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Classroom Assessment for Student Learning: Doing It Right – Using It Well. Purpose of Assessment. SUMMATIVE Assessments OF Learning How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning

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Slide 1 1336679

Classroom Assessment for Student Learning:

Doing It Right – Using It Well

Purpose of assessment
Purpose of Assessment


  • Assessments OF Learning

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


  • Assessments FOR Learning

    • How can we use assessment information to help students learn more?

Research on effects of formative assessment
Research on Effects of Formative Assessment:

.7 Standard Deviation Score Gain =

  • 25 Percentile Points on ITBS (middle of score range)

  • 70 SAT Score Points

  • 4 ACT Score PointsLargest Gain for Low Achievers

    Black & Wiliam

Needed improvements
Needed Improvements

  • Increased commitment to high-quality formative assessments

  • Increased descriptive feedback, reduced evaluative feedback

  • Increased student involvement in the assessment process

Key 1 clear assessment purpose
Key 1: Clear Assessment Purpose

Always begin by asking

  • What decisions?

  • Who’s making them?

  • What information will be helpful to them?

Purpose assess to meet whose needs
Purpose:Assess to meet whose needs?

Balanced assessment
Balanced Assessment


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


Provides evidence achievement to certify student competence or program effectiveness

Assessment forlearning

Use assessments to help students assess and adjust their own learning

Formative uses of summative data

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

Assessment for learning

Use classroom assessments to inform teacher’s decisions

Balanced assessment stakeholders needs
Balanced Assessment: Stakeholders’ Needs

  • Annual accountability testing

  • Interim, short-cycle or benchmark testing

  • Ongoing, accurate classroom assessments for and of learning

  • Students are the most influential user of assessment information

Key 2 clear learning targets
Key 2: Clear Learning Targets

  • Know what kinds of targets are represented in curriculum

  • Know which targets each assessment measures

  • Advances communication of learning targets in student-friendly language

Kinds of targets
Kinds of Targets

  • Master content knowledge

  • Use knowledge to reason and solve problems

  • Demonstrate performance skills

  • Create quality products

Clear targets benefits to students
Clear Targets: Benefits to Students

  • Students who could identify their learning scored 27 percentile points higher than those who could not (Marzano, 2005)

  • A student’s success on a standardized math test: 40% is dependent upon mathematics literacy (Jacobs, 2004)

Key 3 sound assessment design
Key 3: Sound Assessment Design

  • Select a proper assessment method

  • Select or create quality items, tasks, and rubrics

  • Sample—gather enough evidence

  • Control for bias

  • Design assessments so students can self-assess and set goals

Key 4 effective communication
Key 4: Effective Communication

  • Provide students with descriptive feedback

  • Involve students in tracking and communicating about their learning

  • Use grading practices that accurately communicate about student learning

  • Interpret and use standardized test results correctly

Key 5 student involvement the seven strategies of assessment for learning

Where am I going?

1. Provide a clear statement of the learning target

Use examples and models

Where am I now?

3. Offer regular descriptive feedback

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

Key 5: Student InvolvementTheSeven Strategies of Assessment for Learning

Why assessment for learning works
Why Assessment for Learning Works

When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves.

Black and Wiliam, 1998; Sternberg, 1996; Young, 2000

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