Georgia Performance Standards

1
Georgia Performance Standards
8th Grade

• Day 2
• Learning to Assess and
• Assessing to Learn

2
Getting Acquainted

• Name Tent
• First Name or Nickname
• Verify Contact Information on
• Sign-in Sheet
• Name
• E-mail Address
• System/School

3
Research Hattie
Learning to Assess and Assessing to Learn

• The implication is NOT that we should
  automatically use many tests and provide
  over-prescriptive directions. Rather, it means
  providing information on how and why the child
  understands and misunderstands, and what
  directions the student must take to improve.
• Hattie, J. (1999, 2 Aug.). Influences on
  Student Learning, Inaugural Lecture Professor
  of Education, University of Auckland.

4
Research Bloom on Mastery
Learning to Assess and Assessing to Learn

• Most students (perhaps over 90 percent) CAN
  master what we teach. Our basic instructional
  task is to define what we mean by mastery of a
  subject and to discover methods and materials to
  help the largest proportion of our students reach
  it.
• Benjamin S. Bloom (1971)

5
Research Hattie
Learning to Assess and Assessing to Learn

• Achievement is enhanced to the degree that
  students develop self-strategies to seek and
  receive feedback to verify rather than to enhance
  their sense of achievement efficacy.
• Hattie, J. (1999, 2 Aug.). Influences on
  Student Learning, Inaugural Lecture Professor
  of Education, University of Auckland.

Scavenger Hunt
6
Learning to Assess and Assessing to Learn

• What should be assessed?
• Why should assessment occur?
• How should learning be assessed?

GaDOE GPS Manual page 5 Day 2 Goals and
Objectives
7
Table Discussion

• What should we assess?
• Why should we assess?
• How should we assess?

8
Essential Question 1

• What should we assess?

9
WHAT to Assess
4 Parts of Performance Standards
a. Solve problems by organizing and displaying
data in bar graphs and tables.
Elements
Jane, Linda, Bob and Liz want to go to a movie.
Jane cant go on Tuesday. Linda cant go on Wed.
or Thurs. Bob cant go on Tues. or Wed. No one
can go on Sunday. Use a table to determine what
days of the week they could all go together to
see a movie.
Task
Student Work
The table is labeled to indicate the days of the
week and the names of the group members. It would
be helpful to complete the task by identifying
the days of the week that are available to each
member.
Teacher Commentary
10
WHAT to Assess

• What does assessment look like in a
  performance-based classroom?
• NCRELs Assessment Variables
• http//www.ncrel.org/sdrs/areas/issues/content/cnt
  areas/math/ma2lindi.htm Highlight Strengths and
  Needs

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Speaking the Same Language
WHAT to Assess

• Assessment
• Evaluation
• Performance Tasks
• Assessment Task
• Rubric
• Checklist
• Formative and Summative Assessments

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Skills and Knowledge

• Facts
• Concepts
• Generalizations
• Rules, Laws, Procedures

Skills Procedures Processes
A P P L I C
A T I O N
KNOWLEDGE (declarative)
SKILLS (procedural)
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Looking for Big Ideas
WHAT to Assess

• Big Ideas are key concepts. Look for ideas in
  key nouns found in the standards.
• M8A4. Students will graph and analyze graphs of
  linear equations and inequalities.

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Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards Elements
Stage 2 Determine Acceptable Evidence (Design
Balanced Assessments) (To assess student progress
toward desired results)
All above, plus Tasks Student Work Teacher Comment
ary
Stage 3 Plan Learning Experiences and
Instruction (to support student success on
assessments, leading to desired results)
All above
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Essential Question 2

• Why should we assess?

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According to Grant Wiggins
Why Assess

• What is to be assessed must be clear and explicit
  to all students.
• NO MORE SURPRISES!
• Rubrics must accompany all major assignments and
  assessments.
• Jay McTighe school representative- March training
  at CSU

17

• The purpose of summative assessment is to prove
  achievement,
• and the purpose of formative assessment is to
  improve achievement.
• Pratt, 1980

Spreadsheets and the Stop Light Method
Time-Savers.
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Accountability
Why Assess

• The purpose of the Georgia Testing Program is to
• measure the level of student achievement of the
  standards
• identify students failing to achieve mastery of
  content
• provide teachers with diagnostic information
• assist school systems in identifying strengths
  and weaknesses in order to establish priorities
  in planning educational programs.

19
WHICH STUDENT DO YOU WANT TO PACK YOUR
PARACHUTE?WHY?
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Assessment vs. Grading
Student 1 receives mostly As and high Bs in the
beginning but his/her performance drops off
considerably, and s/he receives an F on the final
performance test. Student 2 is erratic,
receiving an equal number of As and Fs. Student
3 is clueless at the beginning, but by the last
few sessions, s/he catches on and performs
flawlessly on the final performance. His/her
grades are, in order from the first test to the
last, F, F, F, F, C, B, A, A, A.
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Testing
CRCT Information
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Essential Question 3

• How should we assess?

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Matching Assessment to Standards
How to Assess
Standards require different achievement
targets. Knowledge/Information Skills/Processes Th
inking/Reasoning Communication
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Matching Assessments with Standards
Can assess under-standing of the steps of a
process, but not a good choice for evaluating
most skills
Not a good choice for this target other options
preferred.
-Adapted from Marzano and Stiggins
25
Marzanos Assessments
How to Assess

• Force-Choice
• Essay
• Short answer
• Oral Reports
• Performance Tasks
• Teacher Observation
• Student Self-Assessment

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Assessing for Learning vs Grading

• Assessing
• Continuous process
• Provides feedback to improve student achievement
• May be formative or summative
• Provides a means of collecting evidence of
  student mastery of the standards
• Provides a photo album of student progress
  through which student growth can be observed

• Grading
• A means of assigning numerical or alphabetical
  grade to a students work to inform students,
  parents and other stakeholders
• May be formative or summative
• Provides an attempt to quantitatively describe
  student achievement
• Provides a snapshot of student progress

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Types of Classroom Assessment
Selected Response
Constructed Response
Performance Assessment
Informal Assessment

• Multiple Choice
• True-False
• Matching

• Fill-in-the-blank (words, phrases)
• Essay
• Short answer (sentences, paragraphs)
• Diagram
• Web
• Concept Map
• Flowchart
• Graph
• Table
• Matrix
• Illustration

• Presentation
• Movement
• Science lab
• Athletic skill
• Dramatization
• Enactment
• Project
• Debate
• Model
• Exhibition
• Recital

• Oral questioning
• Observation
• Interview
• Conference
• Process description
• Checklist
• Rating scale
• Journal sharing
• Thinking aloud a process
• Student self-assessment
• Peer review

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Performance Tasks Assessments

• often occur over time
• result in a tangible product or observable
  performance
• encourage self-evaluation and revision
• require judgment to score
• reveal degrees of proficiency based on criteria
  established and made public prior to the
  performance
• sometimes involve students working with others

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A rubric is a set of rules that

• Shows levels of quality
• Communicates standards
• Tells students expectations for assessment task
• Is NOT a checklist (yes or no answers)
• Includes dimensions (criteria), indicators and a
  rating scale.
• See online rubric generators.

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Advantages of Using a Rubric

• Lowers students anxiety about what is expected
  of them
• Provides specific feedback about the quality of
  their work
• Provides a way to communicate expectations and
  progress
• Ensures all student work is judged by the same
  standard
• Disengages the halo effect and its reverse
• Leads students toward quality work.

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Basic Rubric Template
Scale Criteria
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
Indicator
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How should we assess?

• Table Groups
• Use chart paper.
• Design a flow chart for one class period showing
  at least 3 assessment strategies to guide student
  learning.

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Tasks

• Click here for mathematics.
• 2. Click here for science.

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Task Bungee Jumping

• Complete the task.
• Identify the standards addressed by this
  assignment.
• Specify the criteria of the assignment.
• Continue to the next slide.

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Bungee Jumping

• What could you learn about students based on
  their performance on this task?
• Continue to the next slide.

36
Bungee Jumping

• Create a rubric to assess the bungee jumping
  task as a culminating task for the unit on
  Equations of Lines.

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Criteria for Good Tasks

• Involves significant content
• Can be solved in a variety of ways
• Elicits a range of responses
• Requires communication
• Stimulates best performance
• Lends itself to a scoring rubric

Rate the Example Task.
38
Self-Assessment

• Setting a Goal

39
Field Assignment

• Redeliver Day 2.
• Use what you have learned today to create an
  assessment you will use with your students.
  Collect work samples to share with the group.
• Bring a copy of the assessment and student work
  samples of your task to Day 3.
• Bring resources to help you plan for instruction.

40
Days of Training

• Implementation Year One
• Day One Standards, Content, and Curriculum
  Mapping
• Day Two  Assessment
• Days Three and Four Classroom Implementation
• Implementation Year Two
• Day Five Differentiation
• Day Six Examining Student Work
• Day Seven On-line Survey