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CLASSROOM ASSESSMENT FOR STUDENT LEARNING. Adapted from Assessment Training Institute, Pearson Education, Inc., 2010. Used with skill, assessment can. Motivate the unmotivated Restore students’ desire to learn Encourage students to keep learning

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classroom assessment for student learning

CLASSROOM ASSESSMENT FOR STUDENT LEARNING

Adapted from Assessment Training Institute, Pearson Education, Inc., 2010

used with skill assessment can
Used with skill, assessment can

Motivate the unmotivated

Restore students’ desire to learn

Encourage students to keep learning

Create—not simply measure—increased achievement

--Stiggins, Arter, Chappuis, & Chappuis, 2004

classroom assessment guiding principles
Classroom AssessmentGuiding Principles

Gather accurate information about student achievement

Use assessment process and results to promote maximum student learning

slide7

ACCURACY

EFFECTIVE USE

PURPOSE

key 1 clear assessment purpose
Key 1: Clear Assessment Purpose

Always begin by asking

Who’s going to usethe information?

How will they use it?

What information will they need?

Do our assessment practices meet students’ information needs?

two assessment purposes
Two Assessment Purposes

SUMMATIVE

  • Assessments OF Learning

How much have students learned as of a particular point in time?

FORMATIVE

  • Assessments FOR Learning

How can we use assessment information

to help students learn more?

balanced assessment
Balanced Assessment

Formative

Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed

Summative

Provides evidence of achievement to certify student competence or program effectiveness

Formative uses of summative data

Use of summative evidence to inform what comes next for individuals or groups of students

Assessment for learning

Use assessments to help students assess and adjust their own learning

Assessment for learning

Use classroom assessments to inform teacher’s decisions

slide11

ACCURACY

EFFECTIVE USE

PURPOSE

TARGET

key 2 clear learning targets
Key 2:Clear Learning Targets

Are our targets clear to us? Are they clear to students?

Can we identify what kinds of targets we have?

Do our assignments and assessments reflect the targets students have had the opportunity to learn?

slide13

DESIGN

ACCURACY

EFFECTIVE USE

PURPOSE

TARGET

key 3 sound assessment design
Key 3: Sound Assessment Design

Which assessment methods are the best match for the learning targets?

What is an appropriate sample size?

Are the items, tasks, and scoring rubrics of high quality?

Does the assessment control for bias?

Will the assessment yield information that students can use, when appropriate?

slide15

EFFECTIVE

COMMUNICATION

DESIGN

ACCURACY

EFFECTIVE USE

PURPOSE

TARGET

key 4 effective communication
Key 4: Effective Communication

Do formative assessment results function as effective feedback to students and teachers?

Are students engaged in tracking and communicating about their evolving learning?

Formative Purpose

Summative Purpose

  • Is achievement tracked by learning target and reported by standard?
  • Do grades communicate achievement accurately?
  • Are standardized test results used appropriately?
slide17

EFFECTIVE

COMMUNICATION

DESIGN

ACCURACY

EFFECTIVE USE

PURPOSE

STUDENT

INVOLVEMENT

TARGET

key 5 student involvement

Key 5: Student Involvement

Key 1: Are students’ information needs planned for?

Key 2:Do students have a clear vision of the intended learning?

Key 3: Are students able to self-assess and set goals on the basis of their assessment results?

Key 4: Do students receive and offer effective feedback during the learning?

Key 5: Do students track, reflect on, and share their learning progress?

understanding the importance of the keys to quality
Understanding the Importance of the Keys to Quality

Thinking about each of these five keys to quality:

Which key(s) did your negative experiences violate?

Which key(s) did your positive experiences reinforce?

Categorize the experiences according to the keys to quality.

inside the black box raising standards through classroom assessment
Inside the BLACK BOXRaising Standards Through Classroom Assessment

AReview of Research on the Effects of Formative Assessment

by Paul Black and Dylan Wiliam

slide21

FORMATIVE ASSESSMENT:All those activities undertaken by teachers and by their students [that] provide information to be used asFEEDBACK to modify the teaching and learning activitiesin which they are engaged.--Black & Wiliam, 1998

slide22
Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.
activity directions
Activity Directions

Read through the excerpt from “Inside the Black Box.”

Note the 3–5 most important points to you. Then note the practices that Black and Wiliam suggest are essential to improved achievement. (5 minutes)

Share with a group of 2 or 3 others at your table. (5 minutes)

slide24

Black & Wiliam Review of Research:1. Does better FORMATIVE assessment = higher learning?2. Does formative assessment need improving?3. What improvement is needed?

black wiliam research on effects of formative assessment 4 to 7 gain
Black & Wiliam Research on Effects of Formative Assessment:.4 to .7 Gain

.7 Standard Deviation Score Gain =

25 Percentile Points on ITBS (middle of score range)

70 SAT Score Points

4 ACT Score Points

Largest Gain for Low Achievers

recommended practices
Recommended Practices

Increased descriptive feedback, reduced evaluative feedback

Increased student self-assessment

Increased opportunities for students to communicate their evolving learning during the teaching

slide29
A key premise is that for students to be able to improve,they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students:
  • Know what high quality work looks like
  • Be able to objectively compare their work to the standard
  • Have a store of tactics to make work better based on their observations
  • --Royce Sadler, 1989
assessment for learning meets students information needs
Assessment for learning meets students’ information needs:
  • Where am I going?
  • Where am I now?
  • How can I close the gap?
assessment for learning strategies
Assessment for Learning Strategies
  • Where am I going?

1. Provide a clear statement of the learning target

2. Use examples and models

  • Where am I now?

3. Offer regular descriptive feedback

4. Teach students to self-assess and set goals

  • How can I close the gap?

5. Design focused lessons

6. Teach students focused revision

7. Engage students in self-reflection; let them

keep track of and share their learning

activity directions1
Activity Directions
  • Participants count off 1-7.
  • Each person with the number one reads the explanation of Strategy 1, etc.
  • Be ready to explain the key idea of your strategy and how it addresses the AFL key question.
  • Note ideas that are familiar and ideas that are new to you.
  • Share briefly with the whole group on each of the seven strategies.
slide33

New Idea: Formative assessment can and should be done BY STUDENTSas well as by teachers. The key to improvement is how students and teachers use assessment information.

on the way to quality assessment

On the Way to Quality Assessment!

  • Start now!
  • Go slow!
  • Don’t stop!
slide36

EFFECTIVE

COMMUNICATION

DESIGN

ACCURACY

EFFECTIVE USE

PURPOSE

STUDENT

INVOLVEMENT

TARGET

assessment for learning strategies1
Assessment for Learning Strategies
  • Where am I going?

1. Provide a clear statement of the learning target

2. Use examples and models

  • Where am I now?

3. Offer regular descriptive feedback

4. Teach students to self-assess and set goals

  • How can I close the gap?

5. Design focused lessons

6. Teach students focused revision

7. Engage students in self-reflection; let them keep track of

and share their learning

requirement for success quality assessment
Requirement for Success?Quality Assessment!

Allassessments arise from high-quality content standards

Allassessments produce accurate evidence

Allusers use assessment to benefit student learning

expected benefits and proven results
Expected Benefits and Proven Results

Assessment connected to learning

Better instruction focused on standards

Profound achievement gains for all students, with the largest gains for lowest achievers

More self-managed learning by students