Workshop Time: Build Your Own Assessment Tools and/or unit
What are the qualities of effective “assessment”?
Characteristics of Good Assessment The content of the tests (the knowledge and skills assessed) should match the teacher's educational objectives and instructional emphases. The test items should represent the full range of knowledge and skills that are the primary targets of instruction. Expectations for student performance should be clear. NCREL: http://web.archive.org/web/20051024083623/http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm
Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply in our fast changing world. These essentials skills are: • Critical thinking and reasoning (for example, but not limited to: problem solving, analysis, logic, cause/effect) • Information literacy (for example, but not limited to: knowledge acquisition, source discernment, systems management) • Collaboration (for example, but not limited to: synergy, team resourcing, social skills, leadership) • Self-direction (for example, but not limited to: adaptability, initiative, personal responsibility, work ethics, self-advocacy) • Invention (for example, but not limited to: creativity, innovation, integration of ideas) Technology Literacy
CDE 21st Century Skills Wordle http://wordle.net
Assessments – Why? Inform the teacher: How students performed – to assign a grade What needs re-teaching
Assessments…Also Provide students with information about their performance that can promote their learning Motivate students to study or apply themselves because they know they are to be evaluated. Provide teachers with data to evaluate the effectiveness of their instruction
Assess What? -Product Traditional Assessments: Content Knowledge Organization Presentation Summative Assessment Summarizes what has been learned.
Information Literacy Technology Literacy Critical Thinking & Reasoning Collaboration Self Direction
ISTE NETS Creativity & Innovation Communication & Collaboration Research & Information Fluency Critical Thinking, Problem Solving & Decision Making Digital Citizenship Technology Operations & Concepts
Formative Assessment Good assessment starts with a clear purpose inFORMS instruction (teacher) inFORMS students – what they know and don’t know or how to do
Components of Formative Assessment Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Students have clear picture of learning targets Photo by Michael Surran, http://www.flickr.com/photos/extraketchup/749312864/
Students received feedback Photo by Wonderlane: http://www.flickr.com/photos/wonderlane/37531816/
Students Engaged in Self-Assessment Bias, Gene. ocps010.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Provide understanding of specific steps students can take to improve Bias, Gene. comp008.jpg. . Pics4Learning. 14 Jan 2008 <http://pics.tech4learning.com>
Strategies to Involve Students in Formative Assessment Provide a clear and understandable vision of target Use examples of strong & weak work Offer regular descriptive feedback Teach students to self-assess and set goals Design lessons to focus on one aspect of quality at a time Teach students focused revision Engage students in self-reflection Chappuis, Jan. (2005, Nov.) Helping Students Understand Assessment. Educational Leadership.
Formative Assessment:Examples Think-Pair-Share Activity Student Summarizes Information Interview students/conferencing Research journal Observation checklist Student checklist Concept Mapping Rubrics
21st Century Assessments Supports a balance of assessments Emphasizes useful feedback on student performance Requires a balance of formative and summative assessments that measure student mastery of 21st century skills Partnership for 21st Century Skills
Formative feedback is associated with more positive attitudes towards learning
Rubrics: What Should Be Assessed? Standards & Benchmarks What do you want students to know and be able to do? What will you be teaching specifically? Ask yourself: “How will I know that they know?” …What does success look like?
Example: Information Literacy Skill Researches and Evaluates Information Uses a variety of appropriate tools to record notes and store information
Information Literacy Skill Researches and Evaluates Information Middle School: Uses a variety of appropriate tools to record notes and store information
Skill to Rubric What criteria will you highlight? What should I look for? The descriptors of degrees of quality in meeting the criteria Answer this: What does success look like? Quantitative? Or Qualitative?
More Examples of Formative Assessments Checklists PBL Checklists Rubrics 8th Grade Technology Assessment “Rubric for Any Research Project” High School Rubric (Joyce Valenza) Rubistar -Self Evaluation- reflection
Types of Process Assessment Portfolios help students to: determine meaningful work. reflect on their strengths and needs. set learning goals. see their own progress over time. think about ideas presented in their work. see the effort they put forth. feel ownership and pride in their work. realize their work has personal relevance. http://www.phschool.com/professional_development/assessment/portfolio_based_assess.html
Designing Assessment When will you assess? Backwards Design: What do you want students to know and be able to do (Standards)
Knowledge/Skills - Objectives
How will you know they know it/can do it? Learning Activities Big idea/essential question
Work Time Backwards Design Exercise Build your assessment tools Two Choices: For ½ credit for this class, fill out this one-page exercise For extended credit, (log your hours) complete an assessment timeline If you also took D-Quadrant Learning –this can be included with your unit plan
Recap Assessing the process is critical Assessments are diagnostic Use the information to inform your teaching Assess what matters – what you want students to know and be able to do