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Byron Center Professional Development. November 17, 2011. Common Assessments for Writing. Erin Busch- Grabemeyer Elizabeth Nelson. OBJECTIVES. Common Assessment Experts ________________ Rick Stiggins Mike Schmoker Robert Marzano Steve Chappuis Jan Chappuis Judith Arter

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slide1

Byron Center

Professional Development

November 17, 2011

Common Assessments for Writing

Erin Busch-Grabemeyer

Elizabeth Nelson

slide3

OBJECTIVES

Common Assessment

Experts

________________

Rick Stiggins

Mike Schmoker

Robert Marzano

Steve Chappuis

Jan Chappuis

Judith Arter

Rick Wormeli

Ken O’Conner

Rick DuFour

,

1. Develop a shared understanding of the principles, methods, and design of good writing assessment.

2. Recognize the power of assessment and collaboration as a key to affecting instruction.

3. Look at writing from the perspectives of student work and teacher instruction.

slide4

I am not a writing teacher!

I don’t have enough time to cover one more thing!

What’s the big deal?

Isn’t this the job of the English dept.?

Why do we need to use the same assessment?

slide5

Nearly 1/3 of high school graduates are not ready for college-level writing.

Achieve, Inc., 2005

slide6

Only 1 out of 4 high school seniors is a proficient writer.

.

Salahu-Din, Persky, and Miller, 2004

slide7

The benchmark for good writing in the 19th century was on “correctness” of mechanics versus the deep rhetorical thinking required today.

Carnegie Report, 2010

slide9

Each phase of writing requires problem solving and critical thinking.

Because Writing Matters, Carl Nagin and NWP

slide10

Writing can support learning and retention of knowledge in all disciplines

Writing to Learn, William Zinsser

slide11

Good writing is essential

  • For obtaining
  • high school diploma
  • college degree
  • acquiring a good job
  • participating in society.
slide12

How we assess depends

on why we assess.

Step 1

Who is the stakeholder?

slide13

Why Assess?

Accountability

slide14

Why Assess?

Motivation

slide15

Why Assess?

Monitor Progress

slide16

Why Assess?

Provide Feedback

slide17

Why Assess?

Inform Instruction

slide18

Why Assess?

Judge Teacher Effectiveness

slide19

Why Assess?

Determine Strengths

slide20

Why Assess?

Determine areas of deficiency

slide21

Why Assess?

Report to parents

slide22

Why Assess?

Determine how many meet standards

slide23

Why Assess?

Measure American students’ success

slide26

Step 2

What we assess depends

On our

learning targets.

slide28

learning targets

A learning target is any achievement expectation we hold for students.

It’s a statement of what we want the students to learn.

slide29

How do we know the assessment measures this?

Step 3

Is this of sound assessment design?

slide30

Sound Assessment Design

  • Create quality rubrics
  • Control for bias
  • Design the assessment
  • so that students can self-
  • assess and set goals
slide31

What is our inter-rater reliability?

Inter-rater reliability is dependent upon the ability of two or more individuals to be consistent.

Step 4

Do we have a shared understanding of what student learning should look like?

slide32

What is our inter-rater reliability?

This involves a change

in focus from looking

at our work to looking

at student work.

slide34

There are many different kinds of writing assessments

No one assessment can measure

everything or do everything

for all stakeholders

slide35

7 Practices of Assessment

FOR Learning

Classroom Assessment for Student Learning: Doing It Right, Using It Well

by Rick Stiggins (2004)

Where am I going?

Provide a clear learning target

Use examples and models of strong and weak work

Where am I now?

Offer descriptive feedback

Teach students to self assess and set goals

How can I close the gap?

Design lessons to focus on one aspect of quality at a time

Teach students focused revision

Engage students in self-reflection and share in their learning

slide36

Where do we begin?

Remember: You are not in this alone.