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Acknowledgements
Major Writers & Developers Bev Bergdolf (ROE 10) Deb Greaney (LTC 5)
Presenter- Deb Greaney
Topics
The role of assessments in the classroom The various types of classroom assessments The need for and process of matching the target
with the method of assessment. Student involvement into the assessment process. Various tools to be used in the assessment process
Role of Classroom Assessments
•Strives to increase achievement•Informs students about themselves•Reflects targets that underpin standards
•Can produce unique results for individuals•Teacher’s role is to promote success•Student’s role is to strive for improvement•Motivates with promise of success
Provide Assessment FOR Learning
•How much did they learn?
•How well did they learn it?
•How well did I teach it?
Assessment OF & FOR Learning
Both assessment FOR and OF learning are important Assessments FOR learning serve to help
students learn more (Classroom Assessment) Assessments OF learning provide evidence of
achievement for public reporting (Standardized Testing)
Assessment Principles
To improve their teaching, teachers must define learning outcomes and measure their attainment.
To improve their learning, students must learn how to use feedback to assess their own progress (= “self-assessment”).
The best assessment derives from teachers’ questions about their own teaching.
Assessment provides an impetus for active student involvement, a proven “best practice”.
Selected Response/Short Answer Multiple Choice, True/False, Matching, Fill in the
Blank, Label a Diagram, A Sentence Strengths: Aligns well with knowledge and
understanding Bias/Concerns:
Reading may be an issue for some students Insufficient time to respond Poor quality test items Sample size Wrong method for target
Essays Extended written answer to a prompt or exercise Strengths
Aligns well with knowledge, understanding & reasoning Can develop connections
Bias/Concerns Insufficient time to read & score Lack of writing proficiency for some students Sample size Wrong method for target
Performance Tasks Assessments
Demonstrating Skills / Developing Products Strengths
Reflects reasoning proficiency Demonstrates performance skills Demonstrates product development capabilities
Bias/Concerns Unclear or incorrect performance criteria Unfocused tasks Wrong method for target
Personal Communication
Questions & Answers, Conferences, Interviews, Oral Examinations
Strengths Aligns well with knowledge, understanding, reasoning Using in conjunction with other methods can deepen
understanding Bias/Concerns
Time Common language shared by teacher/student Student personalities Keeping accurate records
Low Level vs High Level Benchmarks
FABLES
1. Describe the characteristics of a fable
2. Explain the use of personification
3. Identify the source of conflict
Analyze a set of fables to show their similarities and their use of conflict, character development, and a moral.
GEOGRAPHY AND WEATHER
1. Describe landforms in the U. S.
2. Explain the water cycle
3. Name the stages of the water cycle in each season.
Compare how seasons and landforms affect changes in weather patterns within regions of the US.
MATH PROBLEM – SOLVING
1. Multiply multi-digit numbers
2. Divide numbers using decimals
3. Multiply and divide numbers to change decimal values and pounds
Use computational results to analyze and compare costs of energy.
Where is YOUR Assessment Target?
Your need to raise your assessment target to that same higher level, and aim for it!
If you hit it, you are teaching to the unit’s benchmarks
Let’s Look at Our Units
Look at each benchmark to define the target of the assessment.
Choose a method that matches that target and will completely assess the benchmark.
Write a brief description of the assessment in the Individual Student Assessment area of the template
What is a Rubric? A set of scoring guidelines for evaluating student
work Rubrics answer the questions
By what criteria should a performance or product be judged?
What does the range in the quality of the performance look like?
Often accompanied by examples of products or performances to illustrate the various scoring points
A Graphic Organizer
Rubric
Scoring Instrument
Sea Creature (Kindergarten)
Colonial Celebration (7)
Performance Criteria
Range of Quality
Student Involvement
Scoring Points
What are the parts?
Checklist
What is it?
Compare or Contrast
What are some examples?
Persuasive ¶
Creating Quality Rubrics
Content Does it cover everything of importance?
Clarity Does everyone understand what is meant?
Are terms defined? Are the levels of quality clearly differentiated? Are there samples of work to illustrate levels of
quality?
Creating Quality Rubrics Practicality
Is it easy to use by teachers and students? Will students understand it? Can students use it to self assess? Is the rubric manageable?
Technical quality/Fairness Is it valid (measures what it should) and
reliable (different raters will give the same score)?
Is it fair?
Some Examples…
Working in teams, examine the rubric examples
Use post it notes to rate each one: Good, Bad or Ugly
Be prepared to share your ratings and reasons behind them
Incorporating Student InvolvementWhat is student involvement? It is anything that helps students
Understand learning targets Engage in self-assessment Watch themselves grow Talk about their growth Plan next steps for learning
Why should we involve students? Motivation Greater understanding of criteria Students monitoring improvements through record keeping