Student-Involved Assessment For
Learning Workshop
Presented by Hiba Armouche
May 2013
Introduction
• Audience: K-12 Math teachers
• Goals: this workshop will help the teachers
1- begin to think about the idea...
Major Shift in Assessment Practice
(From National Council of Teachers of Mathematics (N?CTm) 1995, p.83)
Away From Towards...
Major Shift in Assessment Practice
(From National Council of Teachers of Mathematics (N?CTm) 1995, p.83)
Away From Toward
...
Assess Comes from the Latin verb
‘assidere’ meaning ‘to sit with’. In
assessment, one should sit with the
learner. This im...
1- A) Mark the points
A3, B2, B4
C1, C2, C4
C5, D2, D4
B) Connect these points using a ruler
C) Color the interior of the ...
Read the following classroom assessment scenario
1- Alan is having his students score each other’s quizzes
and then call o...
“It is simply madness to keep doing the same
thing, and expect different results”
Albert Einstein
Reliability
Reliability refers to the extent to which the assessments
are consistent.
Validity
Validity refers to the accuracy of an assessment; whether or
not it measures what it is supposed to measure.
1- Clear Purpose
Why assess?
2- Clear Targets
Assess What?
Are the targets clear to us?Who will use the results?
3- Sound ...
1- Purpose
We assess for 2 reasons:
1- to gather information about student achievement to help
us make instructional decis...
Level of
Assessment
Classroom Interim/Bench
mark
Annual
Who is the
decision
maker?
Key decisions
to be
informed?
Which
sta...
An easy distinction between formative
and summative assessment:
Formative assessment is assessment for
learning. Its focus...
2- Clear Targets
We Need Clear Targets to
•Know if the assessment adequately covers what we taught
•Identify what students know and do not ...
Defining Learning Targets
1- should be created for each unit.
They reflect what is truly important for students
to learn
2...
1- .Where am I going
2. Where am I now
3. How do I close the gap?
Classifying Targets
Target Explanation
Knowledge and
Understanding
Knowledge or facts to be learned, or knowing how to fin...
Check the unit on fractions to
Choose a purpose for the test and
generate learning targets
Activity
3- Sound Design
4 categories of assessment methods
1- Selected Response
2-Essay
3-Performance
4-Personal Communication
Matching Methods with Learning Targets
Target to be
Assessed
Selected
Response
Essay
(Written
Response)
Performance
Assess...
Selected Response Assessment
•Multiple Choice items
• True/ false items
•Matching exercises
•4-Short answer fill-in terms
...
Essay (written response)
Subjective in their scoring
Disadvantageous for poor writers
3- Sound Design
Performance Assessment
Prey of sources of bias
3- Sound Design
Personal Communication Assessment
3- Sound Design
•Questions & Answers
•Conferences & Interviews
•Class Discussions
•Oral ...
3- Sound Design
Personal Communication Assessment
Preys of: forgetting, filters, inappropriate sampling
Keys to effective ...
Check the unit on Fraction to generate
propositions and sample test items
Activity
4- effective Communication
“You need to study harder.” “Your handwriting is very
nice.” “Good job.”
Focus on student work ...
4- effective Communication
Reports need to arise from assessments that reveal
how each student has done, or is doing, in m...
Number Sense
Identifies Place
Vaue to 10,000
Reads, write
common
fractions
Reads whole
numbers
through 4 digits
Writes who...
Thank You
Hiba.armouche@yahoo.com
www.facebook.com/TrainerHibaArmouche
Student involved assessment for learning ppt by Hiba Armouche
Student involved assessment for learning ppt by Hiba Armouche
Student involved assessment for learning ppt by Hiba Armouche
Student involved assessment for learning ppt by Hiba Armouche
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Student involved assessment for learning ppt by Hiba Armouche

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Student involved assessment for learning ppt by Hiba Armouche

  1. 1. Student-Involved Assessment For Learning Workshop Presented by Hiba Armouche May 2013
  2. 2. Introduction • Audience: K-12 Math teachers • Goals: this workshop will help the teachers 1- begin to think about the ideas and practices of formative assessment and the benefits it can offer to them and to their students. 2- get ready to shift assessment practices
  3. 3. Major Shift in Assessment Practice (From National Council of Teachers of Mathematics (N?CTm) 1995, p.83) Away From Towards •Comparing students’ performance with that of other students. •Comparing students’ performance to established criteria. •Using assessment to filter and select students out of the opportunities to learn mathematics. •Using assessment results to ensure that all students have the opportunity to achieve their potential. •Viewing students as the objects of assessment. •Viewing students as active participants in the assessment process. •Making the assessment process secret, exclusive, and fixed •Making the assessment process public, participatory, and dynamic
  4. 4. Major Shift in Assessment Practice (From National Council of Teachers of Mathematics (N?CTm) 1995, p.83) Away From Toward •Treating assessment as independent of curriculum or instruction •Aligning assessment with curriculum and instruction •Developing assessment by oneself •Developing a shared vision of what to assess and how to do it •Basing inferences on restricted or single sources of evidence •Basing inferences on multiple sources of evidence •Restricting students to a single way of demonstrating their mathematical knowledge •Giving students multiple opportunities to demonstrate their full mathematical power
  5. 5. Assess Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment, one should sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998) Definition
  6. 6. 1- A) Mark the points A3, B2, B4 C1, C2, C4 C5, D2, D4 B) Connect these points using a ruler C) Color the interior of the obtained figure in green. 2- Complete by using the words: Shorter – Larger The red strip is …………….Than the blue strip. The Blue strip is …………..Than the red strip. Red Strip Blue strip A B C D 1 2 3 4 5 6
  7. 7. Read the following classroom assessment scenario 1- Alan is having his students score each other’s quizzes and then call out the scores so he can enter them in his gradebook. 2-Catherine has just received back a grade on a Math test. She got a D. There were no comments. 3- Mira’s teacher tells her that her test scores have been So dismal so far that no matter what she does from then on, she will fail the class
  8. 8. “It is simply madness to keep doing the same thing, and expect different results” Albert Einstein
  9. 9. Reliability Reliability refers to the extent to which the assessments are consistent.
  10. 10. Validity Validity refers to the accuracy of an assessment; whether or not it measures what it is supposed to measure.
  11. 11. 1- Clear Purpose Why assess? 2- Clear Targets Assess What? Are the targets clear to us?Who will use the results? 3- Sound Design Assess how? What method(s)? Is Assessment of high quality? 4- Effective Communication Why communicate? To support or report learning? Report to whom and how? How will they use them? Involve students.
  12. 12. 1- Purpose We assess for 2 reasons: 1- to gather information about student achievement to help us make instructional decisions that will enhance learning 2- to motivate students by keeping them in touch with their learning success
  13. 13. Level of Assessment Classroom Interim/Bench mark Annual Who is the decision maker? Key decisions to be informed? Which standards are /are not being mastered by students What comes next in the learning Determine whether enough students are meeting standards Students and teachers Teacher teams, principals and curriculum developers School and districts
  14. 14. An easy distinction between formative and summative assessment: Formative assessment is assessment for learning. Its focus is on future achievement. Formative assessment: supports student learning Summative assessment is assessment of learning. It assesses what has been learnt in the past. Summative assessment: verify that learning has been attained
  15. 15. 2- Clear Targets
  16. 16. We Need Clear Targets to •Know if the assessment adequately covers what we taught •Identify what students know and do not know. •Allow students to self-assess and set goals for future study •Keep track of student learning by targets and standards and complete a standards-based report card.
  17. 17. Defining Learning Targets 1- should be created for each unit. They reflect what is truly important for students to learn 2- Learning targets must be clear and concrete. 3- Students should be continuously asked to monitor their own progress toward achieving those targets
  18. 18. 1- .Where am I going 2. Where am I now 3. How do I close the gap?
  19. 19. Classifying Targets Target Explanation Knowledge and Understanding Knowledge or facts to be learned, or knowing how to find information Reasoning The ability to use that knowledge and understanding to figure things out and to solve problems: analysis, synthesis, comparison, classification, Inference, evaluation Performance Skills Using knowledge and reasoning to perform, do, or demonstrate. Products Using knowledge, reasoning, and skills to produce a product Dispositions The development of the attitudes, interests, and motivational intentions that support learning success in school
  20. 20. Check the unit on fractions to Choose a purpose for the test and generate learning targets Activity
  21. 21. 3- Sound Design 4 categories of assessment methods 1- Selected Response 2-Essay 3-Performance 4-Personal Communication
  22. 22. Matching Methods with Learning Targets Target to be Assessed Selected Response Essay (Written Response) Performance Assessment Personal Communication Knowledge Mastery + + - Partially Reasoning Proficiency Partially + + + Performance - - + + Ability to create products - - + - Dispositions + + + +
  23. 23. Selected Response Assessment •Multiple Choice items • True/ false items •Matching exercises •4-Short answer fill-in terms Objective in scoring Subjective in test learning targets, number of questions, Number of correct answer… 3- Sound Design
  24. 24. Essay (written response) Subjective in their scoring Disadvantageous for poor writers 3- Sound Design
  25. 25. Performance Assessment Prey of sources of bias 3- Sound Design
  26. 26. Personal Communication Assessment 3- Sound Design •Questions & Answers •Conferences & Interviews •Class Discussions •Oral Examinations •Stdents Journal & Learnig Logs
  27. 27. 3- Sound Design Personal Communication Assessment Preys of: forgetting, filters, inappropriate sampling Keys to effective use 1- Clear and specific achievement targets 2- Serve clear purposes 3- Assure a sound representation of that target 4- Sample performance appropriately 5- Minimize bias
  28. 28. Check the unit on Fraction to generate propositions and sample test items Activity
  29. 29. 4- effective Communication “You need to study harder.” “Your handwriting is very nice.” “Good job.” Focus on student work and not on individual student characteristics can increase students' motivation and desire to learn.
  30. 30. 4- effective Communication Reports need to arise from assessments that reveal how each student has done, or is doing, in mastering each relevant achievement target Recommendation Keep records separately by classroom target or standard, Depending on the context, and by purpose such as whether support or report learning, while always being sure to rely on quality assessments to generate accurate evidence
  31. 31. Number Sense Identifies Place Vaue to 10,000 Reads, write common fractions Reads whole numbers through 4 digits Writes whole numbers through 4 digits Date Task F/S Students 1- 2- Elementary Grade book Arranged by Learning Targets 4- effective Communication
  32. 32. Thank You Hiba.armouche@yahoo.com www.facebook.com/TrainerHibaArmouche
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