using classroom data to drive classroom instruction peggy dersch and jana reiter [email protected]...
TRANSCRIPT
Using Classroom Data to Drive Classroom Instruction
Peggy Dersch and Jana Reiter
Assessment FOR Learning
• You will have an opportunity to...
• Expand your view of the PURPOSE of assessment.
• Begin to think about how to use FORMATIVE assessments to make instructional decisions.
What is this about?
What’s the purpose of assessment?
How do we use the results?
Pair and Share:
The Testing Explosion
• 1940’s College admission• 1950’s Commercial tests• 1960’s District-Wide testing• 1970’s Statewide testing• 1980’s National Assessment• 1990’s International assessments• 2001NCLB legislation
This is all about SORTING the kids AFTER the learning.
Two Purposes for Assessment
SUMMATIVEAssessments OF Learning
How much have students learned as of a particular point in time?
FORMATIVEAssessments FOR Learning
How can we use assessment information to help students learn more?
Another way to look at it...
Teach a unit---give a test.Teach another unit—give a test.
At the end, give a really big test!
Teach...assess the learning....teach some more...assess the learning... adjust my teaching...assess the learning...is this working?...adjust the teaching.........TEST!
These are SUMMATIVE assessments
These are FORMATIVE assessments
Possible Assessment MethodsPossible Assessment Methods
Selected ResponseSelected Response Multiple ChoiceMultiple Choice True/FalseTrue/False MatchingMatching Fill inFill in
Extended Written Response Extended Written Response Performance AssessmentsPerformance Assessments Personal CommunicationPersonal Communication
QuestionsQuestions ConferencesConferences InterviewsInterviews
Black & Wiliam Research on Effects of Formative Assessment:
Feedback is frequentStudents are involvedResults USED to adjust teaching and
learningUse can affect motivation of learners
Largest Gain for Low Achievers
THREE ESSENTIAL QUESTIONS
Where am I going?
Where am I now?
How can I close the gap?Plan learning experiences and instruction.
Determine acceptable evidence.
What is my learning target?
The Seven Strategies of Assessment for Learning
Where am I going?1. Provide a clear statement of the learning target2. Use examples and models
Where am I now?3. Offer regular descriptive feedback4. Teach students to self-assess and set goals
How can I close the gap?5. Design focused lessons6. Teach students focused revision7. Engage students in self-reflection; let them keep
track of and share their learning
AND TEACHERS!
George’s Math TestTwo teacher samples
Your turn!Using the assessment you brought,
try assigning a “learning target” to a few items.
How Formative Assessments can help kids and teachers
What if your STUDENTS could analyze their own learning, according to your targets?
“You Be George”
How Formative Assessments can help kids and teachers
A: How does this help George?
B: How does this help George’s teacher?
How Formative Assessments can help kids and teachers
Timed Pair Share:
Primary
Motivator
Student’s
Role
Teacher’s
Role
Assessment OF Learning Assessment FOR Learning
Follow test administration procedures
Itemize targets, inform students, involve students, adjust teaching
Joy of learning and expectation of success.
Strive to see the target, use results to do better next time
Promise of reward, fear of punishment
Strive for highest score/avoid failure
Assessment: Two Purposes
Assessment of Learning
(Summative)
Assessment for Learning
(Formative)strives to document student achievement.
diagnoses a student’s strengths and weaknesses by providing results that are unique to individual students.
provides summative results at the end of a unit or course of study.
informs students about themselves and helps them learn how to take charge of their own progress.
Two Purposes—Boiled Down
Assessment OF
Learning
Assessment FOR Learning
Essential Question:
What have students learned?
Essential Question:
How can we help students learn more?
It’s not really the assessment that is different, it’s how it is USED.
If it’s used to grade the learning that has occurred, it is summative (OF).
If it’s used to gauge where we are and where we still need to improve, it’s formative (FOR).
Two Purposes—Boiled Down
A second key of assessment for learning...
Evaluative
vs.
Descriptive Feedback
Dig up some memories...
Think of a time when YOU were assessed, and the experience was positive.
Think of a time when YOU were assessed, and the experience was negative.
Share in your groups...
What Makes Feedback Effective?
Describes features of work or performance
Points out strengths and gives specific information about how to improve
Relates directly to the learning targets and/or standards of quality
Descriptive or Evaluative?
Try harder next time.70%You maintained eye contact
with your audience throughout your whole presentation.
Descriptive or Evaluative?
What you have written is a hypothesis because it is a proposed explanation. You can improve it by writing it as an “if....then....” statement.
Your work is consistently above average.
Descriptive or Evaluative?
B+ Good work!You made some simple
mistakes with multiplying three-digit numbers. Next time, take a few minutes when you’ve finished to check your work.
The hopeless response...
I don’t understand.I have no idea what to do.I’m no good at this anyway.I give up.
“I got a D. I always get Ds in math.”
The productive response...
I understand the results.I know what to do next.I’m okay.I choose to keep trying.
The student’s emotional reaction to results will determine what that student does in response!
The Seven Strategies of Assessment for Learning
Where am I going?1. Provide a clear statement of the learning target2. Use examples and models
Where am I now?3. Offer regular descriptive feedback4. Teach students to self-assess and set goals
How can I close the gap?5. Design focused lessons6. Teach students focused revision7. Engage students in self-reflection; let them keep
track of and share their learning
Balanced Assessment
SummativeSummativeProvides evidence of achievement to certify student competence or program effectiveness
Assessment Assessment forfor learning learning
Use assessments to help students assess and adjust their own learning
Formative uses of Formative uses of summative datasummative dataUse of summative evidence to inform what comes next for individuals or groups of students
FormativeFormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed
Assessment Assessment forfor learning learning
Use classroom Use classroom assessments to assessments to inform teacher’s inform teacher’s decisionsdecisions
Is there anything you have learned today that you could utilize within 10 days?
Is there anything else you could utilize within three weeks?
Think time.....
Talk time...
The Ten Day Test
