ASSESSING for LEARNING

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ASSESSING for LEARNING

• Presented by Suzanne M. Bean, Ph.D.
• Director, Roger F. Wicker Center for Creative
  Learning
• Mississippi University for Women
• sbean_at_ccl.muw.edu

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SESSION OUTCOMES

• Review the differences between Assessment for
  Learning and Assessment of Learning
• Examine Diagnostic, Formative and Summative
  Assessment
• Analyze Effective Grading Practices
• Plan for Training

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As teachers we cant rewrite the
regulations that govern grading, but we can look
at them and think how best to work within them on
behalf of student learning.
Ann Davies
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We Assess To

• Inform Instructional Decisions
• Encourage Students to Try to Learn

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ASSESSMENT FOR LEARNING

• Do I routinely share learning goals with my
  students so that they know where we are headed?
• Do I routinely communicate the standards to
  students?
• Do I routinely have students self-and peer assess
  their work in ways that improve learning?

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ASSESSMENT FOR LEARNING

• Do my questioning techniques include all students
  and promote increased understanding?
• Do I routinely provide individual feedback to
  students that informs them about how to improve?
• Do I routinely provide opportunities for students
  to make use of this feedback to improve specific
  pieces of work?

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Indicators of Sound Assessment Practice

• Why assess?
• Assess what?
• Assess how?
• Communicate how?
• Involve students how?

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Questions about Assessment

• What am I really trying to teach?
• What do my students need to know and be able to
  do?
• How can I translate the big curricular goals into
  teachable components?
• What do my students already know about the topic
  Im planning to teach?

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Table Talk

• Discuss with your neighbors how your weekly
  learning time is divided.

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Division of Learning Time
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3 TYPES OF ASSESSMENT

• Diagnostic
• Formative
• Summative

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Assessment Begins with Learning Targets

• Learning targets are statements of intended
  learning.
• Learning targets may also be called content
  standards, benchmarks, competencies, grade level
  indicators, essential learnings, etc.

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Types of Learning Targets

• Knowledge
• Reasoning
• Skills
• Products
• Dispositions

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Importance of Learning Targets

• The breadth and depth of the learning target
• The importance of each learning target
• State standards and local curriculum

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Linking Assessment Targets to Assessment Methods

• Knowledge mastery
• Reasoning Proficiency
• Skills
• Ability to Create Products

• Selected Response
• Extended Written Response
• Performance Assessment
• Personal Comm.

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THE QUALITY OF ASSESSMENT TOOLS

• Does the assessment tool match the assessment
  purpose?
• Does the assessment tool match the assessment
  strategy?
• Does the assessment tool provide valid and
  reliable information about student performance?
• Does the assessment tool provide students with
  meaningful feedback?
• Have I kept the number of assessment tools
  manageable?

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Special Challenges for Assessment

• How should you handle these assessment challenges?

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I JUST WANT TO PASS!

• Set clear, relevant, and achievable goals for
  learning (ZPD).
• Assign engaging and authentic tasks.
• Provide frequent, meaningful feedback.
• Demonstrate through words and actions that you
  believe that he/she (all students) can be
  successful.

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ADAPTING TASKS FOR STUDENTS WHO NEED IT

• Modifying the Task
• Substituting the Task
• Adapting the Mode
• Adapting the Strategy and Tool
• Adapting Constraints
• Adapting the Scoring

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ENSURING ASSIGNMENTS ARE COMPLETED

• Communicate directly with students and parents
  about essential assessment tasks.
• Take a firm but fair approach to task completion.
• Provide tools such as rubrics, checklists, to
  clarify expectations.
• Provide some in-class time to work on tasks as
  well time to meet with you for feedback on drafts
  of their work.
• Provide frequent reminders about when work is
  due.

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THE PROBLEM OF LATE OR MISSED WORK

• Stress that all essential tasks must be
  completed.
• Clearly convey timelines to students and parents.
• Dont use escalating penalties or zeros.
• If a penalty is used it should be fixed.
• Use completion contracts, supervised learning
  centers, or other strategies for completing work.
• Record an incomplete until time for report
  card.

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7 Perspectives on Grading (Forced Choice)

• Grading is essential for learning.
• Grading is complicated.
• Grading is subjective and emotional
• Grading is inescapable.

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7 Perspectives on Grading(Forced Choice)

• Grading has limited research base.
• Grading has an emerging consensus about best
  practice.
• Grading that is faulty damages students and
  teachers.

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Think, Pair, Share

• Look at the next 4 slides
• Pair up and discuss with your neighbors which of
  the following 3 questions are lower level
  thinking, mid-level thinking, and high level
  thinking.
• Be prepared to share your thoughts with the whole
  group.

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Measuring Levels of Cognitive Demand

• Which of the following actions performed by Kenji
  is the best example of active community service?
• A. Serving on the recreation board
• B. Joining a community softball league
• C. Attending a Labor Day parade
• D. Subscribing to a local news magazine

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Measuring Levels of Cognitive Demand

• A congressional representative of the U.S.
  usually acquires office by which of the following
  methods?
• A. Appointment by the President.
• B. Appointment by the Senate.
• C. Election by presidential cabinet.
• D. Election by voters.

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Measuring Levels of Cognitive Demand

• A survey of the citizens of Lawnacre revealed
  that many of them did not vote because they
  believed that their candidate would be elected by
  other voters. If this trend continues in
  upcoming elections in Lawn acre, what will be the
  most likely result?

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Levels of Cognitive Demand Continued

• A. Candidates will run for reelection less
  frequently.
• B. Candidates preferred by a majority of the
  citizens will continue to be elected into office.
• C. Candidates will call for more frequents
  recounts of votes.
• D. Candidates preferred by a majority of the
  citizens will not always win elections.

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10 GRADING GUIDELINES

• Report cards should be based on assessment of
  learning data, not all assessment data.
• Report card grades should be based on an
  appropriate and balanced sample of student work.
• Report card grades should capture the trend in a
  students achievement over time.
• Report card grades and anecdotal comments should
  complement each other and provide a consistent
  picture of each students strengths and needs.

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10 GRADING GUIDELINES

• Determining report card grades should not
  strictly be a mathematical calculation.
• Keep well-maintained records and evidence of work
  samples to ensure your confidence in standing
  behind your grades.
• Report card grades should be based on the most
  important learning that has occurred, not on
  those easiest to score.

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10 GRADING GUIDELINES

• For students with special needs, report card
  grades must represent fair judgments about
  students strengths and areas of need.
• Report separately on grades and behavior.
• Assessment data for report cards must be
  demonstrated by the individual student and not be
  distorted by work done in cooperative learning
  groups.

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What is your plan for training your schools
faculty?

• Your Current Reality
• Action Plan (What, How, and Who)
• Timeline (When)
• Reporting
• Due to the Center by December 18, 2009

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The time has come to de-emphasize
traditional grades and to demystify the entire
assessment process. We need to focus on the
process of learning and the progress of the
individual student.
Burke
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References

• Chappuis, S., Stiggins, R.J., Arter, J,
  Chappuis J. (2005). Assessment for learning An
  action guide for school leaders. Portland, OR
  Educational Testing Service.
• Cooper, D. (2007). Talk about assessment
  Strategies and tools to improve learning. Canada
  Thomson Nelson.

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References

• OConnor, K. (2009). How to grade for learning
  K-12, Third Edition. Thousand Oaks, CA Corwin
  Press.
• Stiggins, R., Arter, J., Chappius, J.,
  Chappius, S., (2006). Classroom assessment for
  student learning Doing it right, using it well.
  Upper Saddle River, NJ Pearson Education, Inc.