21 st century learning and instruction session 2: balanced assessment
DESCRIPTION
Enduring Understanding A balance of assessment of and for learning offers 21st century learners a powerful way to master the content and skills central to success in the 21st century.TRANSCRIPT
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Learning and Instruction
Session 2:Balanced Assessment
WEST VIRGINIA DEPARTMENT OF EDUCATION
Session 2 – Big Idea
Quality 21st century assessments are essential for measuring 21st century learning and instruction.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Enduring Understanding
A balance of assessment of and for learning offers 21st century learners a powerful way to master the content
and skills central to success in the 21st century.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Essential Questions • What is balanced assessment?• What is assessment of learning and
assessment for learning?• Why is a change in the roles, uses
and types of student assessments necessary to develop 21st century learners?
• What is classroom assessment for learning?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Participants will know …
• The components of a balanced assessment system
• The purposes and uses of assessments of learning
• The purposes and uses of assessment for learning
• Examples of classroom assessment for learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Participants will be able to …
• Distinguish between assessment of learning and assessment for learning
• Identify characteristics of assessment of learning
• Identify characteristics of assessment for learning
• Identify classroom assessments for learning• Discuss the role change of teachers and
students in assessment for learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Why do we assess student
performance?
WEST VIRGINIA DEPARTMENT OF EDUCATION
WE ASSESS TO:
• Gather accurate information about student achievement in order to inform instructional decisions
• Use assessment processes and results to promote student efficacy and eagerness to learn
- Rick Stiggins
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our students’ understanding?
• Using a typewriter
OR
• Using a computer
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our students’ understanding?
• Using a slide rule
OR
• Using a calculator
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our students’ understanding?
•Using the Guide to Periodic Literature
OR
•Using Google
WEST VIRGINIA DEPARTMENT OF EDUCATION
Discuss
• Which skills did you select?
• Why did you select these skills?
WEST VIRGINIA DEPARTMENT OF EDUCATION
A change in assessment philosophy and practice is necessary to create 21st century learners.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Before we can change the way we teach
we must first recognize the need to change.
Chris MainhartMillbury, MA
WEST VIRGINIA DEPARTMENT OF EDUCATION
Profile of a 21st Century GraduateProficient in Core SubjectsKnowledgeable of 21st Century ContentCompetent in 21st Century SkillsProficient in 21st Century Technology
ToolsAble to Apply and to Demonstrate
Learning in Real World Situations
WEST VIRGINIA DEPARTMENT OF EDUCATION
20th Century Assessment Practices
• Textbook-driven assessments• True-false; multiple choice; and short
answer formats focusing on memorization
• Unclear student expectations
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Assessment Practices• Formal and informal assessments• Content, 21st century skills and proficiency
assessed• Technology tools used during assessments• Rubrics used regularly• Clear student expectations • Continuous, ongoing and interconnected• Use of many assessment methods
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Assessment Results
• Student learning clearly communicated in student friendly language to intended users
• Higher order thinking and reasoning skills measured
• Technology (when appropriate) used for assessment, reporting and monitoring student progress
WEST VIRGINIA DEPARTMENT OF EDUCATION
What is a 21st Century Balanced Assessment
System?~
What does it look like in WV?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Balanced Assessment System
OF Learning• Determines if learning
occurred• Identifies student
learning status at a point in time
• External examinations (ex. State accountability tests, report card grades, unit exams, project grades)
FOR Learning• Process during learning
to diagnose student needs, plan instruction, provide feedback
• Helps students understand increments of achievement and how to improve
• Guides day to day classroom instruction
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Balanced Assessment
Formative
Assessments
for
Learning
Summative
Assessments
of
Learning
Benchmark
Assessments
of
Learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Summative Assessments of Learning: Changing Roles
• Core subjects aligned to state content standards and objectives
• Document achievement status• Inform performance
WEST VIRGINIA DEPARTMENT OF EDUCATION
NEWTHINKING
for OurCHANGING
ROLES
WEST VIRGINIA DEPARTMENT OF EDUCATION
20th Century Lesson Design
The lesson design centers on covering pages in the textbook and completion of textbook driven instructional activities. Assessment processes are designed and administered at the conclusion of the lesson.
WEST VIRGINIA DEPARTMENT OF EDUCATION
21st Century Lesson DesignLesson design “begins with the end in mind” focusing on the desired student performance outcomes and how those outcomes will be assessed. Instructional strategies are designed and differentiated to bring about the desired student performance outcomes. Students understand the intent of the lessons and how their performance will be assessed.
WEST VIRGINIA DEPARTMENT OF EDUCATION
Instructional Guides• Quality backward design • Modeling 21st century best instructional
practices• Integration of content, standards and
objectives, learning skills and technology tools
• Rigor and Relevance• Assessment for learning• Alignment of identified learning goals,
understandings, performance tasks and evaluation
WEST VIRGINIA DEPARTMENT OF EDUCATION
Backward Design at a GlanceStage One: Identify desired results
• Content standards• Enduring understandings and essential questions• Enabling knowledge objectives
Stage Two: Assess desired results:• Use a photo album, not snapshot, approach• Integrate tests, quizzes, reflections and self-evaluations
with academic prompts and projectsStage Three: Design teaching and learning activities to
promote desired results:• W.H.E.R.E.T.O. design principles• Organizing learning so that students move toward
independent application and deep understanding using research-based strategies
WEST VIRGINIA DEPARTMENT OF EDUCATION
What does this summative
assessment of learning look like in
the classroom?
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
Benchmark Assessment of Learning
• Mastery of specific instructional objectives at predetermined points
• Feedback on student progress toward instructional targets
• Information that allows for “in course” correction
WEST VIRGINIA DEPARTMENT OF EDUCATION
Formative Classroom Assessment for Learning: Changing Roles• Learner centered• Content specific• Clearly
communicated to all• Plan next steps in
instruction
• Diagnose student needs
• Multiple performance-based measures
• Monitor student progress
WEST VIRGINIA DEPARTMENT OF EDUCATION
Formative Classroom Assessments for Learning
• Includes instructionally embedded activities, e.g., observation, homework, quizzes, questioning
• Happens while learning is still underway
• Leads to instructional decisions• Are in support of motivation and
learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Quality Classroom Assessment
• Key 1: Clear Purpose• Key 2: Clear Targets• Key 3: Sound Design• Key 4: Effective Communication• Key 5: Student Involvement
WEST VIRGINIA DEPARTMENT OF EDUCATION
Clear Learning Targets
• Start with CSOs• Deconstruct into scaffolding
leading to each CSO• Transform into student-friendly
versions
-Rick Stiggins
WEST VIRGINIA DEPARTMENT OF EDUCATION
Successful students:
• Growing confidence• Optimism rules: Expect a positive result …
always• Strong desire• High level of effort• Risk trying – stretch
“I can get this.”-Rick Stiggins
WEST VIRGINIA DEPARTMENT OF EDUCATION
What does this formative assessment for learning look like
in the classroom?
WEST VIRGINIA DEPARTMENT OF EDUCATION
How do you use?
Assessment of learning
and
Assessment for learning
WEST VIRGINIA DEPARTMENT OF EDUCATION
Why must we change the way we assess
our students?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Assessment FOR Learning:
Changing Roles
WEST VIRGINIA DEPARTMENT OF EDUCATION
Consider
• When you were in junior high/middle school, how did your teachers assess your knowledge and skills?
• When you were in high school, how did your teachers assess your knowledge and skills?
• When you were in college, how did your professors assess your knowledge and skills?
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our students’ knowledge?
• Naming the components of a computer
OR
• Demonstrating the different functions of a computer
WEST VIRGINIA DEPARTMENT OF EDUCATION
Should we assess our students’ knowledge?
Memorizing the names of the rivers of the world
OR
Using Google to find a list of the names of the rivers of the world
WEST VIRGINIA DEPARTMENT OF EDUCATION
What are examples of 21st Century Classroom
Assessments?
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
WEST VIRGINIA DEPARTMENT OF EDUCATION
Reflection
• What is my understanding of a balanced assessment system?
• How do I think about assessment of and for learning?
• What are my first steps to begin the change process?