Classroom Assessment

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Classroom Assessment

• LTC 5
• ITS REAL Project
• Vicki DeWitt Deb Greaney
• Director Grant Coordinator

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Acknowledgements

• Major Writers Developers
• Bev Bergdolt (ROE 10)
• Deb Greaney (LTC 5)
• Presenter
• Deb Greaney

• Major Contributors
• Renee Brown (ROE 10)
• Katie Marsh (ROE 13)
• Gloria Oggero (ROE 50)
• Project Director Vicki DeWitt LTC 5

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For Your Comfort.

• Take care of yourself
• If you need someone to reach you
• Phone [phone]
• Please turn off your cell phone/pagers
• Only one voice at a time
• Parking Lot

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Topics

• The role of assessments in the classroom
• The various types of classroom assessments
• The need for and process of matching the target
  with the method of assessment.
• Student involvement into the assessment process.
• Various tools to be used in the assessment process

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Goals

• Describe the various uses/users of assessment
• Evaluate individual assessments in IBL units
• Verify target/method match
• Determine strategies to be used for student
  involvement in the assessment process
• Create assessments needed for your units

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Role of Classroom Assessments
VS
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Role of Classroom Assessments
VS.
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Assessment OF FOR Learning

• Both assessment OF and FOR learning are important
• Assessments OF learning provide evidence of
  achievement for public reporting
• Assessments FOR learning serve to help students
  learn more

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Users and Uses

• Sample questions that assessment can answer
• Am I succeeding? Am I improving?
• What does this student need? Am I going too fast,
  too slow, too far, not far enough?
• Is my child succeeding? Is this a good school?
• Is instruction in our building producing results?
  How shall we allocate building resources to
  achieve success?
• Is each building principal producing results?
  Which schools need more/fewer resources?

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TYPES OF ASSESSMENTS (Methods)

• Selected response
• Essay
• Performance tasks
• Personal communication

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Selected Response/Short Answer

• Multiple Choice, True/False, Matching, Fill in
  the Blank, Label a Diagram, A Sentence
• Strengths Aligns well with knowledge and
  understanding
• Bias/Concerns
• Reading may be an issue for some students
• Insufficient time to respond
• Poor quality test items
• Sample size
• Wrong method for target

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Essays

• Extended written answer to a prompt or exercise
• Strengths
• Aligns well with knowledge, understanding
  reasoning
• Can develop connections
• Bias/Concerns
• Insufficient time to read score
• Lack of writing proficiency for some students
• Sample size
• Wrong method for target

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Performance Assessments

• Demonstrating Skills / Developing Products
• Strengths
• Reflects reasoning proficiency
• Demonstrates performance skills
• Demonstrates product development capabilities
• Bias/Concerns
• Unclear or incorrect performance criteria
• Unfocused tasks
• Wrong method for target

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Personal Communication

• Questions Answers, Conferences, Interviews,
  Oral Examinations
• Strengths
• Aligns well with knowledge, understanding,
  reasoning
• Using in conjunction with other methods can
  deepen understanding
• Bias/Concerns
• Time
• Common language shared by teacher/student
• Student personalities
• Keeping accurate records

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Target/Method Match
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Rule

• SIMPLE TARGET, SIMPLE TASK
• COMPLEX TARGET, COMPLEX TASK

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Remember this?
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Where is YOUR Assessment Target?

• You need to raise your assessment target to that
  same higher level, and aim for it!
• If you hit it, you are teaching to the units
  benchmarks

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Lets Look at Our Units

• What types of assessments have you included?
• What is the target of each assessment?
• Check your target/method match
• Look at the balance of assessment methods
• Highlight those that you need to work on.

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Incorporating Student Involvement

• What is student involvement?
• It is anything that helps students
• Understand learning targets
• Engage in self-assessment
• Watch themselves grow
• Talk about their growth
• Plan next steps for learning
• Why should we involve students?
• Motivation
• Greater understanding of criteria
• Students monitoring improvements through record
  keeping

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Examples of Student Involvement

• Selected Response
• Student generated question bank
• QAR questions from IBL units
• Essay, Performance Assessment, Personal
  Communication

Rubrics!
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What is a Rubric?

• A set of scoring guidelines for evaluating
  student work
• Rubrics answer the questions
• By what criteria should a performance or product
  be judged?
• What does the range in the quality of the
  performance look like?
• Often accompanied by examples of products or
  performances to illustrate the various scoring
  points
• Assesses individual achievement on a performance
  learning event

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A Graphic Organizer
What is it?
What are the parts?
Scoring Instrument
Performance Criteria
Compare or Contrast
Range of Quality
Rubric
Checklist
Student Involvement
Scoring Points
Journal Writing (Kindergarten)
Colonial Celebration (7)
Persuasive
What are some examples?
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Rubric Quality

• Four Elements
• Content
• Clarity
• Practicality
• Technical Soundness

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Practice

• Use Metarubric to rate rubrics in scoring sampler

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Rubric Resources

• Attributes of effective performance assessments
  (3Cs)
• Creating Quality Rubric
• Making Rubrics Work
• Creating Criteria with Students
• Online rubric creation sites

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Now Lets Work On Your Unit

• Examine your units assessments
• What is the target?
• Does the assessment match the target?
• What rubrics do you need?