ASSESSMENT OVERVIEW

Why do we assess students? •Think about this question for about 3o seconds

•Pair up with someone near you

•Share your thoughts

The word “assess” comes from the Latin, “assidere” which means to sit beside.

Formative

During Learning

To inform decisions on instruction, and to

help students understand where

they are in their learning

Summative

After Learning

For communication to parents and for placement

Assessment For Learning • Informs our practice

• Gives us information about the effectiveness of instruction

• Guides decisions such as instructional plan, grouping, interventions

• Helps students know if they have achieved the learning goal (target), and to what degree

• Data is kept as evidence of learning and growth, and as part of responsive teaching plan

• Is not reported as summative “grade”

• Evidence used as talking points when communicating student progress; ex: parent-teacher-student conference, student-lead conferences or showcases, administrator summary

Formative Assessment Ideas • Observations and annotation • As teacher interview

• Peer conversations

• Group dialogue

• Class presentation

Descriptive, non-graded feedback

Samples of student work

Journals and portfolios

Fist-to-Five

Thumbs up

Stoplights

Self and Peer Assessments

See Natalie Regiers’s formative assessment collection

Assessment as learning • Refers to student involvement in assessment

• Assessment is embedded daily and continually into learning activities, not something “separate from”.

• We assess everything we do

• Students make decisions, set goals, self monitor, and choose

• Students are involved in setting assessment criteria

• Students self assess

• Students reflect on learning

True “engagement” is not “gamification of learning” or “fun activities” (though of course those help!). True “engagement” is students feeling empowered in their learning, able to contribute to decision making, setting and achieving goals.

Engagement = Student Involvement in Assessment

Greatest predictor of success in mathematics: student self efficacy

• Refers to the belief that we can learn

• Research shows teachers that have a growth mindset generate greater achievement in students. We must believe that all students can learn!

• Student belief in their own ability is fundamental to motivation, engagement, and achievement

• We must be cautious, even with praise, that we communicate a growth mindset

• Assessment as learning involves students in the collecting and responding to continual feedback, which is necessary to visualize learning

• Grading and reporting

• Standards and benchmarks, grade appropriate mastery

• Information is still used formatively!

Assessment of Learning

Comparing Assessment for Learning and Assessment of Learning Adapted from Ruth Sutton Learn

Alberta

Assessment for Learning Assessment of Learning

Checks learning to determine what to do next and then provides suggestions of what to do –teaching and learning are indistinguishable from assessment.

Checks what has been learned to date.

Is designed to assist educators and students in improving learning.

Is designed for the information of those not directly involved in daily learning and teaching(school administration, parents, school board) in addition to educators and students.

Is used continually by providing descriptive feedback. Is presented in a periodic report.

Usually uses detailed, specific and descriptive feedback in a formal or informal report.

Usually compiles data into a single number, score or mark as a formal report.

Is not reported as part of an achievement grade. Is reported as an achievement grade.

Usually focuses on improvement, compared with student’s “previous best” (self-referenced, making learning more personal).

Usually compares student’s learning either with other student’s learning or the standard grade level.

Involves student. Does not always involve the student.

WNCP, 2006

http://www.mathsolutions.com/videos/HowToAssess/HowToAssess_Intro.html?TB_iframe=true&width=720&height=520

Embedding Assessment into Classroom Routines

Shifting the Balance

Western and Northern Canadian Protocol for Collaboration in Education. (2006).

Assessment Evidence

Observations

Conversations Products