assessment literacy – an issue
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Assessment Literacy – An Issue. Research suggests that teachers spend from one-quarter to one-third of their professional time on assessment-related activities. Almost all do so without the benefit of having learned the principles of sound assessment ( Stiggins , 2007). . Plan, Teach, Assess. - PowerPoint PPT PresentationTRANSCRIPT
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Assessment Literacy – An Issue
• Research suggests that teachers spend from one-quarter to one-third of their professional time on assessment-related activities. Almost all do so without the benefit of having learned the principles of sound assessment (Stiggins, 2007).
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Plan, Teach, Assess• For too many years and in far too many classrooms there is a
continuing disconnect between planning, teaching and assessment.
• While we know a lot about the potential of formative assessment and its importance (NMAP, 2008; Black and Wiliam, 2010; NCTM, 2014), what is surprising is how few teachers actually use the process (Popham, 2013).
• As noted in Principles to Action (NCTM, 2014) we must find a way to leverage assessment opportunities to improve teaching and learning at the classroom and school level.
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We actually know a lot about formative assessment…
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• The term formative assessment has been with us for close to 50 years…
• Regular use of classroom formative assessment would raise student achievement by 0.4 to 0.7 standard deviations – enough to raise the U.S. into the top five countries in the international rankings for mathematics (Natriello, 1987; Crooks, 1998; Black and Wiliam, 1998).
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BUT, Aside from teacher-made classroom tests, the integration of assessment and learning as an interacting system has been too little explored.
Glaser & Silver, 1994
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Formative Assessment
We know it is more informative to observe a student during a mathematical activity than to grade his papers.
Freudenthal, 1973
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Formative assessment is:
• Students and teachers,• Using evidence of learning,• To adapt teaching and learning,• To meet immediate learning needs,• Minute-to-minute and day-by-day.
Thompson and William, 2007
Love this…
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What we have done…
Distilled formative assessment techniques – Pathways.
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Formative Assessment Techniques Pathways
• Observations
• Interviews• Show Me
• Hinge Questions
• Exit Tasks
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Observations
• What would you hope to observe?
• How would you know it if you saw it?
• How might you record/note the observation?
• What misconceptions might you observe?
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Observation Tool
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Interviews• What would make you decide to work 1:1 with a student
or small group?
• What questions might you ask? How might the questions be different?
• What are you anticipating from students? (Consider understandings AND possible misconceptions.)
• What follow-up questions might you ask?
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Interview Prompt
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Show Me1. Think about a “show me” prompt that you might use for a
concept/skill appropriate for teachers you may work with…
2. What might you want a student or students to say as they describe their “show me” example?
3. How is this (the show me activity) different from an interview or observation?
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Hinge Questions• Hinge questions provide a check for
understanding/proficiency at a ‘hinge-point’ in a lesson, or stated differently, success of the lesson hinges on responses to such questions as they provide an indication of whether the teacher can move from one important idea/concept/skill to the another (or not). Such responses impact both planning and instruction.
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Hinge Question Planning
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Exit Tasks
• The exit task is designed to provide a capstone problem or exercise that captures the major focus of the lesson of the day. This is a class assessment tool, and like the hinge question, student responses to the exit task help in identifying needs and in the planning for the next day’s lesson.
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Pathways Activity
• Examine posted student work
• Identify possible Pathways
• Sharing
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Connecting back to Principles to Actions
See page 91
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These are daily considerations• Observations – to guide what’s going on…
• Interview – As needed 1-1 or small group
• Show me – Math notebooks, daily link to Language Arts, more than vocabulary!
• Hinge Questions – Deal breakers! See next slide.
• Exit Task – Hinge Question + Exit task (next day’s plan!)
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Reflect – How could teachers develop better formative assessments?
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Let’s DiscussAssessment – formative and summative in your classroom/school
– What’s going on?– Use of formative assessments - regularly?– Role of assessments and grading?– What works?
Assessment – formative and summative in your PD opportunities– What’s going on?– What works?
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Remember!
• High Stakes are for tomatoes – Susan Ohanian
• Tests are thermometers, not cures. At best, they sample where we are and hazard a guess as to what a rise or fall might mean.
- Meier, Nov. 2002, Phi Delta Kappan, p. 198
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