ASSESSMENT AS LEARNING

Ruth Ann DapkusED 546

Summer 2016

Students as stakeholders...

• In charge of their own learning. • Become independent, capable thinkers

• Grounded in Vygotsky’s Zone of Proximal Development (p. 136)

• Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2006/Lstyles/Glossary.htm

Students:

• TEACHER STUDENT• A. Modeling• B. Guided practice• C. Independent practice• D. Application of Skills (new

learning)• SS: Instructional resources for

each other!

Can you think of ways of expanding their engagement in instructional assessment?

Connecting Students & Classrooms... • Amplify student presence

through publishing & Broadcasting

• Establish partners in Community and beyond

• Opportunities for SERVICE LEARNING (Connection)

• Curriculum design… authentic problems

• Accept student ideas (assets)

• Mystery Skype • Students apply standards-based

curricula and classroom learning through hands-on service projects (Oregon Department of Education) Students reflect on community needs.

TRUSTTalent, Rapport, Responsiveness,

Us, Structures, Time

• Discovering student assets• Forging relationships based on mutual respect• Believing everyone can learn• Mechanisms to let students own their learning• Opportunities to nurture T-S relationships

Assessment as Learning• Inquiry habits• Learner autonomy• Advanced intrinsic motivation• Honor intellectual & life experiences of student

• Include student in assessment planning (background knowledge)•

Student planning• Involve students • Evaluating Assessment as learning• Semantic maps • -interrelationships from content• -recreate & rearrange ideas• Student led conferences • -role play & role reversal T-S, S-T• -discuss student work•

Assessment as Learning (feedback)Peers• Peer assessment (checklists)• Acting on feedback

(performance tasks/conversations)

• Collaborating with partners (small groups)

Independently• Self reflect (orally) & in

writing• Recount experiences (allow

time)

• Self evaluate

Reflective Ques. Personal Prompts

•Preferences for learning/Learning style/Strengths

The most interesting ideas for me are_____.A strategy that helps me remember is____.I’m getting better at ____ because___.

What did you know________?What did you learn___________?How would you change this topic?

Types of Student Self-AssessmentExemplars

(provide detailed examples)• __yes *standards

references• __no

ELL’s*How students

react or feel

Story recount (self assessment)Describe story elements through multicultural storytelling.

Facts/details/descriptionsMy folk tale_____________________. Country________________________. 1. Y/N

2. Y/N3. Y/N4. Y/N5. Y/N6. Y/N

Rating Scale: e.g. Open ended questions-prompts

Speaking to my class/group

Not Quite Yet

Some of the Time

Most of the Time

All of the Time

I use environmental terms/expressions: I compare and contrast environmental changes:I discuss causes and effects using the graphic organizer:

Grade: 3

Any content area or language

!

Self-Assessment: Builds metacognitive awarenesstheir own learning and develop “strategies” for different tasks

* Internal monitoring: essential for self-regulation.

Evaluating Narrative writing, Grade 8

Discourse, Sentence, and Word!Phrase writing checklist:

Absolutely! Evidence From My Narrative

My gothic story has an introduction, a body and conclusion.My sentences have subject-verb agreement, multiple verb tenses and varied word order.

Self-assessment checklist for strategies…• What do you do to solve math problems? Put an X in each box to

answer YES / NO.Math Strategy… YES NOSometimes I use my home language to help me understand what to do.

I draw pictures to help me figure out the answer.

I use different things in my classroom (objects) to help me.

Combined Process & Product Exemplars (Self-Assessment)

Recount Self-Assessment (Biographies)Part 1I wrote a list of persons who I admire or respect.I collected information on the person from two sources (books, internet, newspapers)I summarized the information from the two sources.

Part 2

Think about the person you selected for you biography. ______________

Why is the person you chose important to you? _______________

What did the person do to change the way you think or act?_________

Teachers of Self and Peer

AssessmentGain maturity Move toward independence (thinking)A.) Agency: student interaction with the world. B.) Integrated identity: Ability to make decisions with

their own values & beliefs C.) Competencies approaching “different” tasks.

• Modify assessments (reading surveys aloud)

• Allow students to respond in home language.

• Less proficient ELL’s might need KWHL (Know, What I learned, Wish to learn & How I plan to learn)

Assessment as learning:

Students

Assessment as

Learning

Self Assessment

Peer Assessment

HTTPS://WWW.TEACHINGCHANNEL.ORG/VIDEOS/PEER-TEACHING--2Retrieved from: The Teaching Channel

Activity & Video !!!

Retrieved from: http://trafficlightcups.com/

Chapter 5:

Discussion Questions

Assessment as Learning

1.) Based on the information in this chapter, how can you as an individual educator or as a member of a professional learning team provide a rationale for having greater involvement of students in decision making within classrooms?

2.) How might you introduce assessment as learning through a gradual release of responsibility?

3.) How can planning and enacting ways to engage students up front in their own learning be reinforced with descriptive feedback?

4.) How do you see ELL’s, ELL’s with disabilities, or other students with disabilities participating in assessment as learning?

5.) How can student voice in assessment as learning have more of a presence in your classroom?

6.) How can assessment as learning promote student equity?

REFERENCES

• Atherton. (2005). Glossary. Retrieved July 09, 2016, from http://ehlt.flinders.edu.au/education/DLiT/2006/Lstyles/Glossary.htm

• Gottlieb, M. H. (2016). Assessing English language learners: Bridges to educational equity: Connecting academic language proficiency to student achievement. United States: SAGE Publications.

• Self-Assessment and Peer Support. (n.d.). Retrieved July 10, 2016, from https://www.teachingchannel.org/videos/peer-teaching--2

• Traffic Light Cups - Home. (n.d.). Retrieved July 10, 2016, from http://trafficlightcups.com/