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How are we doing? Assessment, Rubrics, and School Improvement

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Presentation for Oxford, CT November 2, 2010

Presentation for Oxford, CT November 2, 2010

Published in: Education, Technology

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  • 1. How are we doing? Assessment Design and Technology Justin Reich EdTechTeacher.org Harvard Graduate School of Education
  • 2. Objectives • Explain the manifold purposes and possibilities of assessment • Examine the role of assessment in Backwards Design • Design rubrics and incorporate them in ongoing conversation with students • Leverage technology to make student behavior visible and to more easily collect and analyze assessment data • Incorporate assessment data in ongoing conversations about teaching and learning
  • 3. Summative vs. Formative Assessment Summative • Happens at the end • Emphasis on evaluating understanding • Typically higher stakes • Demonstrates understanding of goals • Drives unit and lesson design Formative • Happens throughout • Emphasis on fostering understanding • Typically lower stakes • Evaluates intermediate understandings • Drives unit and lesson adjustment in real time
  • 4. Purposes of Assessment:  assess student comprehension or mastery via performance of understanding  benchmark progress  assess teacher efficacy  hold teachers, students, administrators, others accountable  clarify expectations (for students, parents, teachers, colleagues…)  motivate students to work/study/stick to requirements  motivate teachers to work/study/stick to requirements  teach new material in context of assessing student mastery of other material/skills  assign grades  sort students (or teachers)  compare students (or teachers) to an external norm or set of criteria  conform with/adhere to external requirements (MCAS, etc.)  demonstrate to students how much they’ve learned – give them something to show off or celebrate  help students become better at taking tests
  • 5. Types of Assessment
  • 6. Backwards Planning (UbD) Select learning goals What do you want students to be able to do by the end of the lesson or unit? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task?
  • 7. Backwards Planning Select learning goals What do you want students to be able to do by the end of the lesson or unit? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task? Intermediate Goals/ Formative Assessment
  • 8. Good Learning Goals If Goals  Assessments, then they must be: Clearly articulated Observable/Measurable Appropriate
  • 9. Mini-Lesson: Characteristics of Good Learning Goals Clearly articulated  students, parents, educators, and general public can understand them without additional explanation  focused and specific
  • 10. Good Learning Goals Clearly articulated Observable/Measurable – teacher can measure or assess student mastery of the goal – students and parents can assess student mastery of the goal – short-cut evaluation for cognitive learning goals: uses a verb from Bloom’s Taxonomy
  • 11. Good Learning Goals Clearly articulated Observable/Measurable Appropriate – goal meets students’ and/or society’s needs  as defined by teacher, school, district, state, etc… – goal is achievable given context  timeframe, class size, students’ ages and backgrounds, available resources, externally-imposed constraints – goal is worthwhile  aligned/consonant with teaching aims
  • 12. Writing/Revising Cognitive Learning Goals Original Goal: Students will understand causes of the U.S. Civil War. Task: Revise this goal to be clearly articulated, observable, and appropriate Context: 7th grade U.S. history course in Oxford PS, untracked If it helps, look at the Bloom action words!
  • 13. Goals • Students demonstrate their understanding of the chronology of the origins of the civil war by will arrange in chronological order the 4 or 5 events that caused the civil war in three class periods…
  • 14. Discussion Questions • First, discuss one idea or strategy from this morning that you can implement in your own instruction this year. What is one thing you may do differently? Ask probing questions of your colleagues to understand their ideas. • Second, what ideas or strategies from this morning could grades/departments/ teams/colleagues at GOMS implement collaboratively to improve student learning. Develop an action plan for one idea as a group.
  • 15. Google Form Challenges • Create a new form • Give your form a title • Add 2 questions of two different “types” • Post your form link at todaysmeet.com/edtechteacher • Answer two people’s quizzes • Look at your data summary • ADVANCED: create a summary of your data using equations or graphs • ADVANCED: develop a quiz/survey for your class
  • 16. Rubistar Challenges • Go to rubistar.4teachers.org • Scroll down and choose a subject area • Choose a specific project to create a rubric for • Enter the basic title information • Select a category • Revised a benchmark in a prepopulated category • Create a new category • Submit and Preview
  • 17. Using Data to Address Instruction Further Reading: Data Wise and Data Wise in Action
  • 18. Backwards Planning (UbD) Select learning goals What do you want students to learn by the end of the lesson or unit? Design assessment tasks How will students demonstrate their developing mastery of those goals? Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task?
  • 19. Things I showed at the end • Typewith.me • Meebo.com • Blogger.com • Wikispaces.com
  • 20. Synchronous Discussion Discussion Boards and Chat
  • 21. Synchronous Discussion • Conversation about Conversation – Write down 5 thought questions to inspire discussion about the effective use of discussion in class • Assign groups – Elect a leader – Discuss questions on forums – Refresh often – Use @Justin to respond to particular people if unclear
  • 22. • The leader from each group should invite the other members into a chat. From this point forward: NO TALKING, ONLY TYPING. • Each person will then in turn ask one of their discussion questions. You will be given 15 minutes to discuss. The goal is to discuss questions as deeply and thoroughly as possible. I'd rather read an in-depth examination of two questions than brief discussions of six. GO DEEP! • You will get a 5 point grade for this exercise. While I will raise the standards later, for now the grade will be mostly based on the following: • 1) Do you stay on topic? • 2) Do you carefully read and respond to each other? • 3) Do you ensure that you finish each question before moving on? • In the future, I will also expect you to actively challenge one another and to incorporate evidence from the source material. • When you are finished, the leader should copy and paste the chat into an email and send it to turninreich.
  • 23. • Pablo Toribio-09[10:11:31 AM]: Why is Arjuna is reluctant to fight? • Jess Lippincott-09[10:11:54 AM]: because he doesn't want to kill all of those people • Pablo Toribio-09[10:11:55 AM]: Arjuna is reluctant to fight because he believes those people are his family. • Jess Lippincott-09[10:12:02 AM]: and his teachers • Vinesha Collymore-09[10:12:07 AM]: yeah • Jess Lippincott-09[10:12:09 AM]: and his great uncles • Vinesha Collymore-09[10:12:22 AM]: his family, he didnt want to kill them • Jess Lippincott-09[10:12:29 AM]: right • Vinesha Collymore-09[10:12:39 AM]: he felt like he was close to these people • Jess Lippincott-09[10:13:12 AM]: yeah, and he thought it would be cruel and unnecesary to kill them • Vinesha Collymore-09[10:13:17 AM]: yeah • Jess Lippincott-09[10:13:28 AM]: +, he says he doesnt want a kingdom • Jess Lippincott-09[10:13:30 AM]: right • Vinesha Collymore-09[10:13:32 AM]: he became overcome with grief • Pablo Toribio-09[10:14:04 AM]: "Then Arjuna saw in both armies fathers, grandfathers, sons, grandsons; father of wives, uncles, masters;brothers companions, and friends. When Arjuna thus saw his kinsmen face to face i both lines of the battle, he was overcome by grief and despair and thus he spoke with a sinking heart. " • Jess Lippincott-09[10:14:20 AM]: right • Vinesha Collymore-09[10:14:44 AM]: so that's our conclusion for number 1 • Jess Lippincott-09[10:14:49 AM]: then "I have no wish for victory Krishna, nor for a kingdom, nor for its pleasures"
  • 24. Asynchronous Discussion Blogs and Discussion Boards
  • 25. New Ways to Develop Fundamental Skills Rehearse for 21st Century Situations/ Environments Improve Student Engagement Hypothesized Benefits to teaching with Web 2.0
  • 26. Enable Rich Collaboration Enable Rich Collaboration Motivate Students Motivate Students Improve Writing Skills Improve Writing Skills Engage in New Civic Dialogue Train for Web 2.0 Applications in Business Engage in New Global Dialogue Learn New Media Literacies Learn New Media Literacies Practice Deeper and Richer Discussion Practice Deeper and Richer Discussion Train for Writing under Real World Conditions New Ways to Develop Fundamental Skills Rehearse for 21st Century Situations/ Environments Include More Students Include More Students Improve Student Engagement Hypothesized Benefits to teaching with Web 2.0
  • 27. Some Exemplar Blogs • Professor Cooper's Fundamentals of Writing Blog • Comparative Religions • The Secret Life of Bees • Middle East Studies • Daisy • Nobles goes to Tanzania • Chris’s American Literature 11 • Stephanie (U.S. History) • Extreme Biology • Sargent Park Math Zone • HHC Collaboration Blog
  • 28. Blog Challenges: • Create a Blog • Add a post – Use formatted text – Include a link – Include an image – Publish the post • Add a post – Save as a draft • Go to Justin’s blog – Add a comment to the new post (how could you use a blog in your class) – Reply *directly* to someone else’s comment