keys to quality assessments (formative & summative)

KEYS TO QUALITY ASSESSMENTS (FORMATIVE & SUMMATIVE)

Jacque Melin

Grand Valley State University

www.formativedifferentiated.com

Thank you for being present today

• You can expect:• conversations• learning

I’m counting on you to…

• learn from one another• actively participate• commit to a partnership in this journey

melinj@gvsu.edu616-450-0998 (cell)616-331-6209 (office)

Today’s Targets

• What is a balanced assessment system? Components? Is our system in balance? Where does the formative assessment process fit?

• What are the 5 Keys to Quality Classroom Assessments?

• How can we (and our student teachers) use the formative assessment process to help inform our instruction and engage students in learning?

What is Assessment?

• The process of collecting information

• A gathering of evidence of student learning

• A tool to inform and encourage student growth

• According to Evangeline Harris Stefanakis (2002), "The word assess comes from the Latin assidere, which means to sit beside. Literally then, to assess means to sit beside the learner." (p.9) 

Formative and Summative Assessment

A quick review

Formative Assessment

• Takes place WHILE the teaching/learning is happening;

• Coaching students to hit a series of learning targets;

• Making students partners in their learning;

• Descriptive feedback and part of instruction;

• Formal or Informal• Assessment FOR learning.

Summative Assessment

• A judgment, usually communicated by a grade or score, about how well students achieve the final learning targets;

• Evaluative feedback and after instruction;

• Assessment OF learning.

Our Goal

• As educators our goal is to create and maintain a balanced assessment system that includes high-quality assessments of (summative) and for (formative) student learning.

Different types of assessments

Formal and informal

Used with skill, assessment can…

• Motivate the unmotivated• Restore students’ desire to learn• Encourage students to keep learning • Create—not simply measure—increased achievement

--Stiggins, Arter, Chappuis, & Chappuis, 2011

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Sound DesignAssess How?

What method?Sampled how?

Avoid bias how?

Effective CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment

Effectively Used

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Key 1: Clear Purpose

• Why assess?

• What’s the purpose?

• Who will use the results?

The ultimate user of assessment information is the student.

Key 2: Clear Targets

• Assess what?

• What are the learning targets?• I can statements

• Are they clear? Are they good?

Key 2: Clear Learning Targets

• Know what kinds of targets are represented in curriculum• Knowledge• Reasoning• Performance skill• Products

• Master the standards ourselves

• Know which targets each assessment measures

• Make learning targets clear to students, too.

Product TargetProduct

Performance Skill

Reasoning

Knowledge

Performance Skill TargetPerformance Skill

Reasoning

Knowledge

Reasoning TargetReasoningKnowledge

Knowledge TargetKnowledge

Learning

Target

Hierarchy

Help in deconstructing standards to targets (knowledge, reasoning, skill, product)

• http://education.ky.gov/curriculum/ela/pages/ela-deconstructed-standards.aspx

• http://education.ky.gov/curriculum/math/pages/mathematics-deconstructed-standards.aspx

What is a student friendly learning target?

MATH

Decimals

Page 152 in the book

Going on a decimal hunt

Read decimals and put them in order

I can read decimals and put them in order. This means I can use the correct place value names and show the order of decimals based on their value.

Subject Topic

Assignment Activit

y

Learning

Target

Learning

Target

Learning TargetWith success

criteria

18

Don’t Confuse These Two “C” Words

•Congruent•An exact match

•Correlated•Has some relationship

20

• I can observe changes to earth’s surface over time and use evidence/data to infer the cause of the change.

• I can classify changes to earth’s surface as ‘slow’ or ‘fast’.

• I can describe how the earth’s surface might be slowly (or quickly) changed.

• I can name a process that changes the earth’s surface slowly (or quickly) and compare how it affects different places on earth. 

• I can classify changes by how often they occur and whether they are predictable.

• I can create a model of a volcano to show a fast change to earth’s surface.

• I can name 3 places on earth where a fast change has occurred.

• I can name 3 places on earth where slow changes have occurred.

• I can identify different landforms.• I can locate landforms on a

topographic map.

Congruent or Not?

Students will describe and compare the processes, factors involved and consequences of slow changes (e.g., erosion and weathering) and fast changes (e.g., landslides, earthquakes, floods) to earth’s surface  

Writing student friendly targets“I can…” statements for what we want students to KNOW and DO?

• Statements of intended learning.• Statements that describe how we will know that we have learned it.

• Should be posted, not just shared verbally.

1. I can identify the hypotenuse of any right triangle.

Who am I?

2. I can prove the Pythagorean Theorem by relating the triangle side lengths to areas.

3. I can create a physical proof of the Pythagorean theorem using cubes to show areas.

ca

b

4. I can find any side of a right triangle if I know the two other sides.

Don’t I know you from somewhere?

I’m right here!

5. I can recognize right triangles in real world applications.

6. I can create a right triangle out of any two points in a coordinate system.

B (2,3)

A (-3,-2)

7. I can use right triangles in a coordinate system to find the distance between two points.

How far is it from Albuquerque to Boston?

???

8. I can relate the formulas for the volumes of cones, cylinders, and spheres to the formula for the area of a circle.

9. I can deconstruct real world objects into circular objects.

10. I can use right triangles to find the radii and heights of real world objects and use those values to calculate volumes.

R

H

Christina Hankhttp://turnonyourbrain.wordpress.com/

“I CAN…” Statements GOT IT!! Still

working on it

I need some more time

I CAN identify the steps in the scientific process

I CAN describe the purpose of each step in the scientific process

I CAN use the steps in the scientific process correctly

I CAN make observations about the world around me

I CAN ask questions about the observations I make

I CAN create an investigation to answer the question I ask

I CAN carry out the investigation I have created

I CAN record data and information that I find from my investigation

I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits

I CAN look over my observation, questions, investigation and results and form a conclusion to my original question.

“I CAN…” Statements GOT IT!! Still

working on it

I need some more time

I CAN identify the steps in the scientific process

I CAN describe the purpose of each step in the scientific process

I CAN use the steps in the scientific process correctly

I CAN make observations about the world around me

I CAN ask questions about the observations I make

I CAN create an investigation to answer the question I ask

I CAN carry out the investigation I have created

I CAN record data and information that I find from my investigation

I CAN communicate the results of my investigation through discussions, graphs and charts or another form that I see fits

I CAN look over my observation, questions, investigation and results and form a conclusion to my original question.

With an Elbow Partner…..

• Are your learning targets clearly and appropriately framed for teachers and students?

• How are you sharing your learning targets with your students?

• How are you helping your students track their progress toward mastery of the learning targets?

• Are the items on your assessments aligned to your learning targets? How do you know?

Key 3: Sound Design

• Assess how?• What method?

Classroom Assessment Strategies

•Multiple Choice

•True-False•Matching•Fill-in-the-Blank

Selected Response

•Diagram•Essay•Short answer (sentences, paragraphs)

•Web•Concept Map

•Flowchart•Graph•Table•Matrix• Illustration

•Presentation

•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task

•Oral questioning

•Observation• Interview •Conference• Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Extended Written

ResponsePerformance Assessment

Observations/Conversations

Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies

•Multiple Choice

•True-False

•Matching

•Fill-in-the-Blank

Selected Response

•Diagram•Essay•Short answer (sentences, paragraphs)

•Web•Concept Map

•Flowchart•Graph•Table•Matrix• Illustration

•Presentation

•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task

•Oral questioning

•Observation• Interview •Conference• Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Extended Written

Response

Performance Assessment

Observations/Conversations

Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies

•Multiple Choice

•True-False•Matching•Fill-in-the-Blank

Selected Response

•Diagram•Essay•Short answer (sentences, paragraphs)

•Web•Concept Map

•Flowchart•Graph•Table•Matrix• Illustration

•Presentation

•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task

•Oral questioning

•Observation• Interview •Conference• Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Extended Written

Response

Performance Assessment

Observations/Conversations

Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies

•Multiple Choice

•True-False•Matching•Fill-in-the-Blank

Selected Response

•Diagram•Essay•Short answer (sentences, paragraphs)

•Web•Concept Map

•Flowchart•Graph•Table•Matrix• Illustration

•Presentation•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task

•Oral questioning

•Observation• Interview •Conference• Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Extended Written

Response

Performance Assessment

Observations/Conversations

Adapted from the work of Dr. Robert Marzano

Classroom Assessment Strategies

•Multiple Choice

•True-False•Matching•Fill-in-the-Blank

Selected Response

•Diagram•Fill-in-the-blank (words, phrases)

•Essay•Short answer (sentences, paragraphs)

•Web•Concept Map

•Flowchart•Graph•Table•Matrix• Illustration

•Presentation

•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital•Performance Task

•Oral questioning

•Observation

• Interview •Conference• Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Extended Written

Response

Performance Assessment

Observations/Conversations

Adapted from the work of Dr. Robert Marzano

Target/Method Match

Target Selected Response

Extended Written Response

Performance Assessment

Observation/Conversation

Knowledge Yes! OK-Understandings of relationships among elements of knowledge

Nope- too time consuming

Maybe (question, evaluate answers, infer mastery) –but time consuming

Target/Method Match

Target Selected Response

Extended Written Response

Performance Assessment

Observation/Conversation

Reasoning Partial!Many, but not all types of reasoning

Yes! Somewhat Yes!

Target/Method Match

Target Selected Response

Extended Written Response

Performance Assessment

Observation/Conversation

Skill Rarely! Perhaps measure-ment skill targets.

No! Yes! Good for some oral proficiency skill targets only.

Target/Method Match

Target Selected Response

Extended Written Response

Performance Assessment

Observation/Conversation

Product No Maybe-if product is written

Yes! No

Key 4: Effective Communication

• Communicate how?

• How do we manage information?

• How do we report?

Key 5: Student Involvement

• Students are users and can (and should) participate in the assessment process.

• Students are actively involved in every part of the teaching, learning, and assessment process.

Let’s take a look at some assessments…

• Selected Response• https://docs.google.com/forms/d/1aOfIv9qhdhvv5Xl4MVaRKYgiHn

8DnHKvL5VQuOXHA2g/viewform?edit_requested=true

• Extended Written Response

• Performance Task Assessment

With an Elbow Partner….

• How might you improve the design of some of your assessments?

• Are students also assessors during their learning? How? How might you increase this KEY (student involvement)?

• Could some of the assessments you have designed as summative, be used as formative instead? Explain.

Making a Difference Through Assessment

• My favorite assessment quotes….

• InspirationsR. StakeJ. HattieR. Stiggins