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Building Better Assessment Skills: How Effective Teachers Use Assessment to Drive Student Learning. May 17, 2013 James H. Stronge Stronge & Associates. Project-Based Learning. Case in point. Assessing Project-Based Learning. Assess a multitude of complex learner outcomes

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building better assessment skills how effective teachers use assessment to drive student learning

Building Better Assessment Skills: How Effective Teachers Use Assessment to Drive Student Learning

May 17, 2013

James H. Stronge

Stronge & Associates

assessing project based learning
Assessing Project-Based Learning
  • Assess a multitude of complex learner outcomes
  • Assess student learning in authentic ways
  • Opportunities to build on students’ learning by tracking progress
which of these will have the most direct effect on individual student learning
Which of these will have the most direct effect on individual student learning?

Classroom Assessment

District Curriculum and Assessments

State Standards and Assessments

why is classroom assessment so important
Why is Classroom Assessment so Important?

State Standards and Assessments

District Curriculum and Assessments

Classroom Assessment

…Because it is closest to the actual student and to student learning!

study highlight what factor had the largest effect on student achievement
Study Highlight: What factor had the largest effect on student achievement?

Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

slide7

Study Highlight: What factor had the largest effect on student achievement?

Wright, S.P., Horn, S.P., & Sanders, W.L. (1997)

project error analysis
Project: Error Analysis

Learning Objectives:

  • To identify and articulate significant errors in information and processes
  • To accurately describe the effects of errors on the information or process in which they originate
  • To accurately describe how errors can be corrected
  • To use a variety of information-gathering techniques and information resources
  • To orally communicate ideas clearly and effectively
project error analysis1
Project: Error Analysis

Performance Task:

Identify a recent disaster that has been reported on in local newspapers and television stations. Your task is to analyze the dissemination of information to the public, specifically the accuracy of this information and present your findings to a member of the media.

The following activities should be conducted as part of the task:

  • Determine how the media disseminates information to the public and provide examples of inaccurate information provided including examples from a variety of sources including newspapers, television broadcasts, eyewitness accounts, or interviews
  • Identify how these inaccuracies affected people receiving the information and what could have been done to prevent inaccurate information from being disseminated
  • Present your findings to a member of the media and record the individual’s response
  • Present your results to the class
assessment of project based learning
Assessment of Project-Based Learning
  • Focus on important learning outcomes for students
  • Link to instruction received in the classroom
  • Assess both what students should know and be able to do and what they were actually taught
principle 1 disaggregate data in multiple ways
Principle #1: Disaggregate Data in Multiple Ways
  • Student Needs
    • Whole class
    • Individual students
    • Groups of Students
  • Curriculum Needs
    • Critical Elements on Task
    • Overall Performance on Task
individual students
Individual Students

Low Performing Students

Students 6 & 13

High Performing Students

Students 8 & 12

providing feedback
Providing Feedback

Look at feedback provided to Student 9 by two different teachers

To what degree does each type of feedback impact student learning and inform instruction?

elements of effective feedback
Elements of Effective Feedback

Honest

Does the feedback indicate what is rather than a false sense of mastery?

Timely

Is the feedback still relevant when it is given back to the students (immediate vs. delayed feedback)?

Specific

Does the feedback provide specifics to the student as to what criteria the product meets/does not meet and what the student needs to do to improve?

Accurate

Does the feedback reflect the intended learning outcomes?

Constructive

Is the tone of the feedback positive, providing ways for the student to improve/continue to perform well?

Gareis & Grant, 2008 as adapted from Assessment Reform Group, 1998

slide23

Does formative assessment work?

Improved formative assessments typically yield gains in student achievement roughly equivalent to one to two grade levels in learning.

(Assessment Reform Group, 1999; 2011)

effect sizes of selected influences on student achievement
Effect Sizes of Selected Influences on Student Achievement

Hattie, 1999 as reported in Hattie & Timperley, 2007

principle 4 use rubric data to improve student performance and teacher performance

Principle #4: Use rubric data to improve student performance and teacher performance

what should the teacher do now with the info
What should the teacher do now with the info?
  • Reteach critical elements of error analysis and communication
  • Use flexible grouping to group students both homogeneously and heterogeneously to target different student needs
hunter denton error analysis assignment october
Hunter DentonError Analysis Assignment - October

10% scoring at or above Proficient

hunter denton s goal
Hunter Denton’s Goal

By March, all students will move up a performance level in each category on the error analysis task.

rubric information should be used to
Rubric Information should be used to …
  • Improve student learning
  • Improve teacher effectiveness