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
November 17, 2011
Common Assessments for Writing
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.
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?
Nearly 1/3 of high school graduates are not ready for college-level writing.
Achieve, Inc., 2005
Salahu-Din, Persky, and Miller, 2004
The benchmark for good writing in the 19th century was on “correctness” of mechanics versus the deep rhetorical thinking required today.
Carnegie Report, 2010
Because Writing Matters, Carl Nagin and NWP
Writing can support learning and retention of knowledge in all disciplines
Writing to Learn, William Zinsser
on why we assess.
Who is the stakeholder?
Judge Teacher Effectiveness
Determine areas of deficiency
Report to parents
Determine how many meet standards
Measure American students’ success
What we assess depends
A learning target is any achievement expectation we hold for students.
It’s a statement of what we want the students to learn.
Is this of sound assessment design?
Inter-rater reliability is dependent upon the ability of two or more individuals to be consistent.
Do we have a shared understanding of what student learning should look like?
This involves a change
in focus from looking
at our work to looking
at student work.
No one assessment can measure
everything or do everything
for all stakeholders
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
Remember: You are not in this alone.
Working Together will share the work load and allow you to create the best assessments.