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Assessment Crisis: The Absence Of Assessment FOR Learning. By Richard J. Stiggins Reviewed by Teresa, Seth, Ron, Mitzi, Becky, & Shirley. “ A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes.” - Marcel Proust. Introduction.

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Assessment crisis the absence of assessment for learning

Assessment Crisis: The Absence Of Assessment FOR Learning

By Richard J. Stiggins

Reviewed by Teresa, Seth, Ron,

Mitzi, Becky, & Shirley


“ A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes.” - Marcel Proust


Introduction

Introduction landscapes but of seeing through new eyes.” -

Discuss the difference between assessment of learning and for learning.


Some political viewpoints
Some Political Viewpoints: landscapes but of seeing through new eyes.” -

  • Use assessment for rewards/ punishments to increase teacher/ student effort

  • Intensify intimidation associated with annual testing to force achievement

  • Fail to look at how to help students learn or be able to learn


Observations
Observations: landscapes but of seeing through new eyes.” -

  • School administrators have tendencies to bow down to political beliefs

  • The community wants educators to provide valid and reliable test scores


School improvement should answer these questions
School Improvement Should Answer These Questions: landscapes but of seeing through new eyes.” -

  • How can we use assessments to help all our students want to learn?

  • How can we help them feel able to learn?

  • Can assessment have greater impact?

  • Can state and district assessments help our students want to learn?

  • How can we maximize the positive impact of our scores?


Considerations
Considerations landscapes but of seeing through new eyes.” -

  • Standardized testing goes against the “all children can learn” philosophy

  • Teachers must rely on classroom assessment for day to day decision making

  • Build assessment systems that balance training and different types of assessment

  • Healthy assessment environments need to be developed


The evolution of our vision of excellence in assessment
The Evolution of Our Vision of Excellence in Assessment landscapes but of seeing through new eyes.” -


School improvement requires
School Improvement Requires: landscapes but of seeing through new eyes.” -

  • Articulation of higher achievement standards

  • Transformation of expectations into rigorous assessments

  • Expectation of accountability for student achievement



School improvement
School Improvement students, teachers, and the system.

  • We have set world-class standards as opposed to minimizing competencies

  • Rewards for schools producing high scores, sanctions for schools that do not


Since 1990 s
Since 1990’s… students, teachers, and the system.

  • Involved in international assessment programs

  • Invested billions of dollars to ensure accuracy on these assessments of learning

  • Testimonial belief in the power of standardized testing, we would permit so many levels of testing to remain in place, all at same time and at a very high cost


The flaw in the vision
The Flaw in the Vision students, teachers, and the system.

  • Assess to motivate

  • Work hard….fail harder….succeed

  • If you try to fail and succeed, what have you done?


A more powerful vision
A More Powerful Vision students, teachers, and the system.

  • A more powerful vision:

    • Assessments of learning

    • Assessment for learning

      • Keep students learning and remain confident


Are teachers ready
Are Teachers Ready? students, teachers, and the system.

  • Only 12 states require competence in assessment for teacher licensing

  • Most teacher preparation programs provide no work in assessment literacy

  • Administrators also lack training in assessment


Are teachers ready con t
Are Teachers Ready? students, teachers, and the system.Con’t

  • Nation of educators “unschooled in the principles of sound assessment”

  • Teachers don’t know how to use assessment as a tool for teaching and learning

  • Student progress often measured incorrectly


Are teachers ready con t1
Are Teachers Ready? students, teachers, and the system.Con’t

  • Instructional decisions based on misinformation

  • Misdiagnosis of student needs

  • Students misunderstand their own abilities to learn

  • Miscommunication regarding student progress

  • No effective assessment for learning in classrooms


Relevant position statements
Relevant Position Statements students, teachers, and the system.

  • During 1990’s, virtually every professional teaching association adopted standards of teacher competence that include an assessment component

  • NEA, AFT, & NCME


Relevant position statements con t
Relevant Position Statements students, teachers, and the system.con’t

  • These standards are over decade old and still have little impact on teacher and administrator prep

  • Joint commissions call for shift of emphasis from external to classroom assessment and a focus on professional development for educators


Balancing assessments of and for learning
Balancing Assessments students, teachers, and the system.of and for Learning


Assessments of and for learning must be
Assessments students, teachers, and the system.of and for Learning must be . . .

  • accurate in their depiction of student achievement

  • used to benefit students


Assessment of learning
Assessment students, teachers, and the system.of Learning . . .

  • Provides information once a year

  • Reflects large-group increases or decreases in learning

  • Gatekeepers for high-stakes decisions


Assessment for learning
Assessment students, teachers, and the system.for learning . . .

  • Informs moment-to-moment instructional decisions

  • Manages the learning process as it unfolds

  • Diagnoses students needs during learning


Stiggins posed a critical school improvement question

Stiggins posed a critical students, teachers, and the system. school improvement question : . .

What would happen to standardized test scores if we brought assessment for learning online as a full partner in support of student learning?


Startling research encouraging answers
Startling Research . . . students, teachers, and the system.Encouraging Answers . . .


What kinds of improvements in classroom assessment practice are likely to yield the greatest gains in achievement?-Black and Wiliam (1998)


Teachers applying principles of assessment for learning by
Teachers applying principles of assessment are likely to yield for learning by . . .

  • Increasing the accuracy of classroom assessment

  • Providing students with frequent informative feedback

  • Involving students deeply in the classroom assessment, record keeping and communication processes


Reported effect sizes of one half to a full standard deviation improvement which equates to
Reported effect sizes of one-half to a full standard deviation improvement which equates to . . .

  • gains of more than 30 percentile points

  • two grade-equivalents

  • 100 points on the SAT scale


Anticipating the benefits of balance
Anticipating the Benefits of Balance deviation improvement which equates to . . .


The benefits of balance for students
The Benefits of Balance For Students: deviation improvement which equates to . . .

  • Confident learners because of success and student permission to take the risk to learn

  • Greater achievement for all students

  • Reduces the gap between middle and low-socioeconomic status students

  • Students in charge of their own learning


The benefits of balance for teachers
The Benefits of Balance For Teachers: deviation improvement which equates to . . .

  • Students more motivated to learn

  • Instructional decisions informed by accurate information about student achievement

  • Savings in time


The benefits of balance for parents
The Benefits of Balance For Parents: deviation improvement which equates to . . .

  • See higher achievement and greater enthusiasm for learning from children

  • Understand children are becoming life-long learners


The benefit to school staff
The Benefit to School Staff deviation improvement which equates to . . .

  • Meet accountability standards

  • Get public recognition

  • Know how to assess for learning


Action plan
Action Plan deviation improvement which equates to . . .

  • Match every dollar invested for assessment of learning with development of assessment for learning

  • Launch a comprehensive, long-term professional development program for teachers and administrators to promote assessment literacy

  • Change licensing standards in every state for teachers and administrators to include assessment competency


Action plan con t
Action Plan deviation improvement which equates to . . .con’t

  • Change licensing standards in every state for teachers and administrators to include assessment competency

  • Require all teacher education programs to include assessment literacy for all prospective teachers


Questions for the class
Questions For The Class deviation improvement which equates to . . .

  • How would you advise the UNL Curriculum and Instruction professors to prepare UNL student teachers to meet the demands of assessment literacy in their future classrooms?

  • What ideas do you have to share with NDE in the process of changing licensing standards in Nebraska to provide every teacher and administrator with assessment competency?


Questions for the class con t
Questions For The Class deviation improvement which equates to . . .con’t

3. Finally, what are your ideas for launching a public relations campaign for educating the entire population about assessment for learning?


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