Applause AssessmentApplause Assessment

What makes good assessment?What makes good assessment?

What about good assessment What about good assessment brings the best out of the brings the best out of the

learner?learner?

Applause ActivityApplause Activity

ASSESSMENT ASSESSMENT FORFOR

LEARNING LEARNING

Changing RolesChanging Roles

Last Year We did Last Year We did TeachingTeaching

This year we do something This year we do something else……….else……….

BALANCED BALANCED ASSESSMENTASSESSMENT

• SummativeSummative WESTEST – AccountabilityWESTEST – Accountability

Tests, end of units, final exams, Tests, end of units, final exams, etc.etc.

• BenchmarkBenchmark Measurement of Mastery of Measurement of Mastery of ObjectiveObjective

• FormativeFormative Supportive of Learning, Supportive of Learning, diagnostic, a diagnostic, a part of the part of the learning process. learning process.

Last Year We did Last Year We did TeachingTeaching

This year we do This year we do something else……….something else……….

Assessment is nothing new, but Assessment is nothing new, but how we use assessment and the how we use assessment and the

process of assessing do have process of assessing do have differing affects on student differing affects on student

learning!learning!

YOU DON’T FATTEN THE PIG

BY WEIGHING IT

What have you learned? What have you learned? vs. vs.

How did you do?How did you do?

ASSESSMENTASSESSMENT

• For a GradeFor a Grade

• After LearningAfter Learning

• Measurement of Measurement of Achievement of Achievement of ObjectiveObjective

• Identify the At Risk Identify the At Risk StudentsStudents

OF LearningOF Learning

• For Continual LearningFor Continual Learning

• During Learning ProcessDuring Learning Process

• Involves Student InputInvolves Student Input

• Includes Teacher Includes Teacher FeedbackFeedback

• For Student Self AnalysisFor Student Self Analysis

FOR LearningFOR Learning

Today we will address the Today we will address the following:following:

• WhatWhat is Assessment is Assessment FORFOR Learning? Learning?• WhyWhy do we need to change focus from do we need to change focus from

Assessment Assessment OFOF learning to learning to FORFOR learning?learning?

• Plan:Plan: County-wide plan for 21 County-wide plan for 21stst Century Assessment Century Assessment FORFOR Learning. Learning.

• SamplesSamples of What Assessment of What Assessment FORFOR learning might look like in Marshall learning might look like in Marshall County.County.

What is it?What is it?Five Keys to AssessmentFive Keys to Assessment

• Clear PurposeClear Purpose• Learning TargetsLearning Targets• Sound DesignSound Design• Effective CommunicationEffective Communication

•Student InvolvementStudent Involvement..

Key 1: Clear

PurposeWhat’s the purpose?

Who will use the results?

What will they use the

results to do ?

Key 2: Clear Targets

What are the learning targets?

Are they clear?Are they

appropriate?

Key 3: Sound Design

What method?Quality

questions?Sampled how?

Avoid bias how?

Key 4: Effective

Communication

How manage information?

How report? To whom?

Key 5: Student Involvement

Students are users, too

Students need to understand targets, too

Students can track progress and communicate, too

Students can assess

Keys to Quality Classroom Assessment

Accurate Assessment

Effectively Used

How Do We Involve How Do We Involve Students in Students in

Assessment??Assessment??

Student Involvement Student Involvement • KidKid Friendly Learning Targets with Friendly Learning Targets with

Selected CSOs Selected CSOs • Identify Identify IndividualIndividual Strengths and Areas Strengths and Areas

for Improvementfor Improvement• SelfSelf Analysis and Goal Setting Analysis and Goal Setting• Many other possibilities – Anything that Many other possibilities – Anything that

gets students to ask the right questions gets students to ask the right questions of themselves.of themselves.

Good Formal AssessmentGood Formal Assessment

• Provide Understandable Provide Understandable Learning Learning TargetTarget

• Use ModelsUse Models of Strong and Weak Work of Strong and Weak Work• Regular Regular Descriptive FeedbackDescriptive Feedback• Student Student Self-Assessment and GoalsSelf-Assessment and Goals• Design LessonsDesign Lessons Focused on one Focused on one

aspect of quality at a timeaspect of quality at a time• Teach Student Focused Teach Student Focused RevisionRevision• Self-Self-reflection and Monitoringreflection and Monitoring

Simple Questions Learners Simple Questions Learners Must AskMust Ask

• Where am I now?Where am I now?

• Where do I need to be?Where do I need to be?

• How do I get there?How do I get there?

WHY DO WE NEED WHY DO WE NEED TO MAKE THIS TO MAKE THIS

SHIFT TO SHIFT TO ASSESSMENT FOR ASSESSMENT FOR

LEARNING?LEARNING?

YOU BE GEORGE!YOU BE GEORGE!

Typical Adult to Typical Adult to ChildChild ConversationConversation

• How was your day?How was your day?• FineFine• What did you learn in What did you learn in

math?math?• MathMath• What did you do in What did you do in

math?math?• MathMath• AND……?AND……?• ““Took a test”Took a test”• How did you do?How did you do?• ““Got a C”Got a C”

““Why don’t you just leave Why don’t you just leave me alone?”me alone?”

• Was it a difficult test?Was it a difficult test?• ““Yeah”Yeah”• What will you do to What will you do to

improve?improve?• ““Pay more attention in Pay more attention in

math”math”• Do you like math?Do you like math?• ““Its OK”Its OK”• Are you a good math Are you a good math

student?student?• I’m averageI’m average• What is your math goal?What is your math goal?• To get a “B”To get a “B”

What Happens in the student What Happens in the student when…. a summative assessment when…. a summative assessment indicates he or she did not master indicates he or she did not master

an objective?an objective?• The Bigger, Redder, The Bigger, Redder, FF, minus….. -, minus….. -• Immediate Judgment and a self Immediate Judgment and a self

analysisanalysis• Effort and Efficacy IssuesEffort and Efficacy Issues• Behaviors and Acting OutBehaviors and Acting Out• Self Defeating Spiral of InabilitySelf Defeating Spiral of Inability• Intervention CycleIntervention Cycle

Empowering StudentsEmpowering Students

• Formative assessment clear targets Formative assessment clear targets provide that student with a plan by provide that student with a plan by showing increments rather than final showing increments rather than final judgment.judgment.

• These targets become These targets become measurements to monitor progress.measurements to monitor progress.

• They can become grade book They can become grade book entries.entries.

Link Assessment to 21Link Assessment to 21stst Century Century FrameworkFramework

Component #2 Component #2

_________COUNTY _________COUNTY 2121STST CENTURY ASSESSMENT PLANNING CENTURY ASSESSMENT PLANNING

2008-09 School Year2008-09 School Year• Establish Study Groups and Establish Study Groups and

Implement at School levelImplement at School level– Establish Study Groups and Initiate School Establish Study Groups and Initiate School

Assessment Procedures.Assessment Procedures.– Learn CASL (Classroom Assessment FOR Student Learn CASL (Classroom Assessment FOR Student

Learning)Learning)– Apply the following:Apply the following:

• Keys to quality classroom assessmentKeys to quality classroom assessment• Using team and resourcesUsing team and resources• Further exploration of assessment distinctionsFurther exploration of assessment distinctions• Clear TargetsClear Targets• Assessment MethodsAssessment Methods• Communicating Assessment ResultsCommunicating Assessment Results

Marshall County TeamingMarshall County Teaming“Classroom Assessment FOR Student “Classroom Assessment FOR Student

Learning” (CASL)Learning” (CASL)County Assessment County Assessment

TeamTeamImplementation Team Implementation Team (Reps From Each School)(Reps From Each School)

Assessment Assessment Implementation TeamImplementation Team

    

SAMPLES AND SAMPLES AND DISCUSSIONDISCUSSION

• RUBRIC POSSIBILITIESRUBRIC POSSIBILITIES• YOU BE GEORGE APPLICATION YOU BE GEORGE APPLICATION

(BENCHMARK RESULTS)(BENCHMARK RESULTS)• K “I CAN STATEMENTS”K “I CAN STATEMENTS”• TO GRADE 12 SELF ANALYSISTO GRADE 12 SELF ANALYSIS• Other ideas for reviewOther ideas for review

It Begins in It Begins in ClassroomsClassrooms

Organizing groups, Learning Organizing groups, Learning material, and Discussing material, and Discussing

possibilities are second to possibilities are second to attempts at application of the attempts at application of the basic concept of Assessment basic concept of Assessment

FOR Learning!FOR Learning!