Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Ongoing assessment of student learning final 29 october 2010

on

  • 2,219 views

 

Statistics

Views

Total Views
2,219
Views on SlideShare
2,214
Embed Views
5

Actions

Likes
0
Downloads
96
Comments
0

2 Embeds 5

http://balancedassessmentmodules.wikispaces.com 4
http://fchsvanguard.wikispaces.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • This graphic illustrates the interconnected approach of the strategic plan.
  • This list includes examples and is not all-inclusive.
  • Effective ongoing assessment informs and ensures student growth over time, thereby allowing students to discover new knowledge.

Ongoing assessment of student learning final 29 october 2010 Ongoing assessment of student learning final 29 october 2010 Presentation Transcript

  • Ongoing Assessment of Student Learning
    Virginia Beach City Public Schools
    Vanguard Support Team
    Balanced Assessment
  • Explore the vital role of ongoing, formative assessment within a unit of study
    Identify and review examples of ongoing assessment intended to inform instruction
    Consider opportunities for employing a variety of ongoing assessment pieces within a unit of study
    Review protocols for examining student work
    Module Goals
  • Ongoing assessment informs instructional planning and the need for differentiation.
    Ongoing assessment tasks anchor curricular units and guide instruction.
    The use of ongoing assessment enables a teacher to modify learning opportunities presented to students.
    Enduring Understandings
  • How can ongoing, formative assessment inform instructional planning and needed differentiation?
    What ongoing assessment tasks will anchor curricular units and guide instruction?
    When should a teacher use formative assessment as a measure of student understanding?
    Essential Questions
  • Compass to 2015
    Strategic Goal:
    Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goals is that by 2015, 95% or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21stcentury learners, workers, and citizens.
  • Strategic Objective # 2
    VBCPS will develop and implement a balanced assessment system that accurately reflects student demonstration and mastery of VBCPS outcomes for student success.
  • Rigor
    Teachers
    Relevance
    STUDENTS
    Resilience
    21st Century
    Curriculum and Instruction
    Balanced
    Assessment
    Relationships
    Community Outreach & Service
    Responsiveness
    To Students
    Support Staff
    Administrators
    7
  • “Teach, Test, and Hope for the Best?”
    Discuss with a shoulder partner:
    How do teachers typically assess students’ understanding? Where does ongoing, formative assessment fit into this process?
    McTighe and Wiggins 2004
  • Thinking Like an Assessor
    Question 1:
    What kind of evidence do we need?
    McTighe and Wiggins 2004
  • Question 2:
    Does the proposed evidence enable us to infer a student’s knowledge, skill, or understanding?
    Thinking Like an Assessor
    McTighe and Wiggins 2004
  • Question 3:
    What specific characteristics in student responses, products, or performances should we examine?
    Thinking Like an Assessor
    McTighe and Wiggins 2004
  • ACTIVITY
    # 1
  • Choose a Virginia Beach Objective (VBO) from your content area.
    What product or performance would you choose to assess the VBO?
    What should the student workexhibit?
    Now, discuss with a shoulder partner:
    How would you utilize the student work to inform and modify your instruction?
    What evidence illustrates progress toward mastery of a VBO?
  • Provides information to guide teaching and learning.
    Includes formal and informal methods such as quizzes, oral questioning, observations and reviews of draft work.
    Improves instructional methods and student feedback throughout the teaching and learning process.
    Used to modify and validate instruction.
    McTighe and Wiggins 2004
    Formative Assessment
  • Formative Assessment
    What do the experts say?
    http://www.ksde.org/Default.aspx?tabid=2091
  • Informs both teachers and students about student understanding at a point when timely adjustments can be made
    Helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning
    Ensures that students achieve, targeted standards-based learning goals within a set time frame
    Benefits of Formative Assessment
    McTighe and Wiggins 2004
  • Observation
    Questioning
    Discussion
    Entrance/Exit Tickets
    Learner Response Logs
    Peer Review
    Think-Pair-Share
    Four Corners
    Types of Formative Assessment
    McTighe and Wiggins 2004
  • “Looking at Patterns in Student Work”
    Everyone in the group brings samples of student work.
    Pass the work around in a circle; look for patterns, contradictions, and themes.
    Share questions raised and discuss implications for refinement of practice.
    Establish next steps.
    Protocols for Examining Student Work
    www.nsrfharmony.org
  • “Suggestions for Bringing Student Work for Equity Conversations”
    • Teacher brings student work along with a “genuine inquiry” question related to equity. (Example: Is there evidence that the rigor I hoped for exists in this assignment?)
    • The teacher then reflects on answers and defines next steps.
    Protocols for Examining Student Work
    www.nsrfharmony.org
  • Feedback given (as part of formative assessment) helps learners become aware of gaps between their desired goals and their current knowledge, understanding, or skill.
    Feedback leads students to the actions necessary to achieve their learning goals.
    Formative assessment through self-evaluation helps students monitor their own growth.
    Giving Feedback
    McTighe and Wiggins 2004
  • ACTIVITY
    # 2
  •  
    Think about a recent time when you praised a student. 
    Describe the student’s task and the praise you gave.
    Analyze your recognition as effective or ineffective according to Robert Marzano’s “Guidelines for Effective and Ineffective Praise.”
    Marzano 2001
  • Discuss with a partner: How do these understandings support a balanced assessment system within your classroom?
    Ongoing assessment informs instructional planning and the need for differentiation.
    Ongoing assessment tasks anchor curricular units and guide instruction.
    The use of ongoing assessment enables a teacher to modify learning opportunities presented to students.
    The Road Ahead
  • Closing Thoughts
    "The art of teaching is the art of assisting discovery."
    ~Mark Van Doren
  • Chappuis, S., & Chappuis, J. (2007/2008, December/January). The best value in formative assessment. Educational Leadership, 65(4), 14-18. Retrieved October 28, 2010 from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx
    Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
    Popham, W. J. (2009, April). A process—not a test. Educational Leadership, 66(7), 85-86., 2009. Retrieved October 28, 2010 from http://www.ped.state.nm.us/QualityAssuranceSystemsIntegration/dl09%20/ELL%20Summit/A%20Process-%20Not%20a%20Test.pdf
    Wiggins, G. and McTighe, J. (2005). Understanding by Design (expanded 2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development.
    Wren, D. G. (2008). Research brief: Using formative assessment to increase learning. Virginia Beach City Public Schools. Retrieved October 28, 2010 from http://www.vbschools.com/accountability/research_briefs/ResearchBriefFormAssmtFinal.pdf
    References