Assessment For Learning. Instruction, Assessment, and Reporting that SUPPORTS Learning Misty McBrierty Director of Curriculum. “ Changing in Education is like engine repair in flight”.
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Instruction, Assessment, and Reporting that SUPPORTS Learning
Director of Curriculum
“ Changing in Education is like engine repair in flight”
Inuksuk: When you look at an inuksuk you are seeing the thoughts of another person left upon the land… just like words in a book - Norman HallendyThese markers in the tundra tell you someone was here and you are on the right path!!! That is the point of Assessment for Learning!
All your conversations should be focused on what students need to learn and how to get them there… Not what you teach.
“Gone are the days that students are passively receiving teaching… Here are the days they should be actively engaged in learning”
Point to Ponder: Is what you do at the classroom level promoting learning or is it a detriment to learning?
"It is what teachers think, what teachers believe, and what teachers do at the level of the classroom that ultimately shapes the kind of learning that young people get." ~ Andy Hargreaves and Michael Fullan
Black and Wiliam (1998)
“Summarizing a decade of classroom assessment research conducted internationally, conclude that involving students in assessment and increasing the amount of descriptive feedback while decreasing the evaluative feedback has a more powerful positive impact on learning that any educational innovation ever documented.”
Summative vs. Formative AssessmentWe must constantly remind ourselves that the ultimate purpose of evaluation is to enable students to evaluate themselves – Arthur Costa
Formative Assessment: These are part of the instructional process. It should be incorporated into the classroom process and provides information to adjust teaching; These are completed on the way to mastery or proficiency. These are not used as part of the grading and reporting system
Summative Assessment: These are given periodically to determine at a particular point in time what student know and do not know. Final Declaration of Mastery or Proficiency.These are generally used as part of the grading and reporting system
What is large Scale Assessment? State, federal tests (NECAP, MCAS, NAEP, TIMMS, SAT,ACT….2014… Smarter Balanced Common Core Assessment)
Purpose of Large Scale Summative Assessment
A. To evaluate the systemic learning at the district level; Effectiveness of programs and curriculums
B. Inform student learning relative to content standards; this is not helpful necessarily at the student level but can inform system of curriculum strengths and weaknesses.
C. Make curriculum and instruction adjustments vertically and horizontally; Set systemic goals for improvement
D. Provide feedback on certain types of learning
E. Student Placement in some cases
What Large Scale Summative Assessments cannot do…
A. Provide information at the instructional level for individual students
B. Provide descriptive feedback to students to improve
C. Support learner during the process of learning
Classroom Summative Assessment… We can tell a little more of the truth. In doing so, it turns out that we can avoid pretending that a student’s whole performance or intelligence can be summed up in one number -Peter Elbow
Examples: Unit Tests, Performance Tasks, Projects, Reports, Benchmark Assessments, End of Term exams, Essays, Presentations
Scientific Inquiry Rubric
Students either design their own experiment and/or Evaluate experiment for effective design.
This becomes a summative assessment when students are ready to perform the task independently after practice and descriptive feedback in relation to the criteria.
Sorting Assessment Questions by Learning Targets/Benchmarks:
Sample Assessment Cover Sheet
Using the benchmarks/standards/SWBAT… as the guide for your questions, sorting them, then reporting based on standards allow you and the students to see students are doing well and needing more instruction… It also allows a summative assessment become formative in some areas if necessary
Formative AssessmentCertainty stunts thought, in ourselves and others…. Thought flourishes as questions are asked, not as answers are found – Frank Smith
(Rick Wormeli on Formative Assessment)
“ All formative work should lead to the student’s success in the summative assessment independently”
Ensure students are learning to mastery using effective formative and summative classroom assessments
Analyze released items for format, topics, and types of questions
Use released items from large scale tests part of daily/weekly classroom culture (they can be homework, DO NOWs, collaborative work)
Have released items in unit, trimester, or semester exams (be sure to choose well written release items that match the learning targets)
Create end of year assessments using released items in a format similar to the actual test; especially in areas such as science that are not tested every year.
Malpractices in School:
Zeros, grading homework (practice/preparation/formative assessment), points off for late work, extra credit, unclear learning targets/criteria, assessment tools that do not match target, lack of clear protocols, little to no relationship building with students, lack of subject or pedagogy knowledge, use of inappropriate and detrimental discipline practices, using the grading system for compensation or punishment, ignoring data that could inform instruction and improve learning
Wrongful or negligent acts on the part of teachers or schools that result (or may result) in student detriments, especially including the failure of students to learn.
Rick Wormeli on DO OVERS….
Doug Reeves on Toxic Grading Practices:
“School improvement expert Bob Marzano asks, Why would anyone want to change current grading practices? The answer is quite simple: grades are so imprecise that they are almost meaningless.” -Marzano 2000, p.1
What should grades look like?
Summative only; no formative or non achievement factors
Report learning at the ranking period… however students are allowed to redo and come back to areas they haven’t met
Report student behaviors and non achievement factors (effort, participation, collaboration, homework completion) separately
* Grade should never be used for compensation or discipline; Those are behavior systems that have no place in the achievement record.
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What is one thing you are going to change in your classroom practice?
How will your grade level team, curriculum team, school adjust to support student learning?
What support can the administration give you on your journey to learn and improve practices to support students?