4752133Effect size is a fairly complicated statistical measurement. It is dependent on the size of the sample and statistical significance. Here are some examples of the change outcomes at an effect size of 0.4.

As you can see, the changes are indeed significant.Why do some students fail?

Talk Amongst Yourselves:How can we increase Student motivation?we increase Students involvement in their own learning.How Can We Increase Student Motivation?Intrinsic Feeling of accomplishment37Short-Term Success Extrinsic external reward or punishment avoidanceMOTIVATIONWhich is practiced more often?Long-Term Success Student Involvement - MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475213738Satisfaction of basic needs:CompetenceBelongingUsefulnessPotencyOptimism

Sagor, 2003Student Involvement - MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752138We all have needs. Our students are not very much different.According to Richard Sagors book Motivating Students and teachers in an Era of Standards, there are four basic needs that we need to satisfy in order to be motivated to learn.What does it take to be motivated. I read a book called Motivating students and teachers in an Era of Standards. And I liked what I read. It made sense. In it Sagor tells us that in order to be motivated people need to have their basic needs satisfied. These needs are sense of competence, belonging, usefulness, potency, and optimism

Credible SuccessFind authentic ways to increase opportunities for students to feel competentIncrease successStudent Involvement - MotivationCompetenceUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752139What does it mean to have a sense of competence?CompetenceOur need to feel competent is satisfied when we have credible reason to believe that we are good at something. If the thing we are proficient at is something valued by other, it becomes even more satisfying. Finally, if we believe that the things we are competent at are difficult and that our skills were developed through dedication and diligence, our sense of competence gets a greater boost. Strategies:Discuss the importance of testingDiscuss the purpose of academic standards, assessments, and accountabilityHave high expectationsHold students accountable for their own learningMatch task difficulty to students' capacityProvide feedback on test resultsProvide students with tasks and skills that students perceive as challengingProvide students with work that stimulates their thinking and awakens understandingReward successStructure success into every students experienceTeach how to read and interpret test scoresTeach self-evaluation and managementTeach test-taking strategies40BelongingComfort and acceptanceuse classroom governance to promote affiliationmake classroom friendly to diverse learning styleshelp students appreciate and make productive use of cultural differences Student Involvement - MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752140When we have good reason to believe that others value our opinions and hear our voice, we feel that we belong.BelongingThe feeling of belonging has two elements: comfort and acceptance. We are more inclined to experience belonging in environments were we feel comfortable. Feelings of acceptance results from our relationship with others. When people find themselves in a place that suits their sense of self and they are engaged with people they like and who enjoy them, they experience belonging. Conversely, when people are in an environment that appears strange and foreign it reinforces their sense of being an outsider. Strategies:Adapt instruction to students individual needsBuild an environment that accommodates students social needsBuild positive student-teacher relationshipDemonstrate clarity of purpose, equity, and personal supportEmphasize individual student progress and learning, not winningEnsure frequent experience of personal successHelp students appreciate and make productive use of cultural differencesMake classroom friendly to diverse learning stylesMake classroom more inclusive and inviting for all studentsMake curriculum relevant to personal livesMake sure students feel respectedProvide students with time to master tasks reduce anxiety and stress by using cooperative learning Relate learning to students personal needs, interests, and goals41UsefulnessThe knowledge that others need us and want our helpuse cooperative learning organize instruction to include problem-based learning and service help learningStudent Involvement - MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752141UsefulnessNothing feels as good as the knowledge that others need us and want our help. Our self-esteem gets tremendous boost when we feel that others value our areas of strength as essential for their own success.Conversely, when we feel that our work or skills lack value, that no one elses life would be affected much even if ceased to exist, we are likely to internalize a sense of uselessness. When students experience school this way, they find little reason to care. Strategies:Assign projects where collaboration is essentialEmphasize TEAM competition, not individual competitionEncourage collaboration not competitionEncourage peer tutoringGive students feedback, concrete evidence of the value of their workOrganize instruction to include problem-based learning (PBL)Provide competition that is fair where all the teams have equal chance of success.Provide students with activities, projects, and assessments where students stand a chance of succeeding42PotencyThe need for powerStudents have power or influence over their ultimate success.Students are engaged in outcomes that are related to their own actions, effort and hard work, not outside forces. Student Involvement - MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752142PotencyThis is the need for power. When people have valid reason to believe that they have influence over the factors that affect their ultimate success, they are more likely to exercise that influence. Conversely, if we hold doubt about our capacity to effect the changes necessary to improve our situation, it is understandable if we see little point in trying

Strategies:Allow students to make choicesAsk students for inputEncourage students to take responsibility for their own performanceEngage students in critical discussion of actual problems in their experiences and societyExplain the value and purpose of the learning taskMake students see that they have control over their own performanceMake the material to be learned relevant to the studentsProvide students with clear understanding of the goals and objectivesProvide time for democratic dialogue in the classroom Replace social comparison of achievement with goal setting, self management and self evaluation techniques43Believe in success!Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimismVision over the futureStudent Involvement - MotivationOptimismUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752143Teachers need to provide students with three elements: 1. A compelling vision, 2. A viable support system, and 3. Continuous credible evidence of progress.

OptimismOptimism refers to the personal vision that students hold regarding their future. People believe that the best predictor of the future is the past. This is why students who have experience CBUP regularly at school logically anticipate receiving it in the future.As significant people in students lives, teachers can assist them in the discovery of legitimate reason for optimism. Strategies:Provide students with a compelling vision, a viable support system and continuous evidence of progressHave checkpoints or milestones by which the students can see continuous and credible evidence of successEnsure that all students achieve success by providing enough time and helpEmploy a variety of ways that students can experience successRewarding success44CompetenceBelongingPotencyUsefulnessOptimismBasic Needs Working Together = MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752144we can use classroom assessments to increase Student s involvement in their own learning.How Can We Increase Student Motivation?46Basic Needs and AssessmentsUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752146Assessments can also be used to satisfy basic needs.47TargetPurpose FormatUsesImportanceInterpreting resultsSetting learning goalsMonitoring progressActing on feedbackReporting on their learningPair/ShareUsing Assessments To Satisfy Basic Needs = MotivationUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752147Lets consider how assessment results can have a positive impact on our basic needs. Reflect on what we have discussed. What do assessments tell us? How can we direct the knowledge that assessments give us to positively impact and direct student learning.We can give students information that they need to improveHow Else Can We Increase Student Motivation?49Students can hit any target that they can see and holds still for them.

--rick Stiggins.Understanding Learning TargetsUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475214950Feedback/feed-forwardUnderstanding Learning TargetsUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475215051FEEDBACK/FEED-FORWARDConstructive-DescriptiveTimelySpecific to learning outcomesFocusedFrequentDetailedRealistic HonestExplain where and why students have made errorsProvide ample time to make corrections and be successful; delaying feedback diminishes the value for learningShould be linked to objectives and standardsTarget achievement, not effortMaintain students moving in the right direction, not making erroneous assumptionsBe specific on how to improveSuggest improvements that are achievable Be clear to students when they have serious problems

Providing FeedbackUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752151What basic need does feedback satisfy?Constructive (Belonging) so that students feel encouraged and motivated to improve their practice Timely (optimism)so that students can use it for subsequent learning and work to be submitted Prompt (optimism) so that students can recall what they did and thought at the time Supportive of learning (competence, belonging)should be linked to a clear statement of orderly progression of learning so that students have clear indications of how to improve their performance Focused (belonging) on achievement, not effort. The work should be assessed, not the student Specific to the learning outcomes (competence)so that assessment is clearly linked to learning Consequential (potency, competence) so that it engages students and they are required to attend to feedback, removing the need for continually giving the same student the same advice Fostering of independence (potency, competence) so that it leads students to being capable of assessing their own work Frequent (competence, belonging) maintains students working in the right directionDetailed (belonging) specific on how to improve Realistic (competence) suggest improvement within the reach of the studentHonest (belonging) clear on student weaknesses for staff to do. Positive feedbackFeed-forwardcelebrates success, and helps keep students motivatedprovides an outline of the next steps to be takenFeedback/Feed-forward = MotivationConstructive feedbackhighlights important aspects to focus on

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Teachers

Classmates

Team

Class

Parents

Who Gives Feedback? Who Feeds-Forward?Using Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752153Types of feedback:Informalworked examples (e.g. verbal feedback in class, personal consultation) Formal in writing (e.g. checklists, written commentary, generic exemplars) Direct to individual student (either in written form or in consultation) Indirectto whole class (e.g. generic exemplars) Formative given during the run of the topic, enabling risk taking and adjustment prior to final submission Summativegiven at the end of a topic, with the purpose of letting students know what they have achieved. We can encourage students to track their own progressHow Else Can We Increase Student Motivation?55SAL-P

I Can Statements

Classroom level assessmentsSetting and MonitoringAcademic GoalsUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX4752155Davies, Cameron, Politano and Gregory (2003)

benchmarkKnowledgeSkill1. Product2. Performance Task3. AssessmentWeaknessMust learn to go to the next levelProductPerformanceA learning goal is a statement of what a student will know or be able to do.

Setting Academic GoalsUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475215657

Marzano, 2006Monitoring ProgressWe can encourage students to communicate their progress with an adult who is important to them.How Else Can We Increase Student Motivation?59Together is Better, anne Davies, 1992.

Student-Led ConferenceUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475215960Communicating & Reporting on learning outcomes

Student-Led ConferenceUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475216061Student invites parentspre-set agendastudent reportsLEARNING TARGETSwork samplesREQUIRES REHEARSALStudent-Led ConferenceUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX475216162

Marzano, 2006Monitoring Progress63

Monitoring Progress63

Monitoring Progress65

TargetProgress MonitoringFluency ChartsWhat questions about student motivation do you have?

What information has made the greatest impact on you?

Talk Amongst Yourselves

Rated PO

What About Grading?

Warning:

The following information contains explicit information that may be contrary to beliefs held by the viewer resulting in possible Feelings of anxiety or even anger.

What About Grading?

Sort and Select

Vs.

No Child Left Behind(Adequate Yearly Progress Toward Proficiency) A Shift in the Purpose of Education Traditional Objective grading

Vs.

Standards Based GradingA Shift in Grading Traditional Objective gradingMore Reliable

Vs.

Standards Based GradingLess ReliableMyth BusterGroup Activity Types of Items Level of MasteryCan You Rely on a 100 Point Scale?Marzano, 2008ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section = ______Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section = ______

Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = ______

Total = 100ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section = ______Points per item = _______Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section = ______Points per item = _______

Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = ______Points per item = _______

Total = 100Can You Rely on a 100 Point Scale?Marzano, 2008ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section = ______Points per item = _______All correct = _____ pointsItems 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section = ______Points per item = _______All correct = _____ points

Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = ______Points per item = _______All correct = _____ points

Can You Rely on a 100 Point Scale?Marzano, 2008ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section =Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section =Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = Total = 100__40__40__20Can You Rely on a 100 Point Scale?Marzano, 2008ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section =Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section =Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = Total = 60__40__40__2040200Can You Rely on a 100 Point Scale?Marzano, 2008ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section =Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section =Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = Total = 100__70__20__20Can You Rely on a 100 Point Scale?Marzano, 2008ItemsTotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section =Items 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section =Items 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section = Total = 80__70__20__2007010Can You Rely on a 100 Point Scale?Marzano, 2008Items TotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.Total for section =

All CorrectItems 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTotal for section =

Two correctItems 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.Total for section =

None correct Total = 100__20__40__2020200Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription43210Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription43Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.210Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription43Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes10Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription43Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes1The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge0Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription43Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes1The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge0The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription4In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class.3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes1The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge0The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.

Can You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription4In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class.3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes1The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge0The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.Can You Rely on a 100 Point Scale?Marzano, 2008Items TotalItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.All CorrectItems 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taughtTwo of Four correctItems 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught.None correctRubric Score = 100Can You Rely on a 100 Point Scale?Marzano, 2008ItemsItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.All CorrectItems 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught

Two of Four CorrectItems 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught

NONE CorrectCan You Rely on a 100 Point Scale?Marzano, 2008ScoreDescription4In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class.3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes1The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge0The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.Can You Rely on a 100 Point Scale?Marzano, 2008ItemsItems 1-10Ten items that require recall of important but simpler content that was explicitly taught.All CorrectItems 11-14 Four items that ask for application of complex content that was explicitly taught AND in situations similar to what was taught

Two of Four CorrectItems 15-16Two items that asks for application in novel situations that go beyond what was explicitly taught

NONE CorrectScoreDescription4In addition to exhibiting level 3 performance, the student responses demonstrate in-depth inferences and applications that go beyond what was taught in class.3Student responses demonstrate no major errors or omissions regarding any of the information and or processes that were explicitly taught.2The student responses indicate major errors regarding the more complex ideas and processes; but they do not indicate major errors relative to simpler details and processes1The student responses indicate lack of understanding of the knowledge. However, with help, the student shows partial understanding of some of the knowledge0The student provides little or no response. Even with help, the student does not exhibit a partial understanding of the knowledge.Can You Rely on a 100 Point Scale?Marzano, 2008

How to grade for learning, ken oconnor, 2002.

What About Grading?Adequate Sampling Work Samples

Adequate Work Sampling Measure and compare the temperatures for various samples of solids and liquids.

I can: explain the difference between heat and temperaturemeasure in Celsius and Fahrenheituse temperature to determine what clothes to wearfind the temperature of different solidsdesign a thermos to keep drinks coldmeasure and compare the temperature of solids and liquids

Grading should reflect the students performance at the time of the grading.

Reassessment without penaltyCriterion-referenced not standardized

Grade in Pencil

CURRICULUMINSTRUCTIONASSESSMENTNGSSSUse High Quality Assessments Directly Related to Standards and Aligned InstructionFCAT Specifications8/12/2010Department of Assessment, 434-8850, 4885096If everything is aligned to the SSS, then Assessment is aligned to the curriculum and the instruction, etc. Then, everything is aligned. Learning styles and multiple intelligencesSome student choiceAll aspects discussed with, and understood by, students

Student Involvement

Achievement onlyIndividual work onlyLimited and careful number crunchingif at allUse of mode or median, not mean (average)

From Assessments to Grades

Ratio of targets instructed and metX targets met/y targets instructed = Z%

Holistic RubricBased on I Can Statements

Ideas and Examples

Rubric Conversion4.0 = Exemplary3.0 = Proficient2.0 = Approaching 1.0 = Needs Development

Ideas and ExamplesRubric Conversion3.04.0 = A2.502.99 = B2.02.49 = C1.51.99 = DBelow 1.5 = F

PRODUCTCONVERSATIONOBSERVATIONTASKIdeas and Examples--TriangulationFCAT Specifications8/12/2010Department of Assessment, 434-8850, 48850102What part of standards based grading poses the greatest problem for you.

Talk amongst yourselvesSort and Select

Vs.

No Child Left Behind(Adequate Yearly Progress Toward Proficiency) A Shift in the Purpose of Education Hopelessness and Despair

Vs.

Hope and OptimismA Shift in the Purpose of Education 106Believe in success!Ensuring the students have feelings of competence, belonging, usefulness, and potency leads to optimismVision over the futureStudent Involvement - MotivationOptimismUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521106Teachers need to provide students with three elements: 1. A compelling vision, 2. A viable support system, and 3. Continuous credible evidence of progress.

OptimismOptimism refers to the personal vision that students hold regarding their future. People believe that the best predictor of the future is the past. This is why students who have experience CBUP regularly at school logically anticipate receiving it in the future.As significant people in students lives, teachers can assist them in the discovery of legitimate reason for optimism. Strategies:Provide students with a compelling vision, a viable support system and continuous evidence of progressHave checkpoints or milestones by which the students can see continuous and credible evidence of successEnsure that all students achieve success by providing enough time and helpEmploy a variety of ways that students can experience successRewarding success107In Our Students WordsHow Can We Increase Student motivation and Performance?

Using Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521107These are some of the thoughts I had.108I can do this! I did this!I can answer this question even though it is challenging.I can evaluate and monitor my progress.I can assess my own learning.I know the importance of assessments.I know the purpose of academic standards.I know what I need to do to improve.I know the target.

Feeling of CompetenceUsing Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521108109Feeling of BelongingI feel respected in my class. I feel cared for by my teachers and my peers.I am given personal feedback on my assessment results by my teachers and my peers.I have enough time to complete my assignments and tests.

Using Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521109110Feeling of UsefulnessI am needed by my peers to help them with their challenges. I am important for the success of my group.I am valued by my teachers and my peers for my strengths.I can tutor my peers.

Using Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521110111Feeling of PotencyI have the power to do well. I have control over my behavior and performance.I am allowed to make choices on my assignments.I am involved in the assessment process.I have a clear understanding of the classroom goals and objectives.I monitor my own progress regularly.

Using Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521111112Feeling of OptimismI know I will do well in the future.I have a vision for my future.I experience success in my assessments.I am rewarded for my success.

The future looks bright!

I know what I want to do.Using Assessments to Motivate Your Students8/12/2010Nancy E. Brito, Department of Assessment, 561-357-7521, PX47521112113

CompetencePotencyOptimism

BelongingUsefulness

Optimism

Assessment LiterateMotivating the whole child