Using Assessments to Learning - Schedschd.ws/hosted_files/ipadpaloozain2015/86/Assessment for Learning... · Using Assessments to Improve Learning ... from the Latin, assidere,

Assessment for Learning

1 © 2009 Jay McTighe

Using Assessments to Improve Learning (not just measure it)

Workshop Topics

Key assessment principles

Seven classroom assessment practices to promote learning

Recommended resources – print and websites

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The word, assess, comes from the Latin, assidere, meaning “to sit beside.”

Something to Think About...



Recognizing the limits of assessment...

“Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development.” from CTB/McGraw-Hill Terra Nova Test Manual

Think “Photo Album” versus “Snapshot”

Sound assessment requires multiple sources of evidence, collected over time.

An Assessment Planning Framework

Part 1 - Key questions regarding:   Desired Results/Learning Targets

Purpose(s) of AssessmentAudience(s) for Assessment

Part 2 - Assessment Approaches & Methods

Part 3 - Key questions regarding:   Evaluation Methods & Roles   Communication/Feedback Methods



Gather Evidence from a Range of Assessments

  authentic tasks and projects   academic exam questions, prompts, and problems   test and quiz items   informal checks for understanding   student self-assessments

Match the Assessment Evidence with the Learning Goals

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3 Stages of Backward Design

1. Identify desired results.

2. Determine acceptable evidence.

3. Plan learning experiences & instruction.



The UBD 1-page template

fosters alignment:

  content standards

  ‘big ideas’

  essential questions

  assessments

  learning activities

Assessment Evidence

Learning Activities

Understandings Essential Questions

▲ ▼ ❁ ❇ ❅ ✒

▲ ▼ ❁ ❇ ❅ ✓

Standard(s):

▲ ▼ ❁ ❇ ❅ ✑

Performance T ask(s): Other Evidence:

The UBD Planning Template

Assessment Evidence

Learning Activities


▲ ▼ ❁ ❇ ❅ ✒

Standard(s):

▲ ▼ ❁ ❇ ❅ ✑

Performance T ask(s): Other Evidence:

Cover Stage 1

What do the assessments suggest the goals must be?

Stage 2 – UbD Template Essential Questions Performance Tasks Other Evidence

You Are What You Eat: Create a picture book to teach 1st graders about “healthful” eating. Camp Menu: Design a 3-day menu for meals and snacks for a weekend camping trip. Explain why your menu plan is both healthy and tasty.

• Quiz on the food groups and their nutritional benefits.

• Skill check: interpreting nutrition information on food labels.

• Test on health problems caused by poor eating.



Stage 1 – UbD Template Essential Questions

Knowledge Skills


Established Goals (e.g., Content Standards)

• A balanced diet contributes to mental and physical health. • Poor nutrition leads to various health problems.

• What is healthful, balanced eating? • What are consequences of poor eating?

• nutrition vocabulary • food groups • nutrition-related health problems

• interpret nutrition info. on food labels • analyze & evaluate diets • plan a balanced diet

Students will use a knowledge of nutrition to plan appropriate diets for themselves and others.

Standard 6-c

ü  culminating – typically occur at the conclusion of instruction

ü  assess for degree of knowledge or skill proficiency ü  evaluative in nature

Summative Assessments

Examples: final exam, test, performance task, culminating project or performance, portfolio

ü  precede instruction ü  assess students’ prior knowledge ü  check for misconceptions ü  reveal interests and/or learning styles ü  provide information to assist teacher planning and guide differentiation

Pre-Assessments

Examples: pre-test, survey, skills check, K-W-L



ü  ongoing assessments ü  provide feedback to teachers and students ü inform adjustments – the key to improvement

Formative Assessments

Examples: quiz, questioning, observation, draft work, “think aloud,” exit card, dress rehearsal, scrimmage, portfolio review

Three-Minute Pause

Meet in groups of 3 - 5 to... ü  summarize key points. ü  add your own thoughts. ü  pose clarifying questions.

1. Use assessments as learning targets. 2. Share rubrics with students. 3. Show models and exemplars. 4. Assess before teaching. 5. Use on-going assessments for feedback. 6. Engage students in self assessment and

goal setting. 7. Use results to guide team planning

for improvement.




Authenticity Matters...

Therefore:   Understanding is revealed through

contextualized performance.

  Students apply knowledge in meaningful, “real-world” contexts to show that they really understand.

“authentic” assessment

The term, authentic, refers to assessment tasks that elicit demonstrations of knowledge and skills in ways that they are applied in the “real world.” An authentic assessment task also engages students and reflects effective instruction.

inauthentic vs. authentic (examples)

inauthentic  fill in the blank  select an answer

from a set of given choices

 answer the ?s at end of chapter

 solve contrived problems

authentic  purposeful writing  scientific

investigation  issues debate  primary research  interpret literature  solve “real-world”

problems



Important Distinction!

Sideline drills! Playing the !Game!

Practicing and testing"• discrete skills"

• de-contextualized!

Requires “putting it "all together”"• authentic"

• contextualized!

example: State Tour

The State Department of Tourism has asked your help in planning a four-day tour of (your state) for a group of foreign visitors. Plan the tour to help the visitors understand the state’s history, geography and its key economic assets. You should prepare a written itinerary, including an explanation of why each site was included on the tour.

example: You Are What You Eat! Since our class has been studying nutrition, the first grade teachers have asked us to help their students learn about healthful eating. Your job is to create a picture book to use in explaining what a ‘balanced diet’ is. Include pictures to show health problems that result from poor eating habits.



example: Mail-Order Friend!

Imagine that you could order a friend from a mail-order friends catalog. Before ordering, think about the qualities that you value in a true friend. Then, make sure that you speak clearly so that the salesperson will know exactly what type of person to send you.

example: World Languages

You have been selected by the members of the World Languages Club to plan their annual trip to two of the countries whose languages are studied in your school. You must plan an itinerary that will include at least five places of cultural and historic importance. You must include at lease one site/activity that might be of particular interest to teenagers (e.g. Euro-Disney, a bull fight or a soccer game). Use public transportation wherever possible. Create a brochure to advertise the trip and be prepared to give a presentation to those students who may be interested in traveling with you.

You are a member of Holden Caufield’s case-review committee at the hospital from which Holden is telling his story. Your task is to write: 1) a diagnostic report for the hospital OR 2) a letter to Holden’s parents explaining what’s wrong with him. Base your analysis on Holden’s own words.

example: What’s Wrong with Holden?



After investigating a current political issue, write a letter to a public policy maker regarding the official’s position on that issue. Assume that this public policy maker is opposed to your position. (Students will be provided documentation of public policy maker’s position and background information.) Your letter should present your opinion and attempt to persuade the public policy maker to vote accordingly.

Source: LHS, CO

example: Public Advocacy

example: Teach a Lesson!

You have been asked to help a third grader understand the concept of “supply and demand.” Design a plan for a 5- minute lesson. You may use stories, models, visuals, and/or manipulatives to help them understand the concept.

!As a fitness trainer, your task is to design a personalized plan to help a client meet their fitness goal. (Client goals and characteristics are provided.)

Your fitness plan should include aerobic, anaerobic and flexibility exercises along with a proposed nutrition regimen.

example: Personal Trainer



example: Mail-Order Friend!

Imagine that you could order a friend from a mail-order friends catalog. Before ordering, think about the qualities that you value in a true friend. Then, make sure that you speak clearly so that the salesperson will know exactly what type of person to send you.

The Pooper Scooper Kitty Litter Company claims that their litter is 40% more absorbent than other brands. ! You are a Consumer Advocates researcher who has been asked to evaluate their claim. Develop a plan for conducting the investigation. Your plan should be specific enough so that the lab investigators could follow it to evaluate the claim.

example: Science Investigation

example: Making the Grade

Your math teacher will allow you to select the method by which measure of central tendency – mean, median or mode – your quarterly grade will be calculated. Review your grades for quizzes, tests, and homework to decide which measure of central tendency will be best for your situation. Write a note to your teacher explaining why you selected that method.



Designing Task Scenarios

  What is the goal in the scenario?   What is your role?   Who is the audience?   What is your situation (context)?   What products/performances will

you prepare?   By what standards (criteria) will

your work be judged?

G!

R!A !

S!P!

S!

“Students can hit any target that they can see and that stands still for them.” Richard Stiggins !

An evaluation tool consisting of:   evaluative criteria   a fixed scale (e.g. 4-points)   a description of the character-

istics for each score point

Scoring Rubric



Sign 0 Points 1 Point 2 Points

• Activity Absent Arms and Active (Muscle Tone) Legs Flexed

• Pulse Absent < 100 bpm > 100 bpm

• Grimace No Response Grimace Sneeze, (Reflex Irritability) pulls away

• Appearance Blue-gray, Normal, except Normal (Skin Color) pale all over for extremities entire body

• Respiration Absent Slow, irregular Good

APGAR – The “first” analytic scoring rubric

Rubrics provide teachers with... specific criteria for judging

student performances a “tool” for increasing the

consistency of judgments among teachers

clear targets for instruction

4 ............." ............."3 ............." ............."2 ............." ............."1 ............." ............."

Benefits of Using Rubrics

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Rubrics provide students with...   clear performance targets

descriptions of elements of quality   expectations about how their work

will be judged   criteria for evaluating and

improving their work

4 ............." ............."3 ............." ............."2 ............." ............."1 ............." ............."

Benefits of Using Rubrics



Caution by a Teacher ✁

If you don’t control your “P” you can lose your “G”

Implications for Rubrics

☛  Include 2 traits to distinguish between:

Content Understanding

Product/ Performance

Quality

Models of Excellence

“If we expect students to do excellent work, they have to know what excellent work looks like.”

Grant Wiggins -- Educative Assessment!



4 ............." ............."3 ............." ............."2 ............." ............."1 ............." ............."

Where example – a ‘model’ bulletin board

Models of Excellence

“One of my jobs as a teacher , I feel, is to be an historian of excellence. Wherever I am, I am on the lookout for models of beautiful work, powerful work, important work.”

Ron Berger -- An Ethic of Excellence: !Building a Culture of Craftsmanship with Students!

“The contemporary view of learning is that people construct new knowledge and under-standing based on what they already know and believe.”

-continued

research on Learning and Cognition



No teaching before pre-assessment

ü  precede instruction ü  assess students’ prior knowledge ü  check for misconceptions ü  reveal interests and/or learning styles ü  provide information to assist teacher planning and guide differentiation

Diagnostic Assessments…

Examples: pre-test, survey, skills check, K-W-L

Considering Misunderstanding



Misunderstanding

“When dropped from a tall building at the same time, a bowling ball will hit the ground much sooner than a marble.”

Science

Misunderstanding

“Plants make their own sugar. So, we can help plants grow faster by pouring sugar on them.”

Science

Misunderstanding

“An equals sign (=) means that you have to find the answer.”

Mathematics



Misunderstanding

“If it’s written down (in a textbook or a newspaper) it must be true.”

History/ Social Studies

Misunderstanding

“People are either telling the truth or they are lying.”

History/ Social Studies

Misunderstanding

“You’re either born with ability (e.g., drawing, singing, eye-hand coordination) or you’re not. If you don’t have natural talent, you might as well just give up.”

Art, Music, Phys. Ed.



Misunderstanding

“The only way to maintain discipline in the classroom is to have strict rules and harsh punishments for breaking them.”

Teaching

Misunderstanding

“You must begin at the top of the UbD Template and fill in all of the boxes from top to bottom (i.e., no ‘jumping around’).”

UbD Unit Planning

ü  ongoing assessments ü  provide feedback to teachers and students ü inform adjustments – the key to improvement

Formative Assessments…

Examples: quiz, questioning, observation, draft work, “think aloud,” concept map, dress rehearsal, portfolio review



“The big point--it comes up over and over again as crucial--is the importance of quick and detailed feedback. Students overwhelmingly report that the single most important ingredient for making a course effective is getting rapid response on assignments and quizzes. Students suggest that it should be possible in certain courses to get immediate feedback…

Something to think about...

They suggest that the professor should handout an example of an excellent answer. Secondly, an overwhelming majority are convinced that their best learning takes place when they have a chance to submit an early version of their work, get detailed feedback and criticism, and then hand in a final revised version… Many students observe that their most memorable learning experiences have come from courses where such opportunities are routine policy.”

Survey of Harvard graduates

  I understand and can explain ______. (thumbs up)

  I do not yet understand ______. (thumbs down)

  I am not sure about ______. (wave hand)

Hand Signals

Informal Checks for Understanding



  I understand and can explain the difference between analytic and holistic rubrics? (thumbs up)

  I do not yet understand ______. (thumbs down)

  I am not sure about ______. (wave hand)

Hand Signals


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  Student write responses on white boards.

• T - F • A, B, C, D • Short answer

White Boards

Informal Formative Assessments

executive

branch

  Side 1 - List an idea or insight you have about ____________.

  Side 2 - List a question you have about ____________.


I.Q. Exit Cards



Exit Card Responses

Informal Formative Assessments

What works: when you give a “real” example after teaching a

concept What doesn’t: when you give us 2 different ways to solve the

same problem - it’s confusing!

What works: when you gives an example on the board, make helpful drawings and tell us how you are thinking

when solving the problem What doesn’t: making me do math in my head because I need to

draw pictures or write out a problem to solve it

  Create a web or concept map to show how the parts or elements are related.

Web/Concept Map


Create a web or concept map to show how the following are related.

Web/Concept Map


analytic rubric !

holistic rubric !

criteria !

grades !



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I need to double check my calculations. Next time, I will use a ruler!

Encouraging Self Evaluation, Reflection and Goal Setting

  What do you really understand about ___?

  What are you most proud of?

  How could you improve ___?

  What would you do differently next time?

  What grade do you deserve? Why?   How does what you’ve learned connect

to previous learnings? … the real world?

Something to think about Evaluation and Grading

“Letter grades per se are not the problem. Using a single letter grade with no clear meaning is a problem.”

" " " " " Grant Wiggins

Documents

Using Assessments to Learning - Schedschd.ws/hosted_files/ipadpaloozain2015/86/Assessment for Learning... · Using Assessments to Improve Learning ... from the Latin, assidere,