What asks but never answers?

1. What asks but never answers?

2. Using Assessment to Inform Instruction EDU 330: Educational Psychology Daniel Moos, PhD

3. What are we doing today? • Last Class: Define and apply Validity and Reliability • An assessment is valid if…. • An assessment is reliable if….. • Today’s Class: Using assessment to inform teaching • When should you assess? • How can you use assessment to inform instruction? • Pre-assessment • Formative assessments

4. WHEN should you assess? Beginning of Learning Unit End of Learning Unit Pre-assessment Finding out Formative Keeping Track & Checking up Summative Making Sure

5. Pre-assessments What is a pre-assessment and what are some examples? • Assessment that evaluates student’s strengths, weaknesses, knowledge, skills, and/or interests prior to learning unit; used to inform planning and demonstrate growth Quick! • No need to intimidate your students before the learning unit! • Do students need 20 questions to demonstrate they know how to add decimals? • Focused • Unit probably too large; single lesson too much work for you! • …but Comprehensive • Cover spectrum of understanding • Sensitive • Explain rationale behind pre-assessment and expectations

6. Pre-assessments: Alternative examples Ranking • Rank concepts, skills, content based on anticipated difficulty • Conjure, Cluster & Categorize • Students generate questions and predict challenges on sticky notes… then cluster & categorize • First & Final Thoughts • Prior to learning unit, ask students to share initial thoughts and personal interests; revisit at end of learning unit • Wonder Board • After introducing topics for learning unit, students post questions on display board; update throughout learning unit • Scale of Certainty • Students brainstorm what they know already and post ideas on display of certainty (“very uncertain” to “very certain”); discuss and update throughout learning unit • Concept Map • Students create “map” of ideas in learning unit; update as progress • KWL charts

7. Formative Assessment • What is a formative assessment and what are examples? • Assessment that evaluates student’s strengths, weaknesses, knowledge, skills, and/or interests during learning unit; used to inform planning and provide feedback • Based on specific learning targets • Designed by teachers • Provides evidence of student learning • Informs instruction • Involves students • Provides specific, actionable, immediate feedback

8. Formative assessments: What are some examples of formative assessments?

9. Formative assessments: What are some examples of formative assessments?

10. Formative assessments: What are some examples of formative assessments?

11. Formative assessments: What are some examples of formative assessments? • Signals: Students indicate perceived understanding, which allows teachers to quickly scan the classroom and assess who needs more help and who understands the concept • ….relies on two things in order to serve as an effective formative assessment: • The ability of students to assess their own understanding of the concept • Willingness to be honest about where they are on the learning continuum • classroom climate where it is safe to say, "I don't understand."  • Windshield Check • CLEAR = I get it! I thoroughly understand the concept. • BUGGY = I understand it for the most part, but a few things are still unclear. • MUDDY = I don’t get it at all. • Fist to Five: • Thumbs up – side- down

12. Pre- and Formative assessments: How should they be used to inform teaching? • Gallery Walk • What pre-assessments do you think would be most effective for your content area and/or developmental group? • What formative assessments do you think would be most effective for your content area and/or developmental group? • How should you analyze information generated by a pre-assessment so that you can use it to inform your teaching? • Example #1: You administer a 10 question multiple choice to your 8th grade math class • Example #2: Pick another “alternative” pre-assessment  How would you analyze student responses to gather meaningful information that could inform your teaching? • How should you use formative assessments administered during class? How should you differentiate your instruction based on student response in that class? • Example #1: You use a signal formative assessment (i.e. windshield check, fist to give, thumbs up-side-down) and a minority of students express confusion (i.e. 4 of 20); • Example #2: You use a signal formative assessment (i.e. windshield check, fist to give, thumbs up-side-down) and about half the students express confusion (i.e. 10 of 20); • Example #3: You use a signal formative assessment (i.e. windshield check, fist to give, thumbs up-side-down) and majority of students express confusion (i.e. 16 of 20). • How should you use formative assessments administered at the end of class? How should you differentiate your instruction based on student response in the following class? • Example #1: You use an exit slip and a minority of students express confusion (i.e. 4 of 20); • Example #2: You use an exit slip and about half the students express confusion (i.e. 10 of 20); • Example #3: You use an exit slip and majority of students express confusion (i.e. 16 of 20).

13. Pre- and Formative assessments: How should they be used to inform teaching? • Gallery Walk, follow up

14. Pre- and Formative assessments: How should they be used to inform teaching? • Gallery Walk, follow up

15. Application This application will meet Standard 10F (understand data practices) • Identify a lesson plan (individually or in groups of up to 3) • Complete Lesson Plan Assessment sheet • Upload completed lesson plan assessment sheet to your Standards Portfolio (Standard 10) • Include Standard information (Standard 10F: Understand data practices) • Write rationale and description • Submit