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Creating Common Assessments. Submitted by Lynee Tourdot. Why talk about assessment?. “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools” Rick Stiggins , ETS.

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Creating common assessments

Creating Common Assessments

Submitted by LyneeTourdot



Creating common assessments

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools”

  • Rick Stiggins, ETS


What makes a difference at the classroom level
What makes a difference at the classroom level? in school more quickly and permanently through your use of assessment than with any other tools”

The teacher (assessment being a big part of what makes a good teacher)

  • Milwaukee Reading Study

  • Several studies with same socioeconomic population; one teacher 27% pass state test, another 72% (Marzano, 2003)

  • 5 years of above-average teaching in a row could eliminate the achievement gap (Kain&Hanushek, in Haycock, 2005)


Creating common assessments

At your table, share an assessment experience that either happened to you or someone close to you (good or bad)


Objectives for today
Objectives for Today happened to you or someone close to you (good or bad)

  • Overview of Assessments

    • Formative, Summative, Common and Pre-Assessment

    • Brief Intro to Marzano’s 6 Vocab Steps

      ELL, Low Readers (High Readers)

  • What is a Common Assessment?

    • How to create a Common Assessment


Quick review of assessment terms
Quick Review of Assessment Terms: happened to you or someone close to you (good or bad)

  • (Use some of the Marzano Strategies)

  • Pre-Assessment

  • Formative Assessment

  • Feedback

  • Summative Assessment

  • Common Assessment

  • Essential Learning


Creating common assessments

  • Side Note happened to you or someone close to you (good or bad)

    • Marzano—6 Steps to Teaching Vocabulary (so students will remember)

      • Provide description or explanation (not definition)

      • Have students restate in their own words

      • Have students construct a picture, symbol or graphic representation of the term

      • Engage students in activities to help them add to their knowledge of the terms

      • Involve students in games to help them remember the terms.*


Pre assessments
Pre-Assessments happened to you or someone close to you (good or bad)

  • How do I get into the mind of the student to figure out what they already know about what I am going to teach?


Pre assessments1
Pre-Assessments happened to you or someone close to you (good or bad)

How do we use pre-assessments?

  • Given to all students

  • Used to adjust instruction based on what students know.


Pre assessments2
Pre-Assessments happened to you or someone close to you (good or bad)

Examples:

  • Small Group discussion based on a question

    • “What do you think caused the Civil War?”

  • A Pre-test

    • Try this problem: 2½+3¾

  • A KWL

    • What do you Know?, Want to Know? (What you learned comes later)

  • List everything you know about training within your heart rate. What questions do you have about training within your heart rate?


Fill out vocabulary sheet
Fill out Vocabulary Sheet happened to you or someone close to you (good or bad)

  • Pre-Assessment

    • Description in your own words

    • Picture to remind you of the meaning

      What are some Pre-Assessments that you use, or could use for the unit/topic you are working on?


Formative assessments
Formative Assessments happened to you or someone close to you (good or bad)

Like a

Medical Checkup


Formative assessments1
Formative Assessments happened to you or someone close to you (good or bad)

Other Names for Formative Assessment

  • Assessment FOR Learning

  • Ongoing Assessments


Formative assessments2
Formative Assessments happened to you or someone close to you (good or bad)

Some examples COULD BE: (if used for giving feedback and adjusting instruction)

  • Guided practice, or homework**

  • exit slips

  • using a white board to assess understanding

  • quizzes

  • thumbs up, sideways or down

  • think alouds

  • feedback given for revision on assignments, etc.

  • These do NOT have to be graded.


Formative assessments3
Formative Assessments happened to you or someone close to you (good or bad)

How are they used?

  • Adjust instruction

  • Address misconceptions or misunderstandings

  • Give feedback


Effective feedback and monitoring progress
Effective Feedback and Monitoring Progress happened to you or someone close to you (good or bad)

  • What is effective feedback?

    • Helps student to make improvements

    • Makes the student think

    • Is specific—rather than “good job”

      “Practice does not make perfect unless it provides the opportunity for feedback” (Darling-Hammond, 2005)


Creating common assessments

Feedback happened to you or someone close to you (good or bad)GainAttitude

Scores none top-positive

bottom-negative

Comments 30% all—positive

What do you think happened for the students who were given BOTH scores and comments by the teacher?

Kinds of feedback: Israel-264 grade 6 students in 12 classes in 4 schools; analysis of 132 students at the top and bottom of each class-Same teaching, same aim, same teachers, same coursework-Three kinds of feedback: scores, comments, scores and comments


Feedback gain attitude scores none top positive bottom negative comments 30 all positive
Feedback happened to you or someone close to you (good or bad)GainAttitudeScores none top-positive bottom-negativeComments 30% all—positive

What do you think happened for the students who were given both scores and comments by the teacher?

  • Gain: 30% Attitude: All positive

  • Gain: 30% Attitude: top—positive, bottom—negative

  • Gain: 0% Attitude: All—positive

  • Gain: 0% Attitude: top—positive, bottom—negative

  • Something else.

    ETS, 2005, from Butler (1988) British Journal of Educational Psychology, 58, 1-14


Formative assessments4
Formative Assessments happened to you or someone close to you (good or bad)

William (1998) found that focused efforts to improve formative assessments produced learning gains greater than one-half standard deviation, which would be equivalent to raising the score of an average student from the 50th percentile (average) to the 85th percentile.

In other words, formative assessment, effectively implemented, can do as much or more to improve student achievement than any of the most powerful instructional interventions, intensive reading instruction, one-on-one tutoring, and the like.

(as cited in Darling-Hammond, 2005)


Fill out vocabulary sheet1
Fill out Vocabulary Sheet happened to you or someone close to you (good or bad)

  • Formative Assessment

    • Description in your own words

    • Picture to remind you of the meaning

  • Feedback

    • Description in your own words

    • Picture to remind you of the meaning

      What are some Formative Assessments that you use, or could use for the unit/topic you are working on?


Summative assessments
Summative Assessments: happened to you or someone close to you (good or bad)

Like an

Autopsy


Summative assessments1
Summative Assessments: happened to you or someone close to you (good or bad)

Other Names for Summative Assessment

  • Assessment OF Learning

  • Final exam, final project, final assessment


Summative assessments2
Summative Assessments: happened to you or someone close to you (good or bad)

How are they used?

  • End of the unit/topic, or at an end point within the unit or topic.

  • Feedback for the next time you teach it—not usually going back to re-teach.

  • Make sure the assessment matches your ESSENTIAL Learning

    • What do you really want kids to learn?

    • Book tests don’t often do this.


Summative assessments3
Summative Assessments happened to you or someone close to you (good or bad)

Types of Summative Assessment:

  • Final Written Exams/Tests (but they don’t all have to be like this!)

  • Open-ended questions (see Kathie Nunley’s book on Layered Curriculum)

  • Projects

  • Choice of activities or projects, etc.

  • Debate

  • Role-play a scenario (SEPUP Science)

  • Multi-genre research


Fill out vocabulary sheet2
Fill out Vocabulary Sheet happened to you or someone close to you (good or bad)

  • Summative Assessment

    • Description in your own words

    • Picture to remind you of the meaning

      What are some Summative Assessments that you use, or could use for the unit/topic you are working on?


Why do we need assessments to be common
Why do we need assessments to be “common”? happened to you or someone close to you (good or bad)


Answer these questions in your group
Answer these questions in your group: happened to you or someone close to you (good or bad)

Pre-Assessment

  • What are common assessments?

  • How are they different from giving the same test at the end of the unit (summative assessment)?

    (Choose a person to report out from your group)


Common assessments

Common Assessments happened to you or someone close to you (good or bad)


Common assessments1
Common Assessments happened to you or someone close to you (good or bad)

Description

  • Can be formative or summative

  • Based on Essential Learning

  • Used for grade level or content teams to look at student work, check for understanding, and share instructional strategies to improve student learning

  • (So much morethan the end of unit book test!)


Let s try it
Let’s try it… happened to you or someone close to you (good or bad)


Fill out vocabulary sheet3
Fill out Vocabulary Sheet happened to you or someone close to you (good or bad)

  • Common Assessment

    • Description in your own words

    • Picture to remind you of the meaning

      What is a Common Assessment that you use, or could use for the unit/topic you are working on?


So why are common assessments important
So why are Common Assessments Important? happened to you or someone close to you (good or bad)


Creating common assessments
Choose One- happened to you or someone close to you (good or bad)-What has the biggest impact on student achievement at a school-wide level? (Marzano Research)

1. Guaranteed and Viable Curriculum

2. High Expectations of Student Achievement

3. Effective Feedback and Monitoring Progress


The answer
The Answer: happened to you or someone close to you (good or bad)

#1—Guaranteed and Viable Curriculum*

#2--High Expectations of Student Achievement

AND

#2 Effective Feedback and Monitoring Progress*

*(Related to Common Assessments)


What is a guaranteed curriculum
What is a Guaranteed Curriculum? happened to you or someone close to you (good or bad)

  • Opportunity to Learn (Guaranteed to be taught)

    • Intended Curriculum (standards/curric. maps)

    • Implemented Curriculum (actually taught)


What are some ways to make sure intended curriculum is taught
What are some ways to make sure intended curriculum is taught?

  • Make sure essential learning is clearly identified

  • Use the same assessments

  • Grade student work together to clearly identify desired outcomes

  • Have frequent discussions about instruction related to student results


What is a viable curriculum
What is a Viable Curriculum? taught?

  • Viable Curriculum

    • Identify the Essential Learning

    • ….if we taught all of the standards it would take more than 22 years….


Essential learning
Essential Learning taught?

  • What do you really want students to know and be able to do?

  • What would you want them to remember about the unit 5 years from now?

    Example:

    Civil War: What is most essential to remember?

    Dates, Times, Battles?

    or Causes of Conflict leading to the Civil War?


Within your group
Within your group… taught?

  • Think about the unit/topic that you brought with you today

    Without discussion…

  • Write down the 3 most “essential learnings” that should be taught in that unit/topic.


Creating common assessments


Fill out vocabulary sheet4
Fill out Vocabulary Sheet taught?

  • Essential Learning

    • Description in your own words

    • Picture to remind you of the meaning

      What is the Essential Learning for the unit/topic you are working on?


Review of vocabulary
Review of Vocabulary taught?

  • Pick a partner at your table

  • One of you sit with your back to the front


Creating common assessments

  • Pre-Assessment taught?

  • Feedback

  • Summative Assessment

  • Essential Learning

  • Common Assessment

  • Formative Assessment


Choose one of the essential learnings
Choose one of the Essential Learnings taught?

(Summative Assessment)*VIDEO

  • Discuss in your group

    You are all done teaching that

    essential learning….

    • What will it look like when a student

      understands that essential learning?

    • How will the essential learning

      be assessed?* Examples…

      Try one together…

      Then in your group…


In what ways can i check for understanding along the way
In what ways can I check for understanding along the way? taught?

  • (Formative Assessment)

  • What are the natural check points?

  • How will I assess understanding of the essential learning while teaching the unit?

  • What type of assessment makes sense?

  • You will do other formative assessments that are not Common Assessments


Steps to creating a common assessment
Steps to Creating a Common Assessment taught?

Team Process:

  • Determine the Essential Learning for the unit you will be teaching

  • Determine the BEST way to assess the Essential Learning

  • Determine the criterion for the assessment

  • How will students be given the criterion? It should be NO SECRET

  • Use the Assessment to Refine, Rework, Revise and Re-teach

  • Meet as a group to assess student work


Other thoughts
Other Thoughts… taught?

  • Backward Design (Understanding by Design)

  • Take Small Steps

  • Get students involved

  • Show SAMPLES!

  • Collaborate on Student Assessments!