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IT’S TIME FOR A REVOLUTION IN ASSESSMENT DYNAMICS. WE ASSESS TO :. INFORM INSTRUCTIONAL DECISIONS, & ENCOURAGE STUDENTS TO TRY TO LEARN. REQUIREMENTS:. Gather accurate information about student achievement

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we assess to
WE ASSESSTO:
  • INFORM INSTRUCTIONAL DECISIONS, &
  • ENCOURAGE STUDENTS TO TRY TO LEARN
requirements
REQUIREMENTS:
  • Gather accurate information about student achievement
  • Use assessment process and results to promote student efficacy and eagerness to learn
slide5

ACCURATE

EFFECTIVE USE

PURPOSE

always begin by asking
Always begin by asking:
  • What decisions?
  • Who’s making them?
  • What information will be helpful to them?
purpose assess to meet whose info needs
PURPOSE: Assess to meet whose info needs?
  • Classroom Level Users
  • Program Level Users
  • Institutional/Policy Users
classroom user needs
DECISION?

WHO?

HELPFUL INFO?

WHAT COMES NEXT IN THE LEARNING?

STUDENT, TEACHER, & PARENTS

CONTINUOUS INFO ON EACH STUDENT’S PROGRESS TO EACH STANDARD

CLASSROOM USER NEEDS:
slide9

Products

Skills

Reasoning

Knowledge

program info needs
DECISION?

WHO?

HELPFUL INFO?

STANDARDS MASTERED? PROGRAMS WORKING?

TEACHERS (IN TEAMS), PRINCIPAL, CURRIC DIR

PERIODIC BUT FREQUENT EVIDENCE AGGREGATED ACROSS STUDENTS INDICATING STANDARDS MASTERED OR NOT

PROGRAM INFO NEEDS:
note the differences
CLASSROOM LEVEL

CONTINUOUS

INDIVIDUAL INFO

FOCUS ON BUILDING BLOCKS

INFORMS STUDENTS & TEACHERS

PROGRAM LEVEL

PERIODIC

GROUP DATA

FOCUS ON STANDARDS

INFORMS TEACHER TEAMS & LEADERS (NOT STUDENTS)

NOTE THE DIFFERENCES
institutional info needs
DECISION?

WHO?

HELPFUL INFO?

ARE ENOUGH STUDENTS MEETING STANDARDS?

SCHOOL, DISTRICT, & COMMUNITY LEADERS

ANNUAL TEST SCORES AGGREGATED ACROSS STUDENTS SHOWING % MEETING STANDARDS

INSTITUTIONAL INFO NEEDS:
key to success balanced assessment
KEY TO SUCCESS?BALANCED ASSESSMENT!
  • ANNUAL ACCOUNTABILTY TESTING
  • INTERIM, BENCHMARK, SHORT-CYCLE, COMMON TESTS
  • CONTINUOUS CLASSROOM ASSESSMENT
key to success assessment synergy
KEY TO SUCCESS?ASSESSMENT SYNERGY!
  • ALL ASSESSMENT ARISE FROM HIGH-QUALITY STANDARDS
  • ALL ASSESSMENTS PRODUCE ACCURATE EVIDENCE
  • ALL USERS USE ASSESSMENT TO BENEFIT STUDENT LEARNING
slide15

EFFECTIVE USE

ACCURATE

PURPOSE

TARGET

clear learning targets
CLEAR LEARNING TARGETS
  • Start with state standards
clear learning targets1
CLEAR LEARNING TARGETS
  • Start with state standards
  • Deconstruct into scaffolding leading to each standard (local curriculum maps)
slide18

Products

Skills

Reasoning

Knowledge

clear learning targets2
CLEAR LEARNING TARGETS
  • Start with state standards
  • Deconstruct into scaffolding leading to each standard (local curriculum maps)
  • Transform into student-friendly versions
slide20

DESIGN

ACCURATE

EFFECTIVE USE

PURPOSE

TARGET

design features
DESIGN FEATURES
  • Select a proper method
  • Built of quality ingredients
  • Sample appropriately
  • Prevent bias
slide22

EFFECTIVE

COMMUNICATION

DESIGN

ACCURACY

EFFECTIVE USE

PURPOSE

TARGET

effective communication fits the context
EFFECTIVE COMMUNICATION FITS THE CONTEXT
  • RESULTS UNDERSTANDABLE TO ALL USERS
  • SUFFICIENTLY DETAILED TO INFORM BUT NOT OVERWHELM
  • IN TIME TO INFORM & HELP
slide24

EFFECTIVE

COMMUNICATION

DESIGN

ACCURACY

EFFECTIVE USE

PURPOSE

STUDENT

INVOLVEMENT

TARGET

slide26

Our schools were designed to leave lots of students behind—they were to rank us on achievement by the end of high school:

RESULT? WINNERS/LOSERS

slide27

PRIORITIES CHANGE: SOCIETY WANTS ALL WINNERS!

As we continue to evolve toward greater technical & social complexity, LIFELONG LEARNING SKILLS BECOME ESSENTIAL

and so
AND SO,
  • Reading comprehension
  • Ability to write effectively
  • Math problem solving

BECOME KEYS TO LIFELONG LEARNING

slide30

SO SOCIETY CHANGES THE MISSION OF SCHOOLS:

FROM: LEAVE LOTS BEHIND

TO: LEAVE NO CHILD BEHIND

ACCOUNTABILITY? ALL STUDENTS MEET STANDARDS

slide31

A NEW MISSION:

  • ALL STUDENTS MUST HIT ACADEMIC TARGETS
  • AND TAKE RESPONSIBILITY FOR THEIR OWN LEARNING;
  • CLOSE ACHIEVEMENT GAP
if all students are to meet standards
IF ALL STUDENTS ARE TO MEET STANDARDS,
  • ALL STUDENTS MUST BELIEVE THEY CAN, SO THEY WILL TRY
  • LOSING STREAKS & HOPELESSNESS NO LONGER FIT INTO OUR MISSION
keys to success
KEYS TO SUCCESS?
  • LOCATE STUDENT ON THE SCAFFOLDING
  • ESTABLISH THE VALUE OF THE NEXT TARGET
  • MAKE IT APPEAR REACHABLE TO THEM (PROMOTE HOPE)
  • SHOW STUDENTS THEMSELVES SUCCEEDING
slide34

Products

Skills

Reasoning

Knowledge

refined guiding principles
REFINED GUIDING PRINCIPLES!

We must assess accurately, and use results effectively

in order to make sure studentsreact productively to the assessment results.

slide37

PRODUCTIVE RESPONSE TO ASSESSMENT RESULTS:

  • I UNDERSTAND THE RESULTS
  • I KNOW WHAT TO DO NEXT
  • I’M OK
  • I CHOOSE TO KEEP TRYING
slide38

THE COUNTERPRODUCTIVE

  • HOPELESS RESPONSE:
  • I DON’T UNDERSTAND
  • I HAVE NO IDEA WHAT TO DO
  • I’M NO GOOD AT THIS, ANYWAY
  • I GIVE UP
slide39

60 YEARS OF TESTING HAS FAILED TO RECOGNIZE:

What STUDENTS think about and do with assessment results is as important as what adults think and do…

slide40

ASSESSMENT FOR LEARNING:

Creating a Culture of Confidence

requirements1
REQUIREMENTS:
  • Assess accurately &
  • Manage and share results effectively in order to
  • Elicit a productive emotional reaction to the assessment results from the learner
crucial distinction
Crucial Distinction

Assessment OF Learning:

How much have our students learned in the past?

Assessment FOR Learning:

How can we help our students learn more in the future?

overview

Assessment OF Learning

Assessment FOR Learning

Reason

To Inform

Focus

Overview

Check status

Improve learning

Others about students

Students about themselves

Standards

Enabling targets

slide44

Products

Skills

Reasoning

Knowledge

overview1

Assessment OF Learning

Assessment FOR Learning

Example

Place in Time

Overview

External accountability tests and classroom assessments used for grading

Assessments that diagnose needs or help students see themselves getting better

An event after learning

A process during learning

teacher s role in assessment for learning
Teacher’s Role inAssessment FOR Learning
  • Master each standard
  • Deconstruct each into enabling targets
  • Transform into student-friendly version
  • Transform to accurate classroom assessments
  • Use those in collaboration with students to track growth—to promote winning streaks
assessment for learning applications
Assessment FOR Learning Applications:
  • Student-Involved Classroom Assessment
  • Student-Involved Record Keeping
  • Student-Involved Communication
to improve students must
To improve, students must:
  • Know what good work looks like
  • Compare their work to that standard
  • Understand how to close gaps

Royce Sadler, Australia

slide49
Know what good work looks like
    • Start instruction with a student-friendly version of the target
    • Accompany that with samples of student work
slide50
Compare their work to that standard
    • Provide continuous descriptive feedback
    • Teach students to generate their own feedback & set goals
slide51
Understand how to close gaps
    • Help them improve one key attribute at a time
    • Teach them to reflect on improvements over time
keys to achievement gains
Keys to Achievement Gains
  • Clear & appropriate targets
    • Quality standards
    • Deconstructed into scaffolding
    • Transformed to student-friendly
  • Accurate classroom assessment
  • Descriptive feedback
  • Student-involved assessment, record keeping, and communication
expected impact on students
EXPECTED IMPACT ON STUDENTS:
  • PROFOUND ACHIEVEMENT GAINS FOR ALL STUDENTS
  • LARGEST GAINS FOR LOW ACHIEVERS—GAP REDUCTION
  • SOLID FOUNDATION FOR LIFELONG LEARNING
  • EQUAL OPPORTUNITY TO SUCCEED
productive dynamics
PRODUCTIVE DYNAMICS:

Our job is to help students believe they’re capable learners

dynamics to embrace
DYNAMICS TO EMBRACE

We must help learners discover gifts they didn’t believe they had

dynamics we can count on
DYNAMICS WE CAN COUNT ON:

We can make success irresistible to our students

slide60

Students need and deserve the confidence that their work and loyalty will payoff with positive results…

Assessment FOR Learning is entirely about delivering that confidence.

physician s creed
PHYSICIAN’S CREED:

FIRST, DO

NO HARM

educator s creed
EDUCATOR’S CREED:

ABOVE ALL, DO NOTHING TO DIMINISH HOPE

ets assessment training institute
ETS ASSESSMENT TRAINING INSTITUTE

PORTLAND, OREGON

www.ets.org/ati

800-480-3060