The Assessment Capacity Project Focus Group Consultations April-June 2014.
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Transcript of The Assessment Capacity Project Focus Group Consultations April-June 2014.
The AssessmentCapacity Project
Focus Group Consultations
April-June 2014
Assessment Capacity: Origins
The Assessment Capacity Project supports and is responsive to the direction provided by Inspiring Education: A Dialogue with Albertans (2010).
• “Review assessment to align with a competency-based system.”
Assessment Capacity: Origins
• Require school- and district-based leaders to demonstrate assessment literacy within their instructional leadership practice across all subject areas.
• Be guided by the Principles for Fair Assessment Practices for Education in Canada.
• Require teachers to demonstrate detailed knowledge of the Program of Studies for the courses they teach.
• Focus on coherence among curriculum-teaching-assessment-professional development.
• Be characterized by educators ongoing participation in coordinated and coherent school and district-based professional development that occurs within and across schools, plus within and across disciplines.
• Incorporate student voice into all assessment practices.
• Be supported by evidence-based rather that opinion-based professional development.
• Report academic achievement, behaviour, and social-emotional development separately and accurately.
Assessment Capacity: Origins
“We really don’t know how to assess. We’re lost about how to assess many of our students.”
“Teachers should know more about making assessment objective.”
“There are differences in understandings across all the staff and that is where the misconceptions are coming in when people don’t have the shared understanding.”
“There is still a lot of work to be done. It is personal experience but I know what is going on in my school as well as other elementary teachers and we are working on this [assessment] and trying to change things.
“Approximately 83% of educator respondents agreed that their level of knowledge [of assessment] was substantial… . Even though educators rated their knowledge as high, many did not articulate this sentiment overtly in the interviews… .” (page 96)
Assessment Capacity: Origins
http://education.alberta.ca/media/1165612/albertaassessmentstudyfinalreport.pdf
Assessment Capacity: Origins
DIRECTIONS FOR FUTURE CURRICULUM System-Focused Student-Focused
Content-focused Focus on competencies
Prescriptive curriculum with limited flexibility
Opportunities for local decision making and greater depth of study
Primarily focused on summative assessment
Balance among formative and summative assessments
Print-based Digitally based
Ministry-led development Collaborative and co-development models
Sequential development Synchronous development
Assessment Capacity: Goals
• Provide educators with the necessary skills and tools to fairly assess student progress.
• Develop with stakeholders a sustainable system of professional development for current and new teachers to provide them with opportunities to enhance their ability to use assessment effectively in various contexts.
• Communicate to educators the necessity to measure student progress
consistent with provincial standards.
• Develop a shared understanding of educational standards amongst educators.
• Familiarize educators with opportunities for the application of alternate methods of assessment delivery such as digital and online.
• Provide educators with opportunities to network and have professional and focused discussions on various aspects of assessment.
Assessment Capacity: In Scope
• Discussions with stakeholders and clients about the need for assessment capacity in Alberta and the value of a sustainable system of professional development for current and new teachers.
• Potential contracts or grants with organizations such as the Alberta Assessment Consortium, the Alberta Teachers’ Association, and the Alberta Regional Professional Development Consortia to assist in the development and delivery of assessment capacity.
• Gathering information from the grant deliverables of Curriculum Development Prototyping Request for Proposals relative to classroom based assessments.
• Provide support to the prototyping sites related to classroom assessments.• Presentations explaining the goals and objectives of the Assessment Capacity
Project to conventions, conferences and forums hosted by stakeholder groups such as the ATA, CASS, Speak Out, and the ASBA.
• Professional development training sessions for teacher inservice leaders; coordinated through existing PD providers such as the AAC, the ARPDC and the ATA.
Assessment Capacity: Out of Scope
• Student Learning Assessments (SLAs) and related assessment supports.
• Provincial Diploma Examinations.
• Mandating changes to locally-developed assessment and reporting policies unless any such policies or elements thereof contravene assessment and/or reporting policies of the ministry.
Assessment Capacity: Summing Up
Assessment is a central element of education. The Assessment Capacity
Project is about empowerment. It is intended to provide educators with
the skillset and tools necessary to fairly assess student progress in a
manner consistent with the values and principles stated in Inspiring
Education. The ultimate benefactors of an education system in which
assessment capacity has been enhanced are students. Students will have
assurance that they have been assessed in a fair, valid and reliable
manner, and have access to informative feedback that will allow them to
reach their full potential by developing the competencies of Engaged
Thinkers and Ethical Citizens with an Entrepreneurial Spirit.
empowerment.
Assessment Capacity: Courses of Action
Support the development of
assessment models
appropriate to new provincial
programs of study.
Enhance the ability of educators to fairly assess student achievement.
Preliminary Steps:
Gather Input from Educators• What PD support for
Assessment Capacity is most needed?
Gather Input from Students• What are their thoughts about
the assessments teachers currently provide.
Assessment Capacity: Enhancement for the Current System
• Work with key stakeholders to establish a sustainable professional development system to enhance and improve assessment practices and establish networks to facilitate dialogue on assessment practices
• Develop within Alberta’s k-12 education sector an understanding of the importance of having a shared understanding of provincial standards
• Work with universities to ensure education graduates possess the capacity to provide fair assessment once serving in the teaching workforce
• Work with prototyping sites to collaborate in the development of assessment models consistent with and in support of a competency-based curriculum.
• Provide support to the prototyping sites related to classroom assessments
Assessment Capacity: Preparation for a Competency-Based Curriculum
Ken O’Connor on Fair Assessment
http://pearsonschoolsystems.com/products/powerteacher/ken/fix10/
Assessment Capacity: Foundational Documents
Principles for Fair Assessment Practices for Education in Canada (1993) Principles for Fair Assessment
Developed by representatives from the provincial and territorial Ministries of Education and 9 educational organizations in Canada over 21 months• Chaired by Dr. Todd Rogers, University of Alberta• The document can be considered representative of the ideals within the
Canadian educational community about fair assessment in the 1990s.• Part A for classroom assessment, Part B for standardized assessment• Should be considered neither exhaustive nor mandatory but rather
reflect the intent and spirit of assessment
Assessment Capacity: Foundational Documents
Principles for Fair Assessment Practices for Education in Canada (1993)
Developing/ChoosingAssessment Methods
Collecting AssessmentInformation
Judging andScoring Performance
Summarizing andInterpreting Results
ReportingAssessment Findings
Instructions• Write your name on the score sheet• Answer all items• There is no penalty for guessing• Good Luck
How you will be assessed:• Setting out materials as instructed (5 marks)• Measuring ingredients accurately (5 marks)• Including all ingredients as required (5 marks)
Comments:Your diagram includes all the key elements and is clearly readable from across the classroom. The colours you chose for contrast….
Assessment Policy Information for Parents and StudentsIn determining a student’s final course standing, teachers must ensure that greater weighting is given to the most recent evidence of achievement. Teachers must also…
ERROR!
Appeal Rules for Assessment Results • Identify the specific concerns you have regarding the
assessment you received• Refer to the scoring rubric and exemplar work when discussing
your work
assessments link directly to program of studies outcomes, competencies, skills and benchmarks
assessments align with instruction
assessment of the knowledge, skills, and attitude of each student is based on valid measures
a variety of assessment methods are used to ensure comprehensive assessment of student achievement
in assigning a value to an assessment consideration is given to the nature of the task (e.g. formative or summative)
care and attention is taken in constructing assessments to ensure that tasks are communicated in a manner that is clear, concise and unambiguous
assessments focus on purposeful knowledge, broad concepts and appropriate skills
assessments are appropriate to student backgrounds, experiences, and learning needs
assessments avoid stereotyping/offending
translations of assessments into another language maintain an appropriate standard
assessments provide reliable and valid information about the achievement of each student
Principles for Fair Assessment: a Revised and Abridged Version I. Planning and Developing Assessments
Ensure that:
students are informed of why and how they will be assessed
assessments are completed under optimum conditions including appropriate time
when using observational assessment, a limited number of components are assessed
clear, concise and complete instructions are provided
students are encouraged to fully complete all assigned tasks
students are treated equitably
circumstances that interfere with assessment are noted
adapted assessments for students with special needs are developed and provided when professionally determined to be appropriate
care and attention is taken in constructing assessments to ensure that tasks are communicated in a manner that is clear, concise and unambiguous
assessments provide reliable and valid information about the achievement of each student
Principles for Fair Assessment: a Revised and Abridged VersionII. Collecting Assessment Information
Ensure that:
procedures for assessing a tasks is established prior to its administration students are told in advance how they will be assessed an appropriate distinction is made between formative and summative tasks
and the weighting of such tasks personal biases do not affect the evaluation process comments on student performance are designed to improve learning and
are directly linked to program of studies expectations assessment processes are adapted to account for unanticipated responses an appeal process is established and communicated to students provincial standards are applied when student performance is assessed
Principles for Fair Assessment: a Revised and Abridged VersionIII. Assessing Evidence of Performance
Ensure that:
written policy explains how results are summarized and interpreted
students and parents know how comments and achievement levels are determined
summative assessments are used to inform summative comments and assign achievement levels
disparate measures are not combined into a single summary achievement level
achievement, effort, participation, and other behaviors are not assigned an achievement level but are assessed separately and independently of each other.
summative comments and achievement levels are based on more than one assessment
proper weighting is given to each assessment used to determine final achievement levels
the basis for interpretation of student results is described and justifiable
interpretation of assessment results takes into consideration the backgrounds and experiences of students (e.g. demographics of student population)
interpretation of assessment results takes measurement error into consideration
Principles for Fair Assessment: a Revised and Abridged VersionIV. Summarizing and Interpreting Results
Ensure that:
reporting systems provide timely and accurate information
reports are written in audience friendly language
reports identify the learning outcomes addressed
reports describe each student’s strengths and areas requiring improvement; relative to learning outcomes, competencies, benchmarks and skills
conferences among parents, students and teachers occur with the goal of improving student learning
parents and students are informed of the appeal process, should their be concerns with the assessment of a student
access to assessment information is governed by applicable laws/fairness/human rights
the maintenance and transference of assessment information from authority to authority is guided by written policy and maintains security and confidentiality
Principles for Fair Assessment: a Revised and Abridged VersionV. Communicating Assessment Results
Ensure that:
You and your class have developed a scoring rubric for a writing task. One category of the rubric specifies that, to receive the highest possible level, students must use three accurate and comprehensively developed examples. In assessing responses you find that most students have used three examples but that the examples are not comprehensive and contain inaccuracies. Several students have provided two examples; however the examples exceed expectations in terms of their accuracy and comprehensiveness.
Under which of the following areas of focus is the issue identified in this scenario most directly addressed?
I. Planning and Developing Assessments
II. Collecting Assessment Information
III. Assessing Evidence of Performance
IV. Summarizing and Interpreting Results
V. Communicating Assessment Results
Principles for Fair Assessment: a Revised and Abridged Version A Scenario for Discussion
In art class you assign students to create a sculpture for a summative assessment. One student, whom you know is highly skilled in art, hands in a very creative work that the student indicates she was able to complete in several hours. A second student, much less artistic, hands in a sculpture that is not nearly of the same standard, however this student indicates that he spent numerous hours over several days preparing the sculpture. Should the efforts of the second student contribute to the student’s grade/achievement level.
Under which of the following areas of focus is the issue identified in this scenario most directly addressed?
I. Planning and Developing Assessments
II. Collecting Assessment Information
III. Assessing Evidence of Performance
IV. Summarizing and Interpreting Results
V. Communicating Assessment Results
Principles for Fair Assessment: a Revised and Abridged Version A Scenario for Discussion
The program of studies for a subject you teach requires students to demonstrate effective public speaking skills, thus you create an assignment where each student is to prepare and present a brief speech to the class. A student raises his hand and indicates that he has anxiety about public speaking and cannot complete the assignment, however he is willing to record a speech at home and play the recorded speech to class. Immediately several other students indicate that they too want to have this option.
Under which of the following areas of focus is the issue identified in this scenario most directly addressed?
I. Planning and Developing Assessments
II. Collecting Assessment Information
III. Assessing Evidence of Performance
IV. Summarizing and Interpreting Results
V. Communicating Assessment Results
Principles for Fair Assessment: a Revised and Abridged Version A Scenario for Discussion
Focus Group Survey
You will be provided with a survey seeking your input into decisions about the professional development needed to enhance teacher assessment capacity.
Although we need your individual responses you may discuss the survey in small groups if you choose. Please ask me for any clarifications needed.
Thank you!
Questions and Comments
For further information contact:
Tim Coates, CoordinatorAssessment Capacity [email protected]