georgia performance standards day 3: assessment for learning

GEORGIA PERFORMANCE STANDARDSDay 3: Assessment FOR Learning

Training Overview: Day ThreeTraining Overview: Day Three

• Introduction to Module • Introduction to Assessment • Balanced Assessment • Matching Assessments to Standards • Constructing Rubrics and Performance Assessments • Grading Student Work • Putting It All Together

Day Three ObjectivesDay Three Objectives

1. Explain why assessment is Stage 2 in the Standards-Based Education process.

2. Identify the purpose of assessment in the classroom.3. Differentiate among different types of assessment and

assessment formats.4. Given specific standards and a purpose for assessment,

determine which assessment methods would be most appropriate at various times to increase student learning.

5. Determine guidelines for constructing performance assessments and rubrics.

6. Explain the differences between assessment and grading.7. Create a balanced assessment plan for a unit, including

examples of performance tasks and rubrics.

Essential Question Essential Question (overarching)

• How do I determine appropriate and acceptable evidence of learning?

OR• How will I know if my students know it and/or can

do it?

Standards Based Education ModelStandards Based Education Model

GP

SG

PS

GP

SG

PS

Standards

All Above, plusTasksStudent WorkTeacher Commentary

All Above

Elements

Above, plus

Stage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?

Big Ideas Enduring Understandings Essential Questions

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Stage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?

Big Ideas Enduring Understandings Essential Questions

---------------------------------------

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments)

How will I know if my students know it and/or can do it?

(to assess student progress toward desired results)

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments)

How will I know if my students know it and/or can do it?

(to assess student progress toward desired results)

Stage 3:Plan Learning Experiences and

InstructionWhat will need to be done to help my students

learn the required knowledge and skills?(to support student success on assessments,

leading to desired results)

Stage 3:Plan Learning Experiences and

InstructionWhat will need to be done to help my students

learn the required knowledge and skills?(to support student success on assessments,

leading to desired results)

Skills and Knowledge

Select standards from among those students need to know

Design an assessment through which students will have an opportunity to demonstrate those things

Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn

Use data from assessment to give feedback, reteach or move to next level

Select a topic from the curriculum

Design instructional activities

Design and give an assessment

Give grade or feedback

Move onto new topic

Standards-based PracticeStandards-based Practice Traditional PracticeTraditional Practice

The Process of Instructional PlanningThe Process of Instructional Planning

Stephen Covey QuoteStephen Covey Quote

• “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.”

What is assessment?What is assessment?• What does assessment mean to

you?• Working with a partner, combine

your words into one list.• Sort the words on your combined

list into groups.

Assessment

Purposes Types

Planning

Procedures

Formats

Types of Classroom AssessmentsTypes of Classroom Assessments

Assessment

Types

Formative

Screening

Summative

Diagnostic

Informal


TypesScreening

Determine students at risk for difficulty

Need additional instruction or intervention

Assessment


Types

Diagnostic

In-depth information about students’ skills and instructional needs

Help teachers plan instruction

Assessment


Types

Formative

AKA “Progress Monitoring”

Provide feedback to students and teachers on learning progress

Assessment


Types

Summative

Bottom line evaluation of effectiveness

Assign grades at end of instruction

Assessment


Types

Informal

Provide feedback to the student and teacher

Not typically scored or gradedAssessment


Types

Formative

Screening

Summative

Diagnostic

Informal

Assessment

Assessment

Purposes Types

Planning

Procedures

Formats

Reasons We AssessReasons We Assess

• Placement in classes/courses, programs• Provide feedback to students and teachers on

learning progress• Identify students who may have learning gaps• Determine specific areas of weakness of a

student• Assign grades at end of instruction

• No single assessment can meet all the purposes of assessment or information needs of classroom teachers.

Purposes Types

Planning

Procedures

Formats

Assessment

UbD’s UbD’s “Continuum of Assessments”“Continuum of Assessments”

Stiggins’ Stiggins’ Assessment MethodsAssessment Methods

• Selected Response• Essay• Performance Assessment• Personal Communication

Marzano’s Marzano’s Types of Assessment ItemsTypes of Assessment Items

• Forced-Choice• Essay• Short Written Response• Oral Reports• Performance Tasks• Teacher Observation• Student Self-Assessment

Assessment FormatsAssessment Formats• Selected Response• Constructed Response• Performance Assessment• Informal Assessment

Adapted from Marzano, Stiggins, UbD

Constructed ResponseConstructed Response

Key Points

Examples

Self – Assessment ReflectionsSelf – Assessment Reflections• What do the survey results suggest? • What patterns do you notice? • Does your classroom practice reflect a balance of assessment types?• What do the survey results suggest? • What patterns do you notice? • Are you using one format more that others?• Are there types of assessment you use less frequently or not at all?• Are you collecting appropriate evidence for all the desired results?• Do you rely too heavily on those that are easiest to test and grade?• Which assessment formats might you add or use more frequently in order to

provide a more balanced picture of students’ knowledge, skills, and understanding?

• Which assessment formats might you use less frequently in order to provide a more balanced picture of students’ knowledge, skills, and understanding?

• How might you modify your classroom practice to better assess student learning?

Constructed ResponseConstructed Response

Advantages Disadvantages

Evaluating an Assessment Plan• Is this assessment plan balanced?• How does the assessment plan relate to the

standard(s)?• How might we improve the individual

assessments?• Could the addition of other assessments

provide a better, more complete picture of student learning?

• What other assessments might we use to obtain evidence of student learning for this unit?

Purposes Types

Planning

Procedures

Formats

Assessment

Achievement Target TypesAchievement Target Types

• Informational (knowledge)• Process (skills)• Thinking and Reasoning• Communication

Adapted from Marzano

Thinking and ReasoningThinking and Reasoning

• Compare and contrast

• Analyzing relationships

• Classifying• Argumentation• Induction

• Deduction• Experimental inquiry• Investigation• Problem solving• Decision making

-Marzano

Communication SkillsCommunication Skills

• Communicates effectively in written form• Communicates effectively in oral form• Communicates effectively in a medium other

than writing or speaking• Express ideas clearly• Communicates with diverse audiences• Communicates for a variety of purposes

-Marzano

Matching Assessments with StandardsMatching Assessments with Standards

ASSESSMENT FORMAT

ACHIEVEMENT TARGET

Selected Response

Constructed Response

Performance Tasks

Informal Assessment

Informational(Knowledge)

Process (Skills)

Thinking and Reasoning

Communication

Other:

Can sample mastery of elements of knowledge

Essays can tap understanding of relationships among elements of knowledge

Not a good choice for this target; other options preferred

Teacher can ask questions, evaluate answers, and infer mastery; but time-consuming

Matching Assessments with StandardsMatching Assessments with Standards

ASSESSMENT FORMAT

ACHIEVEMENT TARGET

Selected Response


Performance Tasks

Informal Assessment

Informational(Knowledge)

Process (Skills)

Thinking and Reasoning

Communication

Other:

Can sample mastery of elements of knowledge

Essays can tap understanding of relationships among elements of knowledge


Teacher can ask questions, evaluate answers, and infer mastery; but time-consuming

Can assess application of some patterns of reasoning

Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.

Can observe and evaluate skills as they are being performed

Strong match when skill is oral communication

Written descriptions of complex problem solutions can provide insight into reasoning proficiency.

Can watch students solve some problems or examine some products and infer about reasoning proficiency

Can ask students to “think aloud” or can ask follow-up questions to probe reasoning



Can observe and evaluate some skills, such as oral communication

Strong match with some communication skills

-Adapted from Marzano and Stiggins

Purposes Types

Planning

Procedures

Formats

Assessment

ProceduresAssessment

Rubrics

Informal Assessmen

ts

Selected Response


Performance

Assessments

Etymology – Rubric (Latin for Red)

• Referred to notes and directions written in red in the margins of liturgical books for conducting religious services.

• Today a rubric is a guideline for scoring, assessing, and evaluating student work and performance.

A rubric is a set of rules that . . .

• Shows levels of quality.• Communicates standards.• Tells students expectations for assessment

task.• Are NOT checklists (yes or no answers).• Includes dimensions (criteria), indicators, and a

rating scale.

According to Grant Wiggins . . .

• “What is to be assessed must be clear and explicit to all students:

• NO MORE SURPRISES!

• . . . Rubrics must accompany all major assignments and assessments.”

Advantages of Using a Rubric

• Lowers students’ anxiety about what is expected of them.

• Provides specific feedback about the quality of their work.

• Provides a way to communicate expectations and progress.

• Ensures all student work is judged by the same standard.

• Disengages the “halo” effect and its reverse.• Leads students toward quality work.

ProceduresAssessmentAssessment

Rubrics

Holistic Analytic

ProceduresAssessmentAssessment

Rubrics

Holistic

• Definition: One score or rating for the entire product or performance.

• When to Use:

•For a quick snapshot of overall status or achievement

•When the skill or product to be assessed is simple; when it has only a single dimension.

• Disadvantages:

•Two students can get the same score for vastly different reasons

•Not as good for identifying strengths and weaknesses and planning instruction

•Not as useful for students to use.

Template for Holistic RubricsScore Description

5 Demonstrates complete understanding of the problem. All requirements of task are included in response.

4 Demonstrates considerable understanding of the problem. All requirements of task are included.

3 Demonstrates partial understanding of the problem. Most requirements of task are included.

2 Demonstrates little understanding of the problem. Many requirements of task are missing.

1 Demonstrates no understanding of the problem

0 No response/task not attempted

Procedures

Rubrics

Analytical

• Definition: Several scores or ratings for a product or performance. Each score represents an important dimension or trait of the performance or product.

• When to Use:

• Planning instruction – show relative strengths and weaknesses.

• Teaching students the nature of a quality product or performance – they need the details.

• Detailed feedback to students or parents.

• For complicated skills, products, or performances, for which several dimensions need to be clear.

• Disadvantages:

• Scoring is slower.

• Takes longer to learn.

AssessmentAssessment

Template for Analytic RubricsBeginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Criteria #1 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance













Parts of a Rubric• DimensionsDimensions, sometimes referred to as criteria,

encompass the knowledge, skills, and understanding to be assessed.

• IndicatorsIndicators specify the evidence used to judge the degree to which the dimension is mastered.

• Rating ScalesRating Scales discriminate among the various levels of performance.

Basic TemplateScaleScale

CriteriaCriteria

Indicator Indicator Indicator Indicator



Chocolate Chip Cookie RubricDeveloped by a group of nuns who baked cookies for profit

Size Chocolate Chips

Taste Texture

Heavenly

Earthly

Purgatory

Gone to Hell

Huge!

At least 6”

Super size

Pure smooth

MMMmmm good!

Soft

Bends without breaking

4” – 5” Toll House standard

Okay in a pinch

Crisp without brown

2” – 3” Generic real chocolate

Edible Crispy with burnt edges

You gotta be kidding!

Where are they? Grainy, carobs

Spit that OUT!

Burnt

Workshop Consultant’s Rubric18 possible points

Outstanding(underpaid)

3 points

Average(minimum wage)

2 points

Consultant from Hell

(overpaid)

1 point

Appearance & background

Physically and visually attractive

Different clothes each day

Clothes fit

Still in lots of classes

Dumpy appearance

Wears same clothes every other day

Clothes too big

Was a teacher

Nerdy appearance

Wears same clothes every day

Clothes too tight

Was/Is an administrator

Workshop

(X 2)

Good cartoon overheads

Lots of chocolate candy

Kept us awake for 30 minutes or more

Overheads too small to read

Gives out “Halls” candies

Speaks English but in monotone

No visuals

Gives out scratch/sniff stickers

Speaks with accent/monotone

Gives homework

Activities

(X 3)

Starts late, leaves early

Lots of long breaks

Shows “Gone with the Wind”

Has a book to use after workshop

Everything on time

Only 2 breaks, short

Shows “Kindergarten Cop”

Steals others’ ideas from books

Starts at 8:00—goes to 4:10

No breaks

Shows “The Crucible”

Has not read a book in years

Quotes only Madeline Hunter

Workshop Participant’s Enthusiasm Rubric

(16 points)Exemplary Acceptable Needs Work Retire

Facial Expression

Thought Process

Movement

Oral Participation

Bright, lit up

Eyes not blinking

Focused on teacher

Wheels in high gear

Quick, alert motions

Non-stop on task talking

Bright, lit up

Eyes sometimes focused on teacher

Wheels in relaxed motion

Casual motions

Talks when needed or told

Eyes glazed over and bloodshot

Wheels are rusty and slow

Sluggish – an occasional itch

Occasional grunts

Eyes closed; Drooping

Wheel isn’t invented

Coma

Drooling

No sound

Designing a Scoring Rubric

• Consider criteria to judge whether a restaurant is great (for example, ambience)

• List specific indicators (for example, clean, pleasant)

• Make a rating scale of 1-4 with 4 being a great restaurant and 1 being “wish I’d eaten somewhere else!”

• Rate the place you dined.

Restaurant Rubric

1 2 3 4

Ugly Rubrics

• Too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade

• Checklists – Have it, don’t have it• Judge each work against other items of work• Judge the wrong thing so student can just jump

through hoops to get a good grade.

Good RubricsGood Rubrics

• Are tools• Show level of quality of a performance or task• Communicate standards clearly and specifically• Are given to students to set expectations• Show what to avoid and addresses misconceptions• Are consistent and reliable• Use content that matches standards and instructional

emphasis


Rubrics

Informal Assessmen

ts

Selected Response


Performance

Assessments

Performance Tasks & Assessments . . .

• Often occur over time.• Result in a tangible product or observable

performance.• Encourage self-evaluation and revision.• Require judgment to score.• Reveal degrees of proficiency based on criteria

established and made public prior to the performance.• Sometimes involve students working with others.

Marzano, Pickering, McTighe

GRASPS

• G Real-world GOAL• R Real-world ROLE• A Real-world AUDIENCE• S Real-world SITUATION• P Real-world PRODUCT or PERFORMANCE• S STANDARDS


Rubrics

Informal Assessmen

ts

Selected Response


Performance

Assessments

Selected Response ItemsSelected Response Items

• Components– Stimulus or prompt (not all items require these)– Stem– Answer– Distractors


• Stimulus or Prompt– True-False

• Statement

– Matching• Two sets of information

– Multiple-Choice• Prompt


• Stems– Ensure directions are clear– Include the central idea and most of the phrasing in

the stem– Word the stem positively, when possible


• Distractors– The “incorrect” choices– Are attractive to students without mastery– Focus on the skill assessed


• The emblem on the sign was a– angel– elf– ship– owl

• The American Civil War began in– 1812– 1778– 1862– 1861


• I have five ____ on my hand.– finger– fingers– nail

• Who was President during the Civil War?– Santa– Lincoln– Brittney Spears– King George


Rubrics

Informal Assessmen

ts

Selected Response


Performance

Assessments

Constructed Response ItemsConstructed Response Items

• Components– Stimulus or prompt (not all items require these)– Stem– Answer space– Rubric (scoring criteria)


• Clearly state problem and expectations• Cannot be answered without reading / studying

the passage or prompt• Requires a response of more than one or two

words• Leads to a range of responses• Leads to clearly defined scoring criteria


• Would the meaning of this story change if it took place somewhere else in the world? Explain why or why not.

• Dog food costs $0.83 per pound. How much money will it take to feed a dog who eats 20 pounds each week? For one year? Remember, there are 52 weeks in a year. Be sure to show your work.

WORK SPACE

__ each week __ one year


Rubrics

Informal Assessmen

ts

Selected Response


Performance

Assessments

Informal AssessmentInformal Assessment

• Model using criteria to complete assignments and rubrics to evaluate work

• Help students set clear goals and ask them to critique their work

• Provide opportunities for students to share their problem solving strategies

• Consider student-led parent conferences

The Distinction Between The Distinction Between Assessment and GradingAssessment and Grading

AssessmentAssessment

Continuous progress Provides feedback to improve

student learning May be formative or summative Provides a means of collecting

evidence of student mastery of the content standards

Provides a photo album of student progress through which we can observe a student’s growth

GradingGrading

A means of assigning numerical or alphabetical grade to a student’s work

May be formative or summative

Provides a means of collecting evidence of student mastery of the content standards

Provides a photo album of student progress through which we can observe a student’s growth

Characteristics of Exemplary Characteristics of Exemplary AssessmentAssessment

• Emphasizes learning process as well as product• Requires active construction of meaning• Assesses interdisciplinary and cross disciplinary skills• Helps students self monitor• Gives specific expectations for students• Emphasizes the application and use of knowledge• Has meaning and relevance to students• Emphasizes complex skills• Makes standards public and known in advance

georgia performance standards day 3: assessment for learning

Documents

purpose of assessment

assessment formats

assessment methods

assessment mean

balanced assessment

students skills

student learning

different types of assessment