Transformative Assessment

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Transformative Assessment

• Sarah Calveric
• Susan Combee
• Hanover County Public Schools

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Purpose

• How do teachers assessment beliefs relate to
  their assessment practices?
• How can administrators effectively tackle the
  complicated topic of assessment with educators?

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Purposes for Assessments(Brown, 2004)

• Improvement of teaching and learning (formative
  view)
• Accountability of schools and teachers
• Certification of students learning
• (summative view)
• Assessment as irrelevant

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Teachers Beliefs Regarding Assessment
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Gipps, et al. (1995)
Evidence gatherers
Systematic planners
Intuitive
Collect written evidence usually at end of units
to demonstrate progress for the purpose of
accountability
Memory-reliant judgment processes of assessing
students performance intuitively without written
records
Systematic collection of multiple pieces of
evidence for the purpose of shaping instruction
and documenting curriculum attainment
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Hill (2000)
Integrated systematic assessors
Head note assessors
Unit assessors
Systematically plan and collect data for purpose
of recording progress and making teaching
improvements
Formally monitoring student progress at the end
of each unit (school and student accountability)
Rely heavily on their observations and memory of
students performance
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Stamp (1987)
Traditional-academic summative examination
Cater for the need and progress for individual
students
Assessment blocks teachers initiative
Revolves around the use of test and exams to
collect summative information (student
accountability conception)
Use formative assessments to identify individual
student learning needs (improvement conception)
Required but get in the way of student creativity
(irrelevance conception)
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Practical Applications(Northwest Regional
Educational Lab, 1998)
Standards-Based Assessment-Nurturing Learning
Integrating Assessment with Instruction
Designing High Quality Assessment
Grading and Reporting A Closer Look
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Standards-Based Assessment-Nurturing Learning

• Beginning with current thinking about
  standards-based instruction and the role of
  ongoing assessment of student skills and
  knowledge to inform practice

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Integrating Assessment with Instruction

• Assist in understanding the various ways that
  development and use of assessment can affect and
  enhance instruction
• Building the vision of how performance
  assessments can be useful instructional tools if
  they are designed properly

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Designing High Quality Assessments

• Whats out there and how good is it?
• What do good assessments look like?

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Grading and Reporting- A Closer Look

• Issues of why, whether, and how we should grade
  students
• Other ways to report student progress besides
  grading

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Transformative Assessment

• No single assessment approach can accomplish all
  of our goals. A balance must be built by
  carefully considering all the types of things to
  be assessed and the reasons to assess them and
  then choosing the assessment approach that best
  matches these targets and purposes. Sometimes
  the answer will be an alternative assessment,
  sometimes a traditional assessment, and sometimes
  a combination of the two.
• Northwest Regional Educational Lab (1998)

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Contact Information

• Sarah Calveric, Principal
• Cold Harbor Elementary School
• scalveric_at_hcps.us
• Susan Combee, Assistant Principal
• Cool Spring Elementary School
• scombee_at_hcps.us