Week 7 presentation


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Week 7 presentation

  1. 1. <ul><li>REPORT CARDS: </li></ul><ul><li>Our responsibility is to provide as accurate a picture of learning as possible. </li></ul><ul><li>Requires that we answer 3 important questions: </li></ul><ul><ul><li>What is our purpose for grading? </li></ul></ul><ul><ul><li>What factors should we include in the grade? </li></ul></ul><ul><ul><li>How do we combine those factors to give the truest picture possible of student achievement? </li></ul></ul>
  2. 2. <ul><li>Principle 1 : The purpose of grading is to COMMUNICATE </li></ul><ul><li>Principle 2: Grades Communicate about ACHIEVEMENT </li></ul><ul><ul><li>Include effort, aptitude and other factors? </li></ul></ul><ul><ul><li>Principle 3: Grades Reflect CURRENT LEVELS of Achievement </li></ul></ul>
  3. 3. <ul><li>Organizing the Gradebook </li></ul><ul><ul><li>Keep grades for target skills </li></ul></ul><ul><li>Including Factors in the Final Grade </li></ul><ul><ul><li>Keep actual achievement separate fro other factors </li></ul></ul><ul><li>Considering Assessment Purpose </li></ul><ul><ul><li>Differentiate between assessment FOR learning and OF learning </li></ul></ul><ul><li>Considering the Most Recent Information </li></ul><ul><ul><li>Use current evidence of student achievement on the intended learning targets. </li></ul></ul>
  4. 4. <ul><li>Summarizing Information and Determining the Final Grade </li></ul><ul><ul><li>Grades and records should reflect student attainment of established targets, rather than a rank in the class. </li></ul></ul><ul><ul><li>Combining Rubrics with Percentage Scores </li></ul></ul><ul><li>Verifying Assessment Quality </li></ul><ul><ul><li>When assigning grades, use the most accurate body of evidence available </li></ul></ul><ul><li>Involving Students </li></ul><ul><ul><li>Be sure students know how their current level of achievement compares to the standards they are expected to master </li></ul></ul>
  5. 5. <ul><li>A portfolio’s contents, and the collection of student work as a whole, can be assessed, but we do not advocate using the term portfolio assessment because, as we hope we can make clear, portfolios are collecting and communicating devices. </li></ul><ul><li>Different Kinds of Portfolios: </li></ul><ul><ul><li>Project </li></ul></ul><ul><ul><li>Growth </li></ul></ul><ul><ul><li>Achievement </li></ul></ul><ul><ul><li>Competence </li></ul></ul><ul><ul><li>Celebration </li></ul></ul><ul><ul><li>Working </li></ul></ul>
  6. 6. <ul><li>Think about portfolio as process , not a product or object </li></ul><ul><li>Work sample annotations are whatever comments students and teachers make about each piece of evidence selected for the portfolio. </li></ul><ul><li>Students can show and “I can do it” mindset with a portfolio if it shows that they are accomplishing their goals. </li></ul>
  7. 7. <ul><li>How the Type of Portfolio Affects Design </li></ul><ul><ul><li>Keys to Successful Use: </li></ul></ul><ul><ul><li>Portfolios are a means to an end, not an end in themselves. </li></ul></ul><ul><ul><li>They are a means to help students learn more deeply and embed learning into long-term memory. </li></ul></ul><ul><ul><li>They are a means to help students take responsibility for their own learning. </li></ul></ul>
  8. 8. <ul><li>A conference occurs when two or more people meet to discuss a predetermines topic to satisfy an informational need. </li></ul><ul><li>Purposes for conferences </li></ul><ul><li>The formats to meet those purposes </li></ul><ul><li>How to conduct successful conferences to meet the information needs of students, teachers and parents. </li></ul>
  9. 9. <ul><li>Conferences can be used to communicate assessment FOR learning and assessment OF learning </li></ul><ul><li>Five Categories: </li></ul><ul><ul><li>Offering Feedback </li></ul></ul><ul><ul><li>Setting Goals </li></ul></ul><ul><ul><li>Planning an Intervention </li></ul></ul><ul><ul><li>Demonstrating Growth </li></ul></ul><ul><ul><li>Communicating Achievement </li></ul></ul><ul><ul><li>It’s Important to do a Follow-up after any conference to see what went well and what might be improved for the future. </li></ul></ul>
  10. 10. <ul><li>Standardized tests represent ONE WAY to gather and communicate information about student achievement </li></ul><ul><li>These meet the information needs of policy makers and program/ curriculum planners </li></ul><ul><li>These are assessments OF learning </li></ul>
  11. 11. <ul><li>All teachers need to know the basics of testing reports. </li></ul><ul><li>The more we know, the better we can use these results to make modifications to instruction. </li></ul><ul><li>How well did you do on this? </li></ul>
  12. 12. <ul><li>Standardized means that all students take the same test under the same conditions with the same instructions and scoring. </li></ul><ul><li>Norm-referenced means that scores are referenced to a “norm group” of similar students. </li></ul><ul><li>Criterion-referenced shows how learning compares to a preset criterion of acceptable performance on specified learning targets, rather than to compare students to one another. </li></ul><ul><li>Large-scale assessment is one that is given to a large number of students across classrooms and schools at more or less the same time. </li></ul>
  13. 13. <ul><li>Only multiple choice, norm-referenced tests can be standardized . It is possible to standardize a writing sample when students receive the same prompt. Many now have extended responses. </li></ul><ul><li>The same tests can’t yield both norm-referenced and criterion-referenced scores. Most indicate mastery as well as how student performance compares to others. </li></ul><ul><li>Multiple-choice standardized tests can assess only content mastery, and not reasoning or problem-solving. Some kinds of reasoning and problem-solving can be assessed in selective response format. </li></ul>
  14. 14. <ul><li>Same developmental steps as in Chapter 4: </li></ul><ul><ul><li>Clarify targets </li></ul></ul><ul><ul><li>Clarify purpose </li></ul></ul><ul><ul><li>Decide on number of questions and assessment methods </li></ul></ul><ul><ul><li>Develop a test plan </li></ul></ul><ul><ul><li>Write questions and exercises </li></ul></ul><ul><ul><li>Assemble the test </li></ul></ul><ul><ul><li>Try it out </li></ul></ul><ul><ul><li>Revise to improve the test </li></ul></ul><ul><ul><li>Establishing NORMS: the drafted test is given to a large number of students across a range of achievement levels, called the norm group. </li></ul></ul>
  15. 15. <ul><li>Raw Scores </li></ul><ul><li>Percent Correct </li></ul><ul><li>Percentile Score </li></ul><ul><li>Stanines </li></ul><ul><li>Grade Equivalent Score </li></ul><ul><li>Competency and Mastery Scores </li></ul>
  16. 16. <ul><li>The goal of test preparation training for students is to ensure that test scores are accurate, that nothing in the testing situation will cause the results to be mismeasured </li></ul>
  17. 17. <ul><li>They want to know test information </li></ul><ul><ul><li>Contest, assessment method and scoring method </li></ul></ul><ul><li>How to prepare their children for the tests </li></ul><ul><li>Communication with parents is then based on ACCURATE information and how it will be used in the classroom and in the school </li></ul><ul><li>ALWAYS STRIVE FOR ACCURATE RESULTS! </li></ul>