Assessment for Learning

	


Webinar Agenda
√ My Elevator Pitch
❏ 
√ Assessment Planning Framework
❏ 
√ The Need for Goal ...
Assessment for Learning

My Elevator Pitch
How might we develop and use rich tasks to…

•  focus on those outcomes that ma...
Assessment for Learning

	


Next Generation
Science Standards 
  Seven Crosscutting Concepts
Structure and Function. The...
Assessment for Learning
Framework of Assessment Approaches and Methods
How might we assess student learning in the classro...
Assessment for Learning

	


Think “Photo Album”
versus “Snapshot”
Sound assessment requires multiple
sources of evidence,...
Assessment for Learning

UBD Planning Template
Standard(s):

Cover Stage 1
What do the assessments
suggest the goals must ...
Assessment for Learning
example:

	


State Tour

The State Department of Tourism has
asked your help in planning a four-d...
Assessment for Learning

	


example:

What’s Your Position?
After researching school policies and
student & staff opinion...
Assessment for Learning

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fo w e
r t ha
he ve
st t o
at
e pr e
te p
s t are
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!
!

Anticipating Concerns

“B

“Yes,

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Assessment to the Core Webinar by Jay McTighe

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Watch the original webinar here: http://www.schoolimprovement.com/resources/webinars/assessment-to-the-core-jay-mctighe/

Learn more about Jay Mctighe's LumiBook, "Core Learning: Assessing What Matters Most," here: http://www.schoolimprovement.com/store/product.php?p=core-learning

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Assessment to the Core Webinar by Jay McTighe

  1. 1. Assessment for Learning Webinar Agenda √ My Elevator Pitch ❏  √ Assessment Planning Framework ❏  √ The Need for Goal Clarity ❏  √ Aligning to Standards ❏  √ The Role of Formative Assessment ❏  √ What About Standardized Tests? ❏  √ Key LumiBook Features ❏  Elevator Pitch What is an Elevator Pitch? This is the 30-60 second description of your book and why someone should buy your book or work with you. It’s called an “elevator pitch” because it describes the challenge: How would you explain your book if fate placed you in an elevator with your audience and you only had the time it takes to get from the bottom of the building to the top? © 2009 Jay McTighe 1
  2. 2. Assessment for Learning My Elevator Pitch How might we develop and use rich tasks to… •  focus on those outcomes that matter most •  make school more relevant & engaging for learners and teachers Assessment Planning Framework: Key Questions Desired Learning Results Purpose(s) for Assessment Audience(s) for Assessment What do we want students to know, understand, and be able to do? Why are we assessing? How will the assessment information be used? For whom are the assessment results intended? What information do they need? Long-term Transfer Goals: J diagnose student strengths and needs J provide feedback on student learning Factual Knowledge: J provide a basis for instructional placement J teacher/instructor J students J parents J inform and guide instruction Skills and Processes: J grade-level/department team J communicate learning expectations J other faculty J motivate; focus student attention and J school administrators effort J provide practice applying knowledge and skills Understanding(s): J provide a basis for evaluation __ grading __ promotion/graduation __ program selection/admission J provide accountability data Habits of Mind: __ school/district __ teacher evaluation __ administrator evaluation J curriculum supervisors J policy makers J business community/employers J college admissions officers J higher education J general public J other: ______________________ J gauge program effectiveness The long-term aim of CCSS is Autonomous Transfer Students who are College and Career ready: Demonstrate independence “Students can, without scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.” © 2009 Jay McTighe 2
  3. 3. Assessment for Learning Next Generation Science Standards    Seven Crosscutting Concepts Structure and Function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. E/LA Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Mathematical Practices Eight Standards of Mathematical Practice are included along with the content standards. Example: Make sense of problems and persevere in solving them © 2009 Jay McTighe 3
  4. 4. Assessment for Learning Framework of Assessment Approaches and Methods How might we assess student learning in the classroom? PERFORMANCE-BASED ASSESSMENTS SELECTED RESPONSE ITEMS CONSTRUCTED RESPONSES J fill in the blank J multiple-choice PRODUCTS J essay J research paper J true-false J blog/journal J short answer J matching J dance/movement demonstration examples J athletic skills J concept map J Tweeet J portfolio J dramatic reading J “show your work” J illustration J enactment J science project J debate e.g., fill in a: J 3-D model J iMovie J Podcast J observation J interview J conference performance J label a diagram J representation(s) J oral questioning (“kid watching”) J science lab J lab report J story/play PROCESSFOCUSED PERFORMANCES J oral presentation J process description J “think aloud” J learning log J musical recital J Prezi/Power Point J music performance Evaluation and Communication Methods Evaluation Methods How will we evaluate student knowledge and proficiency? Selected-Response Items: J answer key J scoring template J machine scoring Performance-Based Assessments: J generic rubric J task-specific guide Communication/ Feedback Methods Evaluation Roles Who will be involved in evaluating student responses, products or performances? Judgment-Based Evaluation by: How will we communicate assessment results? J numerical scores J teacher(s)/instructor(s) J peers/co-workers J expert judges (external raters) J student (self-evaluation) J letter grades J proficiency scale J parents/community members J employers J rating scale J developmental continuum/ learning progression J narrative report (written) J checklist J checklist J written comments J written/oral comments J verbal report/conference Recognizing the limits of assessment... “Evaluation is a complex, multifaceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development.” from CTB/McGraw-Hill Terra Nova Test Manual © 2009 Jay McTighe 4
  5. 5. Assessment for Learning Think “Photo Album” versus “Snapshot” Sound assessment requires multiple sources of evidence, collected over time. Match the Assessment Evidence with the Learning Goals = 3 Stages of Backward Design 1. Identify desired results. 2. Determine acceptable evidence. 3. Plan learning experiences & instruction. © 2009 Jay McTighe 5
  6. 6. Assessment for Learning UBD Planning Template Standard(s): Cover Stage 1 What do the assessments suggest the goals must be? Understandings ▲ ▼ ❁ ❇ ❅ ✑ Essential Questions Assessment Evidence Performance T ask(s): Other Evidence: ▲ ▼ ❁ ❇ ❅ ✒ Learning Plan ▲ ▼ ❁ ❇ ❅ ✓ Stage 2 – UbD Template Performance Tasks Essential Questions You Are What You Eat: Create a picture book to teach 1st graders about “healthful” eating. Camp Menu: Design a 3-day menu for meals and snacks for a weekend camping trip. Explain why your menu plan is both healthy and tasty. Other Evidence • Quiz on the food groups and their nutritional benefits. • Skill check: interpreting nutrition information on food labels. • Test on health problems caused by poor eating. Stage 1 – UbD Template Established Essential Questions Standards) Goals (e.g., Content Students will use a knowledge of nutrition to plan appropriate diets for themselves and others. Understandings • A balanced diet contributes to mental and physical health. • Poor nutrition leads to various health problems. Knowledge • nutrition vocabulary • food groups • nutrition-related health problems © 2009 Jay McTighe Essential Questions • What is healthful, balanced eating? • What are consequences of poor eating? Skills • interpret nutrition info. on food labels • analyze & evaluate diets • plan a balanced diet 6
  7. 7. Assessment for Learning example: State Tour The State Department of Tourism has asked your help in planning a four-day tour of (your state) for a group of foreign visitors. Plan the tour to help the visitors understand the state’s history, geography and its key economic assets. You should prepare a written itinerary, including an explanation of why each site was included on the tour. example: What’s the Trend? Interpret the data on our changing heights in 2nd grade for the past school year. Prepare a chart for the 1st graders to help them understand: •how our class grew this year •how they are likely to grow next year example: What’s Your Position? After reading ________ (literature or informational texts), write ________ (essay or substitute) that compares ________ (content) and argues ________ (content). Be sure to support your position with evidence from the texts. © 2009 Jay McTighe 7
  8. 8. Assessment for Learning example: What’s Your Position? After researching school policies and student & staff opinions on Internet filters in schools, write a (blog, letter to the School Board, editorial for the school paper) that argues for your position. Support your position with evidence from your research. Be sure to acknowledge competing views. example: What’s Your Position? What makes something funny? After reading selections from Mark Twain and Dave Barry, write a review that compares their humor and argues which type of humor works for a contemporary audience and why. Be sure to support your position with evidence from the texts. example: Science Investigation The Pooper Scooper Kitty Litter Company claims that their litter is 40% more absorbent than other brands. You are a Consumer Advocates researcher who has been asked to evaluate their claim. Develop a plan for conducting the investigation. Your plan should be specific enough so that the lab investigators could follow it to evaluate the claim. © 2009 Jay McTighe 8
  9. 9. Assessment for Learning ut fo w e r t ha he ve st t o at e pr e te p s t are .” ! ! Anticipating Concerns “B “Yes, “O ur but…” ass sta es te s te th s t is s w do ay n .”! ’t “AYP requires us to keep raising our test scores.” Beware: Mistaking the measures for the goals! “Practicing for a standardized test is like practicing for your annual physical exam!” ! something to think about... “What is assessed signals what is important to learn. How it is assessed signals how it should be learned.” Jay McTighe © 2009 Jay McTighe 9

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