Overcoming A Legacy Of Mistaken Assessment Beliefs

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Overcoming A Legacy Of Mistaken Assessment Beliefs

  1. 1. Overcoming a Legacy of Mistaken Assessment Beliefs Assessment Training Institute Portland, OR www.assessmentinst.com
  2. 2. <ul><li>‘ The real voyage of </li></ul><ul><li>discovery consists, not </li></ul><ul><li>of seeking new landscapes, but in seeing through new eyes.” </li></ul><ul><li>Marcel Proust </li></ul>
  3. 3. <ul><li>Accurate assessment </li></ul><ul><li>+ Appropriate uses </li></ul><ul><li>STUDENT SUCCESS </li></ul>
  4. 4. The Emotions of Our Assessment Legacy
  5. 5. What does it mean to “Leave no child behind?” <ul><li>Why have standards </li></ul><ul><li>Become so important today? </li></ul>
  6. 6. <ul><li>Our schools were specifically </li></ul><ul><li>And intentionally designed to </li></ul><ul><li>Leave lots of children behind: </li></ul><ul><li>Winners & Losers </li></ul>
  7. 7. Assessment’s Impact Learner Lifelong Result Compliance Character Result Internal Responsibility How to succeed Lesson Learned Grows Effect on Confidence Success Assessment Results Winners Criterion
  8. 8. Assessment’s Impact Longing for success Lifelong Result Rebellious Character Result External Responsibility No hope of success Lesson Learned Wanes Effect on Confidence Failure Assessment Results Losers Criterion
  9. 9. Students Who Always Win Experience… <ul><li>Confidence </li></ul><ul><li>Optimism: An expectation of a positive result </li></ul><ul><li>Strong desire to succeed </li></ul><ul><li>Self analysis in failure </li></ul><ul><li>High level of effort </li></ul><ul><li>RISK TAKING-STRETCHING </li></ul>
  10. 10. Students who always lose experience… <ul><li>Pessimism: Expectations of a negative result </li></ul><ul><li>A sense of futility, hopelessness, fatalism </li></ul><ul><li>Waning effort </li></ul><ul><li>Self Criticism in failure </li></ul><ul><li>Denial; cover up </li></ul><ul><li>FEAR OF RISK TAKING </li></ul>
  11. 11. <ul><li>Previously, if a student gave up in </li></ul><ul><li>Hopelessness and stopped trying, that was … </li></ul><ul><li>The Student’s problem….. </li></ul><ul><li>Not the school or the teacher </li></ul><ul><li>Accountability </li></ul><ul><li>Provides an opportunity </li></ul><ul><li>to learn </li></ul>
  12. 12. Something Changed: <ul><li>Our society continues to </li></ul><ul><li>EVOLVE…. </li></ul>
  13. 13. <ul><li>Over the years, society has realized that schools that merely sort students no longer meet our education needs: </li></ul><ul><li>FAILURE to learn can no longer be an option… </li></ul><ul><li>ACCOUNTABILITY = LEARNING FOR ALL </li></ul>
  14. 14. The Mission Evolves <ul><li>1960s – Mastery Learning </li></ul><ul><li>1970s – Behavioral Objectives </li></ul><ul><li>1980s – Minimum Competencies </li></ul><ul><li>1990s – Outcomes-based Education </li></ul><ul><li>2000s – Standards-based Schools </li></ul>
  15. 15. <ul><li>Previous Mission: </li></ul><ul><li>Rank student on achievement by graduation </li></ul><ul><li>New Supplemental Mission: </li></ul><ul><li>Assure competence in math, reading, writing, etc.. </li></ul>
  16. 16. Implications? <ul><li>Assessment and grading </li></ul><ul><li>procedures born and bred </li></ul><ul><li>to encourage just a few </li></ul><ul><li>students to succeed must now </li></ul><ul><li>serve to keep ALL students </li></ul><ul><li>trying …. </li></ul>
  17. 17. Assessment & School Improvement <ul><li>Hold schools accountable for </li></ul><ul><li>standardized test score reporting </li></ul><ul><li>to drive , force , compel </li></ul><ul><li>School Improvement </li></ul>
  18. 18. Testing Explosion <ul><li>1950s – College Admissions </li></ul><ul><li>1960s – District-wide testing </li></ul><ul><li>1970s – State-wide testing </li></ul><ul><li>1980s – National Assessments </li></ul><ul><li>1990s – International Tests </li></ul><ul><li>2000s – NCLB Every Pupil Test </li></ul>
  19. 19. <ul><li>Assessment of Learning </li></ul><ul><li>Vs. </li></ul><ul><li>Assessment for Learning </li></ul><ul><li>To be continued…… </li></ul>
  20. 20. Mistaken Beliefs <ul><li>High –stakes tests are </li></ul><ul><li>Good for all students </li></ul><ul><li>Because they motivate learning. </li></ul>
  21. 21. Mistaken Belief <ul><li>The most important decisions </li></ul><ul><li>are made annually based on </li></ul><ul><li>once-a-year test </li></ul>
  22. 22. Profound Mistake <ul><li>Teachers & leaders don’t need to </li></ul><ul><li>understand sound assessment </li></ul><ul><li>practices – the testing people will </li></ul><ul><li>take care of us. </li></ul>
  23. 23. Assessment Legacy <ul><li>Assessment has been far more about </li></ul><ul><li>compliance with reporting requirements </li></ul><ul><li>than about teaching and learning . </li></ul>
  24. 24. Assessment Legacy <ul><li>Disregard of the information needs of students and teachers who make the most frequent and highest impact instructional needs </li></ul>
  25. 25. Solution ? Remedy? <ul><li>Balance continuous classroom assessment to support learning with periodic assessments used to verify learning </li></ul>
  26. 26. OF learning vs. FOR learning <ul><li>Assessment OF Learning: </li></ul><ul><li>How much have students learned as of a particular point in time? </li></ul><ul><li>Assessment FOR Learning: </li></ul><ul><li>How can we use assessment to help students learn more? </li></ul>
  27. 27. OVERVIEW Enabling targets Standards Focus Students about themselves Others about students To Inform Improve learning Check status Reason Assessment FOR Learning Assessment OF Learning
  28. 28. Overview A process during learning An event after learning Place in Time Assessments that diagnose needs or help students see themselves grow External accountability; internal classroom assessments used for grading Example Assessment FOR Learning Assessment OF Learning
  29. 29. Joy and expectation of success Promise of reward, fear of punishment Primary Motivator Strive to understand the target, use results to learn to do better next time Study to meet standards, strive for highest score/avoid failure Student’s Role Change standards into classroom targets, inform & involve students Administer tests, interpret & use results; develop classroom tests & assign grades Teacher’s Role Assessment FOR Learning Assessment OF Learning
  30. 30. <ul><li>Rethink the relationship between </li></ul><ul><li>assessment & student motivation </li></ul>
  31. 31. Applying the Principals of Assessment FOR Learning <ul><li>Student-Involved Classroom Assessments </li></ul><ul><ul><li>Partners in practice test development </li></ul></ul><ul><ul><li>Learn the meaning of success </li></ul></ul><ul><ul><li>See how close they are </li></ul></ul><ul><li>RESULT </li></ul><ul><li>A Clear path ahead for success </li></ul>
  32. 32. Applying the Principals of Assessment FOR Learning <ul><li>Student Involved Record Keeping </li></ul><ul><ul><li>Repeated self assessments over time </li></ul></ul><ul><ul><li>Growth portfolios with self-reflection on improvement </li></ul></ul><ul><ul><li>Change (improvement) is apparent to the learner </li></ul></ul><ul><ul><li>RESULT </li></ul></ul><ul><ul><li>Success is within reach </li></ul></ul>
  33. 33. Applying the Principals of Assessment FOR Learning <ul><li>Student-Involved Communication </li></ul><ul><ul><li>Student-led parent/teacher conferences </li></ul></ul><ul><ul><li>Greater sense of responsibility </li></ul></ul><ul><ul><li>Pride in accomplishment </li></ul></ul><ul><ul><li>RESULT </li></ul></ul><ul><ul><li>GREATER ACHIEVEMENT </li></ul></ul>
  34. 34. STUDENT INVOLVED ASSESSMENT FOR LEARNING <ul><li>Anything we do that helps students: </li></ul><ul><li>Understand learning targets </li></ul><ul><li>Engage in self-assessment </li></ul><ul><li>Watch themselves grow </li></ul><ul><li>Talk about their growth </li></ul>
  35. 35. <ul><li>Students may hit the target today or they may not. </li></ul><ul><li>If they do not, it is crucial that they remain willing to return and try again tomorrow. </li></ul>
  36. 36. <ul><li>A proper belief </li></ul><ul><li>Our job is to help kids believe they are capable learners… </li></ul>
  37. 37. Physician’s Creed <ul><li>Above all, do no harm </li></ul>
  38. 38. Educator’s Creed <ul><li>Above all, do nothing </li></ul><ul><li>to </li></ul><ul><li>diminish HOPE! </li></ul>
  39. 39. <ul><li>Assessment Training Institute </li></ul><ul><li>Portland, Oregon </li></ul><ul><li>www.assessmentinst.com </li></ul>

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