Assessing Student Learning

1. Assessing Student Learning EPSY 225 – Winter 2014

2. Classroom Assessment has Changed • Not long ago, the word assessment conjured up thoughts of formal tests, anxious study, feelings of anticipation and worry—wondering if you studied the right things, relief if you received an acceptable mark or dismay if the result was not to your liking. Sherry Bennett, Executive Director, Alberta Assessment ­Consortium

3. Classroom Assessment has Changed • New research into how the brain works and how students learn best has helped educators rethink the purpose of classroom assessment and how to make it more effective. • Educators today know that assessment is a process of gathering ­evidence of student learning. Sherry Bennett, Executive Director, Alberta Assessment ­Consortium

4. Gathering Evidence of Learning

5. Reflecting • Write a reflection on your own school experience in the area of assessment and evaluation. • Share with an elbow partner • Write down ideas on how you believe you would assess if you were to walk into your own classroom tomorrow.

6. Classroom Assessment has Changed • It is not limited to a single event; rather, it consists of a series of events that take place over time. • Although assessment may include formal tests, it more often involves different ways of obtaining feedback on work in progress. Sherry Bennett, Executive Director, Alberta Assessment ­Consortium

7. Classroom Assessment has Changed • Assessment today is less focused on marks and more focused on learning. It involves students at all points along the way. • Teachers begin the process of assessment by carefully planning their units, lessons and assessment tasks to ensure they can gather evidence of what matters most in the curriculum. Sherry Bennett, Executive Director, Alberta Assessment ­Consortium

8. Classroom Assessment has Changed • Teachers help students know what the learning ­target is by clearly stating the expectations (criteria) for the work. (I “Can” Statements) • Rubrics (scoring guides) or checklists are often provided for assignments to help students know what standard of performance is required. • Samples may be used to help ­students see more clearly what is expected. (Exemplars)

9. Classroom Assessment has Changed • Students don’t have to wait until they receive their assignment back from their teacher to know whether or not they have met the learning goal. • Teachers provide feedback and coaching to students, and peers help each other improve work in progress. • Students learn how to reflect on their work and make adjustments to improve the quality. Sherry Bennett, Executive Director, Alberta Assessment ­Consortium

10. Changing Your Approach • For assessment to become an integral part of the instructional process, teachers need to change their approach in three important ways:(1) use assessments as sources of information for both students and teachers, (2) follow assessments with high-quality corrective instruction(3) give students second chances to demonstrate success (Guskey, 2007, pp16-17)

11. Changing Your Approach • What makes these changes in approach so difficult, however is that each change compels teachers to depart significantly from the practices they experienced as students. (Guskey, 2007, pp.16-17)

12. Changing Your Approach • In other words, teachers must think about and use assessments differently than their teachers did. (Guskey, 2007, pp.16-17) Ladybug activity

13. Changing the “Way” we Think

14. Accepting Change

15. Accountability • In 2012 the Saskatchewan Ministry of Education sent out a letter to all families regarding their initiative to improve student achievement. • All school divisions also have policies on Assessment and evaluation - NWSD Administrative Procedures 360 • In a group of three, one person reads the Ministry’s letter, the other two divide and read AP 360. Lastly, have each person verbally summarize the main ideas of the article. (JIGSAW)

16. Student First • Student First is about unifying and re-orienting the education system on what matters most - the student. • It is about achieving targets in the Plan for Growth and addressing local priorities - and then bringing them together in one plan for action – an education system plan, focused on shared priorities. • Student First means individualizing and personalizing the experience and support for each student by name, by strength and by need. • Student First is also about shining the spotlight on the pockets of excellence that currently exist. There is likely not a challenge in education that someone has not already tackled somewhere in Saskatchewan. • http://www.education.gov.sk.ca/student-first

17. Assessment Terminology • Please take a moment to review the Assessment Glossary along with the AAC everyday assessment tools for teachers. • Star the ones that are new to you or that you have questions about. Record on sheet. • Have a quick discussion with the person around regarding why it is important to have a clear understanding of these terms.

18. Assessment & Evaluation of Student Learning • Assessment should provide teachers, students and parents with information about how well the student is progressing towards meeting the expectations of the curriculum. • Types of Assessment Assessment for Learning Assessment as Learning Assessment of Learning

19. Assessment for Learning • Involves the use of information about student progress to support and improve student learning, inform instructional practices, and: - is teacher driven for student, teacher and parent - occurs throughout the teaching and learning process, using a variety of tools - engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning

20. Assessment as Learning • Actively involves student reflection on learning, monitoring of his/her own progress, and - supports students in critically analyzing learning related to curricular outcomes - is student-driven with teacher guidance - occurs throughout the learning process

21. Assessment of Learning Involves teachers’ use of evidence of student learning to make judgments about student achievement and: - provides opportunity to report evidence of achievement related to curricular outcomes - occurs at the end or a learning cycle using a variety of tools - provides the foundation for discussion on placement and promotion

22. Reflection • In a group of four, discuss what types of assessment you were engaged in throughout your school years. • Share specific types of assessment/evaluations techniques that were used when you we in school.

23. Sandra Herbst Assessment For Learning • Transforming Assessment Videohttp://annedavies.com/assessment_fo r_learning_calendar.html • Key Points - Specific and descriptive feedback given immediately - Collection of work over time

24. Comparing Assessment “Of” & “For”

25. Summative vs. Formative Assessment

26. Summative Assessment

27. Formative Assessment • Rick Wormeli • http://www.youtube.com/watch?v=rJxFXjfB_B4&feature

28. AAC Key Visual: Assessing Student Learning in the Classroom • Take a moment to examine and reflect on the visual key that was handed out. • What stands out to you? • Is there anything that you would change or add?

29. What now? • The first place is always the curriculum. • What do students need to know in the unit that one has chosen for that particular time of year? • What are the prerequisite skills required for the student to be successful? • Please remember that students will arrive in your classroom at a variety of different academic levels. • How will we know where each student is at and what we are to be teaching??

30. The Role of Pre-Assessment • In a group three or four, read the article and highlight the most important information. • Together decide how you are going to present this information to the group. • Examples: Write and sing a song Create a poster Develop a brochure Design a power-point Write an essay to a teacher explaining why he/she need to use pre-assessments Write a poem (Differentiated Assessment)

31. Assessing Student Learning First steps: • Review the curriculum, the outcomes and indicators. (unpacking the curriculum) • What exactly do you want to the students to learn and be able to do? • Pre-Assessment **** • Write outcomes/indicators in “I Can” statements and share these with the students so they know exactly what they are to learn and be able to do. • Collect and review samples and models that show what the learning looks like and figure out what the evidence could look like to show they have mastered what they needed to learn (differentiated) (Anne Davies, 2011, pp.4)

32. Assessing Student Learning Second Step: • Teachers work with students to bring them into the assessment process. • Talk about the learning, show samples and have discussions what the evidence may look like and set criteria. • Peer assessment, self-assessment, goal setting and collecting evidence of their learning to deepen their understanding is all part of the process. (Anne Davies, 2011, pp.4)

33. Assessing Student Learning Third Step: • Teachers sum up or evaluate the learning (summative) • Look at all evidence collective by the students and the teachers from multiple sources • Make a judgment regarding the degree to which the students have learned what they need to learn. (Anne Davies, 2011, pp.4)

34. Backwards By Design

35. Homework • Read Chapter 1-3 in Making Classroom Assessment Work by Anne Davies