GoalsGoals

To understand assessment of students To understand assessment of students learning as an integral part of learning as an integral part of instruction.instruction.

To learn about RIPTS Standard 9To learn about RIPTS Standard 9

Rhode Island Rhode Island Professional Teaching Professional Teaching

StandardsStandardsStandard 9. Assessment of Student LearningStandard 9. Assessment of Student LearningTeachers use a variety of formal and informal Teachers use a variety of formal and informal assessment strategies to support the assessment strategies to support the continuous development of the learnercontinuous development of the learner..

Assessment is . . Assessment is . .

A process of making judgments A process of making judgments

about students’ learning about students’ learning

in relation to the goals of learning.in relation to the goals of learning.

Judgments are reached by Judgments are reached by bringing bringing together evidence which together evidence which has been has been gathered.gathered.

Assessment

AssessmentTeachingTeaching LearningLearning

RecommendationsRecommendations.

Researchers found that teachers spend Researchers found that teachers spend about 10% of time on assessment activities.about 10% of time on assessment activities.

Richard Stiggins (2004) recommended that Richard Stiggins (2004) recommended that teachers should spend as much as 1/3 of teachers should spend as much as 1/3 of their time on assessment. their time on assessment.

Beginning teachers should build a repertoire of Beginning teachers should build a repertoire of effective strategies for assessing studentseffective strategies for assessing students..

See Arends p. 208

Assessment or Assessment or Evaluation?Evaluation?

.

AssessmentAssessment is process of is process of collecting collecting informationinformation about students and classrooms about students and classrooms for the purpose of making instructional for the purpose of making instructional decisions.decisions.

EvaluationEvaluation is the process of is the process of making making judgmentsjudgments or deciding on the worth of a or deciding on the worth of a particular approach or a student’s work.particular approach or a student’s work.

See Arends, p. 211

Two PurposesTwo Purposes.

1.1. Assessment Assessment for for learning learning (Diagnostic, Formative - Continuous) (Diagnostic, Formative - Continuous)

-To place students-To place students-To help students current and future learning -To help students current and future learning -To find out in what areas students are making -To find out in what areas students are making progress and what particular difficulties they are progress and what particular difficulties they are havinghaving-To provide encouraging feedback-To provide encouraging feedback-To provide a baseline of performance-To provide a baseline of performance

Two PurposesTwo Purposes.

2. Assessment 2. Assessment ofof learning learning (Summative - Evaluation/Reporting) (Summative - Evaluation/Reporting)

-To summarize achievement at certain times, -To summarize achievement at certain times, concerned with judgments about the past concerned with judgments about the past

-For keeping records, reporting to parents, other -For keeping records, reporting to parents, other teachers and the children themselvesteachers and the children themselves..

Major PurposesMajor Purposes

DiagnosticDiagnostic Formative Formative (Continuous)(Continuous)

Summative Summative (Evaluation/Reporting)(Evaluation/Reporting)

Function/Function/

How UsedHow Used

Placement, planning, and Placement, planning, and determining the presence determining the presence or absence of skills and or absence of skills and prior knowledgeprior knowledge

Feedback to student on Feedback to student on learning and to teachers learning and to teachers on instruction; assist on instruction; assist teacher decision-makingteacher decision-making

Grading of students’ Grading of students’ achievements and achievements and behaviors and reporting behaviors and reporting of performance.of performance.

When UsedWhen Used At the beginning of a At the beginning of a unit/lesson, semester, or unit/lesson, semester, or year, or during instruction year, or during instruction when a student is having when a student is having problemsproblems

During instructionDuring instruction At the end of the unit, At the end of the unit, grading periodgrading period

How is How is Evidence Evidence CollectedCollected

Standardized diagnostic Standardized diagnostic tests; observations, tests; observations, teacher checklists, pre-teacher checklists, pre-assessmentsassessments

Different types of Different types of student work; student work; homework; homework; assignments; quizzesassignments; quizzes

Portfolio, Performance, Portfolio, Performance, Final ExamFinal Exam

ScoringScoring Norm- and criterion Norm- and criterion referenced; rubricreferenced; rubric

Criterion-referenced; Criterion-referenced; criteria lists; rubricscriteria lists; rubrics

Norm- or criterion-Norm- or criterion-reference; rubricsreference; rubrics

Assessment Assessment forfor Student LearningStudent Learning

Assessment Assessment ofof Student LearningStudent Learning

Modification of Table 6.5 - Arends, p 226

Process of AssessmentProcess of Assessment

I. I. Plan systematically for a variety of Plan systematically for a variety of assessmentsassessments

-Identify -Identify Instructional ObjectivesInstructional Objectives-Identify the types of assessments-Identify the types of assessments- Sequence the variety of assessments- Sequence the variety of assessments

II. II. Gather evidenceGather evidence

III. III. Judge evidence against expectationsJudge evidence against expectations))

IV. IV. Interpret the judgmentsInterpret the judgments

V. V. Take actionTake action-Self-reflect-Self-reflect -Adjust teaching and assessments.-Adjust teaching and assessments.

-Provide feedback to students-Provide feedback to students

-Report to parents and other teachers-Report to parents and other teachers

Process of AssessmentProcess of Assessment

Pre-AssessmentPre-AssessmentMajor Concepts:Major Concepts:

-Learner pre-assessment as part -Learner pre-assessment as part of instruction of instruction

-Purposes/methods of pre--Purposes/methods of pre-assessmentassessment

-Matching pre and post -Matching pre and post assessmentassessment

-External and internal sources of -External and internal sources of assessment informationassessment information

Purposes of Pre-Assessment Purposes of Pre-Assessment

1.1. To improve teaching (understand students’ To improve teaching (understand students’ misconceptions by knowing prior knowledge)misconceptions by knowing prior knowledge)

2.2. To improve learning (help learner confront their To improve learning (help learner confront their prior knowledge and self-assess)prior knowledge and self-assess)

3.3. To learn more about the students’ knowledge To learn more about the students’ knowledge and dispositionsand dispositions

4.4. To develop a baseline for judging progress in To develop a baseline for judging progress in

students’ achievement andstudents’ achievement and behaviorsbehaviors

9.1 Pre-Assessment 9.1 Pre-Assessment Internal Sources:Internal Sources: Inside the Classroom Inside the Classroom

-Teacher Observation-Teacher Observation- KWAL Charting- KWAL Charting- Interview - Individual, Small Group and Whole Class- Interview - Individual, Small Group and Whole Class- Concept Maps- Concept Maps- Concept Cartoons- Concept Cartoons- Interest Surveys- Interest Surveys

External Sources:External Sources: Outside the ClassroomOutside the Classroom-RIDE Information Works-RIDE Information Works-Cumulative Folders (Grades, Standardized Test -Cumulative Folders (Grades, Standardized Test

Scores)Scores)-Other Teachers-Other Teachers

Pre-AssessmentPre-Assessment

RIDE InfoWorks

INFORMATIONINFORMATION -Demographics -Demographics -Student Performance -Student Performance -Learning -Learning EnvironmentEnvironment

EXTERNAL SOURCEEXTERNAL SOURCE

All About (TOPIC)All About (TOPIC)

KK WW AA LLWhat do I think

I know?What do I

wonder about?What actions can we take

What have I learned?

All About All About OceansOceans

KK WW AA LL

There are four There are four oceansoceans

Oceans have Oceans have different parts.different parts.

Rhode Island is Rhode Island is on the Atlantic on the Atlantic Ocean.Ocean.

What lives in What lives in an ocean?an ocean?

What is the What is the deepest? How deepest? How deep is it?deep is it?

What is the What is the largest animal largest animal in the ocean?in the ocean?

Go on a Go on a Save Save the Baythe Bay field field triptrip

View online View online videos of videos of animals in an animals in an ocean.ocean.

Make a Make a dioramadiorama

There is a fifth There is a fifth Ocean called Ocean called the Antarctica the Antarctica Ocean.Ocean.

Animals live in Animals live in different parts.different parts.

--rocky coast--rocky coast

--open water--open water

--sea floor--sea floor

What do I think I know?

What do I wonder about?

What actions can we take?

What have I learned?

Using a Using a KWALKWAL Chart Chart Complete Complete KK--WW--A A for a pre-assessment.for a pre-assessment. Complete the Complete the LL as you learn new knowledge. as you learn new knowledge. As you learn knowledge and take action, put a check As you learn knowledge and take action, put a check

next to the ideas in the next to the ideas in the KK--WW--AA columns--to confirm that columns--to confirm that they have been addressed or used.they have been addressed or used.

Add ideas to the columns as they arise during the unit.Add ideas to the columns as they arise during the unit. Post the chart in the classroom.Post the chart in the classroom. Consider the idea of students keeping individual Consider the idea of students keeping individual KWALKWAL

charts.charts.

Pre-Assessing using Pre-Assessing using KWALKWAL K Know now

What do you think you know about What do you think you know about oceans?oceans? (Too open-ended by itself!)(Too open-ended by itself!)

Instead, using questions to probe.Instead, using questions to probe. --What are the names of oceans that you know?--What are the names of oceans that you know? --How do you think an ocean is different from a --How do you think an ocean is different from a

lake? How do you think they’re similar? lake? How do you think they’re similar? --What do you think you will find in oceans? --What do you think you will find in oceans?

NOW, IT’S YOUR TURNNOW, IT’S YOUR TURN

Write questions you will use to cause Write questions you will use to cause students to confront their prior students to confront their prior knowledge.knowledge.

• Start with an open-ended question:Start with an open-ended question:What do you think you know about…?What do you think you know about…?

• Write a several questions that probe Write a several questions that probe their thinking further.their thinking further.

Type of Assessment: Academic Prompt

Here is a photograph of a rocky coast on an ocean. What Here is a photograph of a rocky coast on an ocean. What animals and plants do you think live in the environment?animals and plants do you think live in the environment?

Guidelines for Guidelines for Conducting a Pre-Conducting a Pre-

AssessmentAssessment Establish trust. “This is not a test.”Establish trust. “This is not a test.” Explain the purpose.”I want to know more about what Explain the purpose.”I want to know more about what

and how you think.”and how you think.” Use effective questioning/responding. Use effective questioning/responding. Have students communicate in different ways: write, Have students communicate in different ways: write,

draw, show, and speak.draw, show, and speak. Avoid explaining the topic. After the assessment is over, Avoid explaining the topic. After the assessment is over,

tell the students that they will learn more about the topic tell the students that they will learn more about the topic by learning new skills, investigating, engaging in by learning new skills, investigating, engaging in presentations.presentations.

Type of Assessment; Type of Assessment; Concept MapConcept Map

Concept Map Concept Map Structures of LifeStructures of LifeWORD BANKAnimalsPlantsOrganismSeedsCrayfishLiving Things

Type of Assessment Type of Assessment Concept CartoonConcept Cartoon

What Do you Think?

A. If we plant the flower, it will grow into a new plant.

B. If we plant the seeds, they will grow into a new plant.

C. If we chop the root into pieces each piece will grow into a new plant.

D. If we chop the stem into pieces each piece will grow into a new plant.

A. B

C D

Design a Pre-AssessmentDesign a Pre-Assessment1. 1. Relate to Knowledge Dimension- what Relate to Knowledge Dimension- what you will teach.you will teach.

2. Include different ways learners can 2. Include different ways learners can communicate during pre-assessment. communicate during pre-assessment. -write, draw, show, speak-write, draw, show, speak

3. Consider using visuals to prompt 3. Consider using visuals to prompt thinking (photo, drawing).thinking (photo, drawing).

4. Use the phrase “do you think” in 4. Use the phrase “do you think” in questions.questions.

9.2 9.2 Variety of Assessment StrategiesVariety of Assessment Strategies

Major Concepts:Major Concepts:

-Variety of assessments-Variety of assessments

-Purposes/types of assessments-Purposes/types of assessments

-Diagnostic, formative, and summative -Diagnostic, formative, and summative assessmentassessment

-Systematic Planning-Systematic Planning

Variety of AssessmentsVariety of Assessments

A. Identify learning outcomes to A. Identify learning outcomes to assess.assess.

B. Identify RI Grade Span B. Identify RI Grade Span Expectations.Expectations.

C. Plan a variety of assessments.C. Plan a variety of assessments. Diagnostic, Formative and Summative Diagnostic, Formative and Summative

-Pre-assessments-Pre-assessments-Post-assessments-Post-assessments-Learner self-assessments-Learner self-assessments-Teacher observation-Teacher observation-Student work-Student work

Learner Self-AssessmentLearner Self-Assessment

Major Concepts:Major Concepts:

-Metacognition-Metacognition

-Purpose/types of learner self--Purpose/types of learner self-assessments assessments

-Learner self-assessment as part of -Learner self-assessment as part of instructioninstruction

Linking Types of Linking Types of Objectives Objectives with Types of with Types of AssessmentAssessment

INSTRUCTIONAL OBJECTIVES TO BE

ASSESSED

TYPE OF ASSE SSMENT

SELECTED RESPON SE

ACADEMIC PROMPTS

PERFORMANCE PERSON AL COMMUNICATION

Declarati ve Knowl edge

Mas te ry of factua l knowle dge (e .g., facts, conce pts) a nd

concep tua l knowle dge

Multiple ch oice , true /fals e , matc hing, a nd fill-in sampl e master y of fact s and conce pts

Can tap unders tandi ng of relati onships a mong concepts a nd fa cts

Not a good choice Can ask ques tions , evalua te ans wers, and infer mastery , but a t ime -consumin g option

Proced ural Knowl edg e: Reasoni ng

Detec ting pa ttern s ; Using ev idence t o

formula te a ge neraliz a tion

Can assess a pplica tion of some pa ttern s of reasoning

Written descrip tions o f comple x sol utions can provide windo w into reasonin g

Can w a tch s tude nts solve some probl e ms , inquire , or exami ne pro ducts an d infer abo ut re asoning

Can ask s tude nt to “think aloud” or ca n ask fol low-up questi ons to probe reasoning

Proced ural Knowl edg e:

Thinking Process es -Obs erving,

-Hypothesizing -Pla nning

-Inte rpret ing Re sults an d Formula ting Co nc lus ions

-Comm unicat ing Procedural Skills

us e o f therm omete r, han d lens , eyedroppe r, s yringe e tc.

Can assess ma s tery of the knowledg e prereq uisite to skillful pe rformance , but canno t rely on thes e to assess th e skill itself

Can assess ma s tery of the knowledg e prereq uisite to skillful pe rformance , but canno t rely on thes e to ta p the sk ill itse lf

Can observ e an d eva luat e skills/a ttitude s as the y ar e bein g perfo rmed

Strong m a tch whe n skill is oral c ommunic a tion proficienc y; a lso ca n assess ma s tery of knowledg e prere quisite to skillful pe rformance

Meta cognitive Knowl edge

(Dispositions towards process of learning science and science as a subject to

learn)

Sele cted respons e , ra ting scales, a nd quest ionnair e ite ms ca n tap s tude nt feel ings

Comb ining ra ting scales , open -ende d que s tionnair e , reflec tive essa y item s ca n probe disposi tions

Can i nfer dispos itions from behavior and products

Can talk with s tude nts abou t their fe e lings

Learner Learner Self-AssessmentSelf-AssessmentName:________________Date:____________

Self-Assessment

A. What was the purpose of your inquiry? B. Mark the box that best describes your feelings:

Yes ? No

1. I followed the procedures step by step.

2. I used the materials and tools correctly.

3. I am comfortable handling the squid.

4. I recorded data carefully.

5. I completed the inquiry.

6. I can identify each structure.

7. I can explain the function of each structure.

C. What did you learn from the inquiry?

-Rating Scale (B)Rating Scale (B)

-Open-ended questions Open-ended questions (A and C)(A and C)

Learner Self-AssessmentLearner Self-AssessmentGlows and Grows

3 GLOWS 1 GROW1 GROW

I help others when I work in groups.

I could add labels of I could add labels of structures to my printstructures to my print

I conduct procedures step by step.

I made a print without smudges.

Recording and ReportingRecording and ReportingMajor Concepts:Major Concepts:

-Relationship between recording and -Relationship between recording and reportingreporting

-Purpose/types of recording and -Purpose/types of recording and reportingreporting

RecordingRecording

Teacher Checklist Products #

1 Squid Print 2 Scientist Notebook 3 Diorama 4 Photo Essay

Declarative Knowledge 1 Squids are living things

with identifiable structures and characteristics that allow for survival.

2 Scient ists c lassi fy a squid as ani mal, inverte brate and cephalopod.

3 People use squid in different ways.

Procedural Kno wledge

1 ho w to make a squid print

Use “Checklists” as a running record.Use “Checklists” as a running record.

RATING SCALERATING SCALE4 = Exemplary4 = Exemplary3 = Proficient3 = Proficient2 = Developing2 = Developing1 = Below Standard1 = Below Standard0 = No Evidence0 = No Evidence

ReportingReporting

SCIENCE REPORT CARD CRITERIA SCIENCE REPORT CARD CRITERIA (Grade 4)(Grade 4)

• Demonstrates effort/participationDemonstrates effort/participation• Makes predictions and observationsMakes predictions and observations• Demonstrates understanding of ideas and Demonstrates understanding of ideas and

termsterms• Represents concepts in multiple ways e.g. Represents concepts in multiple ways e.g.

words, diagrams, graph and charts.words, diagrams, graph and charts.

ReportingReporting

Scientific ProcessScientific Process: demonstrates an : demonstrates an understanding of the scientific process: understanding of the scientific process: experimenting, observing, reporting, experimenting, observing, reporting, discussing, and analyzing the results.discussing, and analyzing the results.

Scientific KnowledgeScientific Knowledge: demonstrates knowledge : demonstrates knowledge of the topics and concepts presentedof the topics and concepts presented

Responsibilities of ScientistsResponsibilities of Scientists: demonstrates : demonstrates responsible involvement in the classroom responsible involvement in the classroom experiments by carefully and safely using the experiments by carefully and safely using the equipmentequipment

SCIENCE REPORT CARD CRITERIA (Grade 3)SCIENCE REPORT CARD CRITERIA (Grade 3)

Self-ReflectionSelf-ReflectionMajor Concepts:Major Concepts:

-Teacher self reflection as an aspect of the -Teacher self reflection as an aspect of the planning, action, and reflection processplanning, action, and reflection process

-Using assessment to improve teaching -Using assessment to improve teaching and learning and learning

Providing feedback serves a Providing feedback serves a different purpose than different purpose than

grading.grading.

Providing feedback isProviding feedback is S.M.A.R.T.S.M.A.R.T.

S pecific to learning

M eaningful

A ction-oriented

R elevant to outcomes

T imely

Suggestions for Providing Suggestions for Providing SMARTSMART Feedback Feedback

• Balance the feedback. Note what’s working well and what needs to improve

• Help students understand the criteria.

• Set goals with the students of improving.

• Use post-its.

• Encourage students to self-assess (“3 Glows and 1 Grow”)

Providing FeedbackProviding Feedback

Providing the right kind of feedback can make a significant difference in improving our students’ achievement and behaviors.

--Robert Marzano Classroom Instruction That Works

Examining Student WorkExamining Student Work

A B

C

Examining Student WorkExamining Student Work

Warm Feedback

Cool Feedback

Warm FeedbackWarm Feedback- Squid A: Nice job of printing the fins. You applied the

right amount of pressure. Fins are challenging to capture!

- Squid B: You’re very creative. You created an interesting pattern by printing the squid twice on a sheet of paper.

- Squid C: Wonderful print of a squid. Your print shows evidence of spreading out the arms and tentacles and applying paint carefully.

-

Cool FeedbackCool Feedback

- Squid A: Here’s a next step. Label the external structures.

- Squid B: You could apply more pressure around the fins.

- Squid C: Do you notice the paint right here (smudge)? What can you do to prevent a smudge on your next print?