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  1. 1. Engaging Students in Assessment Kevin Bailey, Ed.D.
  2. 2.  Teachers begin with the questions:  What is it I want my students to know and be able to do?  How will I know when they know it?  How will they know when they know it?  Effective assessment answers those questions.
  3. 3. What are some ways your students show what they have learned?
  4. 4.  Paula list
  5. 5. What are some things we consider as “proof” that students have learned?
  6. 6.  Shorter list
  7. 7. Our aim is to involve students as far as possible in the analysis and presentation of their own work. If the teacher is the only person giving feedback, the balance is wrong, and the students become powerless, with no stake in their learning. Shirley Clarke
  8. 8. Feedback is often the spark that ignites motivation. Dr. Robert Marzano
  9. 9. Students can feel helpless or incompetent when they don’t know what their teacher wants them to do —anxiety sets in and gets in the way of learning. Hanniford
  10. 10. Today
  11. 11. Portfolio  A portfolio is a collection of student work gathered for a particular purpose that exhibits to the student and others the student’s efforts, progress or achievement in one or more areas. NREL, 1997, p.6
  12. 12. Types of Portfolios  Working/Process  Writing  Showcase  Professional/Interview  Standards/Program
  13. 13. Working/Process Portfolio  Collection of works in progress.  Students choose from this collection pieces they want to develop further.  These are typically stored in the classroom— THEY DO NOT GO HOME! (unless copies are made)
  14. 14. The Process... “…Grading and reporting should reflect not just the final results but also how students got there. “ Guskey, 1994, p. 17
  15. 15. Writing Portfolio  A selection of personal writing that the student has taken through the writing process.  The collection demonstrates the student’s best written work in a variety of genres.
  16. 16. Showcase Portfolio  A collection of a student’s best work  The selection is typically made by the teacher and the student over time and across disciplines.  It may include projects, writing, speeches, art, or multimedia.
  17. 17. Professional/Interview Portfolio  A collection of artifacts representing the professional experience and achievement of the candidate.  This portfolio is often used when a candidate is seeking employment or recognition in the field.
  18. 18. Standards/Program Portfolio  A collection of artifacts that represent achievement of the prescribed standard.  This portfolio is used to document proficiency in program, course, or state standards.
  19. 19. What is your goal?
  20. 20. Learning Criteria Types of learning criteria usually used for grading and reporting fall into three categories:  Product  Process  Progress
  21. 21. Discussion Questions  Talk about how the portfolios in your school are currently being used: product, process, or progress.  Or how would you envision portfolios being used in your school: product, process, or progress.  What do you want students to know and be able to do with regard to portfolios?  Is your current plan the best plan?
  22. 22. Communicating assessment criteria involves:  discussing the criteria with learners using terms that they can understand,  providing examples of how the criteria can be met in practice, and  engaging learners in peer and self- assessment. Assessment Reform Group, 2002
  23. 23. One way to achieve clarity and student engagement is through the use of rubrics.
  24. 24. Rubrics  Rubrics are a set of criteria used to evaluate a student’s performance in a given area. Rubrics consist of a fixed measurement scale and a list of criteria that describe the characteristics or products for each score point. Arter and McTighe, 2001, p.181.
  25. 25. Why Rubrics?  “Begin with the end in mind.”  Rubrics spell out in advance the specific expectations for the task.
  26. 26. Why Rubrics?  Consistency in scoring “The clarity provided by well defined criteria assists us in reducing subjective judgments when evaluating student work.” Arter and McTighe, p.10
  27. 27. Why Rubrics?  Improved instruction  What is expected?  What are our standards?  What does good performance look like?  What do I want to accomplish?
  28. 28. Why Rubrics?  Improve student learning “If we want to provide clear learning goals for students are remove the “mystery” of what it takes to succeed, it is essential that students know the performance criteria.” Arter and McTighe, p. 12.
  29. 29. Kinds of Rubrics  Holistic Gives a single score or rating for an entire product or performance based on an overall impression of a student’s work  Analytical —Divides a product or performance into essential traits or dimensions so they can be judged separately. Arter and McTighe, p. 18.
  30. 30. Make Your Own Rubric
  31. 31. Self assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. Black and Wiliam, 1998
  32. 32. Note: insert definition of self- assessment and different forms of…???
  33. 33. Self-Assessment  What is it  How to use it  Why important  Connections with rubrics, portfolios, assessments, formative
  34. 34. Create checklist from a state writing rubric for student self assessment. Checklists show how a student could use the criteria from the rubric to recognize problem areas and work to improve.
  35. 35. Student-Led Conferences  A student-led conference is a conversation led by the student about their ongoing work. Student led conferences can take place with… • Teachers • Peers • Parents
  36. 36. Student Led Writing Conference Teacher conferences provide students with a model for self assessing their writing. Students learn a protocol to follow in these conferences.
  37. 37. Protocol for Student led Teacher Conference What are you working on today? Where are you in the process? What will you do next?
  38. 38. Peer Conferencing It is important to give students language and a framework to support their conversations. Students might be given a framework which includes: 1) How did this piece impact you? 2) What questions do you have about the writing? 3) What advice might you offer?
  39. 39. Stems for Pointing and Questioning Student Stems for pointing:  I liked when you…  It grabbed my attention…  Something like that happened to me…  It touched my heart.. Student stems for questioning:  I was wondering about…  What did it look like when…  How did it make it feel…  What were you thinking when…
  40. 40. Parent Conferences  The purpose of a parent conference is to inform the parent of the progress that the student is making in their work.
  41. 41. Student Led Parent Conference  Informs the parent  Provides specific evidence  Allows the students to reflect on their own learning
  42. 42. A student led parent conference can showcase any selected body of student work. If portfolios are in use, a portfolio party enables students to take the lead in providing evidence of their progress while enjoying the opportunity for personal reflection and growth.
  43. 43. Formats of Student-Led Conferences  Individual or Student-Involved  Simultaneous Student-Led  Presentation or Showcase  Portfolio Night  Electronic Student-Led
  44. 44. Student-Led Conference Preparation  Stuff from Bailey book and Kathy Briscoe  Before/During/After
  45. 45. Making Student-Led Conferences Work for You  Discuss what kind of conferences you have in your school district.  What might work in your district?  What would you have to do to get there?