Finally !

1. Finally! • Utilizing Student Involvement to • Prepare for Final Exams • Presented by: Jessica Drogos, Jeremy Vrtis, • Marie Gillespie & Kurt Johns

2. Workshop Objectives The word assessment means to ‘sit beside’ someone.  We ‘sit beside’ our students and let them know the things they know/do well. • Understand the power of involving students in assessment. • Obtain methods involving students in assessment including independent reflection and peer review. “Certain formative assessment practices increased the achievement of low-performing students to the point of approaching that of high-achieving students.” • Classroom Assessment for Student Learning , Second Edition p. 22

3. Formative or Summative • Formative • To inform ongoing learning • Summative • To summarize final learning Classroom Assessment for Student Learning , Second Edition

4. Formative or Summative • Summative Examples Formative Examples Unit Exams Quizzes • Exit Slips • Final Projects Journal Entries Final Exams Term Papers Reflection Forms Classroom Assessment for Student Learning , Second Edition

5. Think of a Classroom Unit • How do you express the clear purpose of your topic? • How do you present objectives in student friendly language? Fill in Topics (First Column) Use student centered language • How do you maintain student centered lesson? How do you assist students in achieving their goal?

6. Keys to Quality Assessment Clear Purpose Clear Purpose Clear Targets Sound Design Effective Communication • Student • Involvement

7. Clear Purpose For students to be able to improve, they must have the capacity to monitor the quality of their own work. • To do so students must ask… • How can I close the gap? • Where am I now? • Where am I going?

8. Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication • Student • Involvement

9. Clear Targets • Students can hit any target they can see and that holds still for them. • Are learning targets clear to teachers? • What kind of achievements are to be assessed? Fill in Subtopics (Second Column) • Are these learning targets the focus of instruction?

10. Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication • Student • Involvement

11. Sound Design Assessments are aligned to match the targets they are intended to measure • Do assessment methods match learning targets? • Are items, tasks, and scoring rubrics of high quality? • Does the assessment control for bias?

12. Possible Assessment Methods • Selected Response • Written Response Personal Communication Performance Assessment

13. Target-Method Match Knowledge Reasoning Skill Product Disposition Strong match: The method works for all learning targets in this type. Good match: The method works for many of the learning targets of this type. Partial match: The method works in some instances for learning targets of this type. Poor match: The method never works for learning targets of this type. Classroom Assessment for Student Learning , Second Edition

14. Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication • Student • Involvement

15. Effective Communication Once the purpose and targets are clear and the assessments are soundly designed, then they must be effectively communicated to the students. • Can assessment results be used by students to guide their learning? • Do formative assessments give students effective feedback? • Do grades tell students if they hit their target? • Do students see the connection between their targets and their results?

16. Keys to Quality Assessment Clear Purpose Clear Targets Sound Design Effective Communication • Student • Involvement

17. Student Involvement The decisions that contribute the most to student learning success are made, not by adults working in the system, but by students themselves. • Are learning targets clear to the students? • Can students use the results to self-assess and set goals? Our Third Column • Are students tracking and communicating their evolving learning?

18. 3 Methods of Involving Students in Assessment • Independent Reflection Prior to an Assessment • Independent Reflection Prior to an Assessment Peer Review • Independent Reflection

19. Independent Reflection Prior to an Assessment Your Forms

20. 3 Methods of Involving Students in Assessment • Independent Reflection Prior to an Assessment Peer Review • Independent Reflection

21. Peer Review • Vocabulary/concept review for the Marketing unit • Instead of the teacher grading their work they graded each other on: • Concept • Eye contact • Engaged audience • The average score increased from last semester by 4%

22. 3 Methods of Involving Students in Assessment • Independent Reflection Prior to an Assessment Peer Review • Independent Reflection

23. Independent ReflectionQuiz or Test Tracking Forms

24. Know

25. Independent ReflectionTo Track Growth

26. Do

27. Finally, the Final!

28. We’re done!