We have begun the first process of what we want our students to learn in doing the planning that we have done in the last couple days of PD.
Pre-Assessment – This is where we find out what our students already know and build upon it.Summative Assessment – Is the end product – This is where we find out what our students have learned – our students can demonstrate what has been learnedFormative Assessment – Is the ongoing assessment – it provides us with information that we can use in order to plan the next stage of learning.
Typically given several choices – students are asked to demonstrate understanding by completing more complex tasks(more meaningful)Not often are we asked multiple choice questions in real life to indicate how well we do something. We are always asked demonstrate our proficiencyWell designed traditional assessments can determine if a student has acquired a body of knowledge which is why traditional assessments compliment authentic assessments. As authentic assessment requires the student to use the knowledge they have gained and apply it.When you structure the assessment the student is limited to what you want them to know but when a student is given more choice in their own topics then the possibilities are endless.In tests, even when we ask the students to analyze and solve a problem what does it really tell us? How do we know that the students didn’t just get lucky and picked the right answer? How did they get to the answers? We can make inferences but with Authentic Assessment it gives more direct evidence. Ex. Scuba diving
This will help us answer the questions “How will we know what we have learned?”
Learning Stories: Portfolios
Growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes the products of learning.A showcase portfolio might be used to for evaluation purposes and a Showcase portfolio might showcase the final performances or products.
Things to Consider: What format will it take? Where will the portfolios will be housed? Who has access to them? Who the portfolio ultimately belongs to? How the portfolios will move with the students.
As with all forms of assessment: reflection plays a big role.
The value of our Provincial Assessments, when we get them on time, helps us to know what we need to do to improve our programme of study.
Did You Know? There is a shift in teaching, one that involves1) What do we want our students to learn?2) How do we know that they have learned3) Think about what we will do and provide in teaching and learning activities.
ASSESSMENTHow will we know what we havelearned?
PYP Essential Elements:What Makes Assessment Authentic? How do you know that you know? Complete the activity “What Do I do Well” Discuss characteristics of authentic assessment. Angela Schmidt and Nely Miguel
What Makes Assessment Authentic? What do I Do Well? How do I know I do it well? What were the steps taken to learn it well?
Ex. I have a goodvolleyball serveHow do I know I do it well? I am able to always serve to my targets and often ace my opponents What were the steps taken to learn it well? My serves are strong Practiced I can score many points with my serves for my Modeled by a pro team Broken down to one I toss high, bend my legs improvement at a time and put my body into it Good analogies like throwing a ball.
Example: I listen wellHow do I know I do it well? What were the steps taken to learn it well? People confide in me and seek me out for advice. I have practiced active listening in workshops with People tell me I am a others. good listener. I have learned to listen to I give time to the person what is being said before needing to talk. formulating questions or solutions. I listen to what is said and feed back what I have I have developed this skill heard to the speaker to in my work as a teacher make sure I have understood the situation.
Essential Elements of PYP What is Assessment?1. Pre-assessment2. Summative Assessment3. Formative Assessment
Assessment is integral to all teaching and learning.It allows teachers and students to evaluate learning teachers provide more effective instruction.
“ You can enhance or destroy students’ desire to succeed in school more quickly and permanently through the use of assessment than with any other tools you have at your disposal.” Stiggins
What Makes Assessment Authentic? Active Learning• Discuss characteristics forassessment with your grade levels•Please share
What is Authentic Assessment?Researchers say…A form of assessment in which student are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. - Jon Mueller
What is Authentic Assessment?Researchers say…Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field. - Grant Wiggins
What is Authentic Assessment?Researchers say…Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered.Richard J. Stiggins
Traditional Assessment vs. Authentic Assessment Traditional Authentic Selecting a Response Performing a Task Contrived Real – Life Recall/Recognition Construction/Application Teacher-structured Student Structured Indirect Evidence Direct Evidence Jonathan Mueller
What Makes Assessment Authentic? Active Learning/Reflection Any additions, changes to our description of authentic assessment? Develop a summative assessment for your Central Idea.
Assessment StrategiesObservations All students are observed often and regularly, with the teacher taking a focus varying from wide angle to close up, and from non-participant to participant.Performance The assessment goal – directed tasks withAssessments established criteria. They provide authentic and significant challenges and problems. In these tasks, there are numerous approaches to the problem and rarely only one correct response.
Assessment StrategiesProcess – Focused Students are observed often and regularly,assessments and the observations are recorded by noting the typical as well as non-typical behaviours, collecting multiple observations to enhance reliability, and synthesizing evidence from different contexts to increase validity. A system of note taking and record keeping is created that minimizes writing and recording time. Checklist, inventories and narrative descriptions (such as learning logs) are common methods of collecting observations.
Assessment StrategiesSelected Responses Single occasion, one – dimensional exercises. Tests and quizzes are the most familiar examples of this form of assessment.Open-ended Tasks Situations in which students are presented with a stimulus and asked to communicate an original response. The answer might be brief written answer, a drawing, a diagram or a solution. The work, with the assessment criteria, could be included in a portfolio.
Assessment ToolsRubrics An established set of criteria for rating students in all areas. The descriptors tell the assessor what characteristics or signs to look for in students’ work and then how to rate that work on a predetermined scale. Rubrics can be developed by students as well as by teachers.Exemplars Samples of students’ work that serve as concrete standards against which other samples are judged. Generally there is one benchmark for each achievement level in a scoring rubric. Each school is encouraged to set benchmarks that are appropriate and usable within their particular school context.
Assessment ToolsChecklists These are lists of information, data, attributes or elements that should be present. A mark scheme is a type of checklist.Anecdotal records Anecdotal records are brief written notes based on observations of students. “Learning stories” are focused, extended observations that can be analyzed later. These records need to be systematically compiled and organized.
Assessment Tools Continuums These are visual representations of developmental stages of learning. They show a progression of achievement or identify where a students is in a process.These assessment tools may be used in conjunction with other forms ofassessment, such as standardized tests, in order to assess bothstudents performance and the efficacy of the programme.
Creating a Balance of Assessment Strategies and Tools
The Assessed CurriculumDocumentation is important as it gives us evidence ofstudent learning.Things such as videos, audio, photographs and graphicrepresentations. Or written records of studentsconversations, comments, explanations and hypothesescan serve this purpose.
Portfolios According to IB and NB standards, it is our responsibility to show evidence of student learning. Portfolios are one method of collecting and storing information that can be used to document and assess student progress and achievement.
Purpose of Portfolios1.Growth Portfolios2.Showcase Portfolios3.Evaluation Portfolios
How do you Create a Portfolio Assignment?1. Purpose: What is the purpose(s) of the portfolio?2. Audience: For what audience(s) will the portfolio be created?3. Content: What samples of student work will be included?4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing) will be engaged in during the development of the portfolio?5. Management: How will time and materials be managed in the development of the portfolio?6. Communication: How and when will the portfolio be shared with pertinent audiences?7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated? Jonathan Mueller
Growth Portfolios: What samples might be included?Purpose Some possible inclusionsa. To show growth or change over time • early and later pieces of work • early and later tests/scores • rough drafts and final drafts • reflections on growth • goal-setting sheets • reflections on progress toward goal(s).b. To help develop process skills • samples which reflect growth of process skills • self-reflection sheets accompanying samples or work • reflection sheets from teacher or peer • identification of strengths/weaknesses • goal-setting sheets • reflections on progress towards goals(s)c. To identify strengths/weaknesses •samples of work reflection specifically identified strengths and weaknesses • reflections on strengths and weaknesses of samples • goal – setting sheets • reflection on progress towards goal(s)d. To track development of one or more • obviously, drafts of the specific products or performance to be trackedproducts or performances • self-reflections on drafts • reflection sheets from teacher or peer Jonathan Mueller
Showcase Portfolios: What samples might be included?Purpose Some possible inclusionsa. to showcase end-of-year/semester • samples of best workaccomplishments • samples of earlier and later work to document progress • final tests or scores • discussion of growth over semester/year • awards or other recognition • teacher or peer commentsb. to prepare a sample of best work for • cover letteremployment or college admission • sample of work • reflection on process of creating sample of work • reflection on growth • teacher or peer comments • description of knowledge/skills work indicates • samples of students favorite, best or most important work • drafts of that work to illustrate path taken to its final formc. to showcase student perceptions of favorite, • commentary on strengths/weaknesses of workbest or most important • reflection on why it is favorite, best or most important • reflection on what has been learned from work • teacher or peer commentsd. to communicate a students current aptitude •representative sample of current work • match of work with standards accomplished • self-reflection on current aptitudes • teacher reflection on students aptitudes • identification of future goals Jonathan Mueller
Evaluation Portfolios: What samples might be included?Purpose Some possible inclusionsa. to document achievement for grading • samples of representative work in each subject/unit/topic to be graded • samples of work documenting level of achievement on course/grade-level goals/standards/objectives • tests/scores • rubrics/criteria used for evaluation of work (when applied) • self-reflection on how well samples indicate attainment of course/grade-level goals/standards/objectives • teacher reflection of attainment of goals/standards • identification of strengths/weaknessesb. to document progress towards standards • list of applicable goals and standards • representative samples of work aligned with respective goals/standards • rubrics/criteria used for evaluation of work • self-reflection on how well samples indicate attainment of course/grade-level goals/standards/objectives • teacher reflection of attainment of goals/standards • analysis or evidence of progress made toward standards over course of semester/yearc. to place students appropriately • representative samples of current work • representative samples of earlier work to indicate rate of progress • classroom tests/scores • external tests/evaluations • match of work with standards accomplished • self-reflection on current aptitudes • teacher reflection on students aptitudes • parent reflection on students aptitudes • other professionals reflections on students aptitudes Jonathan Mueller
IB & New Brunswick Expectations Generally the expectations in terms of assessment for PYP and New Brunswick correlate. The difference lies in the use of standardized achievement tests. IB does not administer nor do they encourage the use of standardized achievement tests however they do recognize that there may be national requirements of such tests for IB world Schools. NB does require the students to complete Provincial Assessments and therefore we will continue to do so.
Resources Jonathan Mueller. Authentic Assessment Toolbox Angela Schmidt and Nely Miguel. IB Primary Years Level 1B pptx IB Handbook. “Making the PYP Happen” Wiggins, and McTIghe. “ Understanding by Design”. Prentice Hall; Expanded 2nd edition, 2005.