Planning With the End in Mind: Approaches to Summative Assessment
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Planning With the End in Mind: Approaches to Summative Assessment

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Port Moody Secondary School, November 22nd, 2013

Port Moody Secondary School, November 22nd, 2013

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  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • Nancy
  • Practice with out penalty.Descriptive feedback related to agreed upon criteria / performance standards.Raises level of student attainment, and helps struggling students the most.
  • Jonathan
  • Nancy
  • Nancy

Transcript

  • 1. Planning with the End in Mind: Approaches to Summative Assessment Presented by: Jonathan Vervaet
  • 2. “If students have not been told where they are going, it is unlikely that they will arrive.” – Shirley Clark
  • 3. Learning Intentions “I can find evidence of current assessment and curriculum design research in my current practice.”
  • 4. Learning Intentions “I can become curious about something in the research I want to inquire further into.”
  • 5. Carol Dweck (2006)
  • 6. Csikzentmihalyi (1990) Flow Theory – The exhilarating moments when we feel in control, full of purpose, and in the zone.
  • 7. Csikzentmihalyi (1990) Challenge Level Skill Level
  • 8. Formative Assessment for Learning Ongoing To determine learning needs Ungraded and Descriptive Feedback (uses words) Provides feedback to students and teacher to promote learning Summative Assessment of Learning Occurs at the end of a learning progression Graded to determine achievement level and for reporting Evaluative Levels or Marks
  • 9. Formative Assessment: 5 Key Strategies… sometimes 6! Dylan Wiliam “Embedded Formative Assessment” (2011)
  • 10. Formative Assessment: 1.Learning Intentions and Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
  • 11. Learning Intentions: What are we learning? Vs. Learning Activities: What are we doing?
  • 12. Success Criteria and the Use of Performance Standards
  • 13. Formative Assessment: 1.Learning Intentions and Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
  • 14. Determine Acceptable Evidence
  • 15. Performance Tasks
  • 16. Formative Assessment: 1.Learning Intentions and Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
  • 17. Constantly weighing the pig won’t make it fatter... The Benefits of Formative Assessment
  • 18. Striking a New Balance: How can teachers increase their use of formative assessment and decrease their use of summative assessment?
  • 19. The Latin root word for assessment is "assidere" which means to sit beside.
  • 20. Formative Assessment: 1.Learning Intentions and Success Criteria 2.Activities Designed to Elicit Evidence of Learning 3.Feedback that Moves Learning Forward 4.Peer Assessment 5.Student Ownership of Learning
  • 21. “Covering” Curriculum
  • 22. The Prescribed Learning Outcomes are the goals, not content coverage. Use the textbook as a resource, not the syllabus.
  • 23. Summative Assessme
  • 24. Summative Assessment Activities - Students demonstrate knowledge / skills on which they have had opportunity to practice - Are based on known criteria - Focus primarily on individual student performance - Usually broader – integrate important skills and knowledge - Inform report cards Ken O’Connor, How to Grade for Learning
  • 25. Triangulation of Data Damien Cooper, Talk About Assessment
  • 26. Performance Task, Oral Conference, Written Test Data
  • 27. Authentic Tasks = What Big People Do Grant Wiggins
  • 28. Formative (for) Examples: -Oral questioning Summative (of) Examples: -Inquiry projects -Draft work -Presentations -Reflections -Grade conferences -Portfolio reviews -Peer /self assessments -Portfolio reviews -Tests and quizzes
  • 29. Communicating Student Learning (Reporting)
  • 30. • Shift from “reporting” to “communicating student learning” • Report on core competencies and key areas of learning • Focus on learning standards (curricular competencies and content/concepts) in areas of learning (subjects)
  • 31. • Use clear performance standards-based language • Move toward meaningful descriptions/collections/demonstrations of student learning
  • 32. "We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.” - Costa and Kallick (1992)
  • 33. “We know that sustained, collaborative, inquiry based professional development can help teachers develop new understandings and approaches.”
  • 34. Grade wide, interdisciplinary teaching teams working on shared goals can make a significant difference in student learning.
  • 35. Grading Practices That Support Learning… Teachers and departments have a shared understanding or definition of each grade or performance level.
  • 36. Contact Information Jonathan Vervaet Email: jonathanvervaet@gmail.com or Twitter: @jonathanvervaet