Ahead of the Curve. SELU Conference. Our “A-HA” Moments. Assessments: Why do we assess our students? How do we assess our students?. Why do we assess?. Assessments occur to provide continual feedback to students and to inform our practice as teachers
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Why do we assess our students?
How do we assess our students?
Assessments occur to provide continual feedback to students and to inform our practice as teachers
“They want to know if, and to what degree, students are making progress toward explicit learning goals.” Ainsworth, L.B., & Viegut, D. J. (2006)
“Assessments cannot be a one-shot, do-or-die experience for students. Instead, assessments must be part of an ongoing effort to help students learn.” (Guskey, 2003)
“When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; one-third will get it and the remaining third won’t. So, two-thirds of the children are wasting their time.” Lillian Katz
How is feedback provided to athletes?
What is the purpose of coach?
What are the connections between coaching and teaching?
“I’m not finger-pointing because I think that everyone has to shoulder some of the responsibility for the effort….I guess we have to examine and ask if we’re giving them the tools.”
Frank McCrystal Sept 8, 2008 following 42-14 loss to U of S Huskies
A number of short assessments given over time will provide a better indication of a student’s learning than one or two large assessments given in the middle and at the end of the grading period.
Marzano, Stiggins, Black, William, Popham, Reeves
Co-Constructing Criteria for labs – rubric to be used all semester (Science 9)
Co-Constructed Self-Assessment on a Daily Basis (participation)
I participate to the best of my ability in all aspects of the class
I am able to participate independently and in groups without direct supervision
I am on time for class
I am changed out for class with proper footwear
I remove my jewelry
I participate in warm-up without being asked
I participate in dynamic stretching without being asked
I show physical signs of my effort every day (ex. sweating, flushed, out of breath, HR rate)
Student Choice (Phys Ed 10)
Evaluate Best Evidence of Learning:
Motivation to Complete Math Homework
Portfolio for English 30
Motivation to Hand Essays/large assignments in On Time
Periodic or interim assessments collaboratively designed by grade-level or course teams of teachers
Designed as matching pre- and post- assessments to ensure same-assessment to same-assessment comparison of student growth (FWJ Social Studies Core)
“Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teacher.” (Reeves)
Formative vs. Summative Assessments
Summative – assessment which aims to discover if the learner knows, understands, or can do a predetermined thing” (Torrance & Pryor, 2001, p. 617)
Formative – assessment that aims to discover what the learner knows, understands or can do with intent to inform our teaching or learning as a result (Christensen, 2006)
Current research states formative assessment has a greater impact on student learning than summative assessment
Similar in design and format to provincial assessments
Items should represent essential (Priority) standards ONLY
A blend of item types (short-answer, multiple choice, true/false, matching, etc.)
Administered to all students in grade level or course several times during the semester
Student results analyzed in Data Teams to guide instructional planning and delivery
“Our job is to teach the kids we have, not the kids we used to have, not the kids we wish we had, not the kids who exist only in our dreams.” Dr. Chris Spence