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Teacher workshop presentation at Incarnation Catholic School by Mr. Michael Zelenka, Principal.

Teacher workshop presentation at Incarnation Catholic School by Mr. Michael Zelenka, Principal.

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  • 1. AssessmentICS In-ServiceTuesday August 14, 2012
  • 2. ReviewWhat are assessments?What kind of assessments are there?What types of assessments are there?How often should we assess?How does assessment relate to planning and instruction?Where does assessment appear in Understanding byDesign?arry out our work with a sense of urgency, realizing thatwe cannot wait until tomorrow to make a difference.
  • 3. Objectives:Teachers Will Be Able To• TWBAT: define assessment• TWBAT: differentiate between formative and summative assessment• TWBAT: list different types of assessment for each of the above• TWBAT: recite the words behind the acronym TIPS• TWBAT: formulate grade components / percentages for their particular grades / subjects• TWBAT: create assessments as a part of unit planning using the Understanding by Design template
  • 4. Assessment• “Learners learn best when they have a sense of what they are setting out to learn.” – Loaker, Cromwell and O’Brien • Teachers teach best when they know what they want students to learn • Teachers teach best when they also know how they’ll know that the students know what they want the students to know • You know?
  • 5. Assessment• Assessment is often equated and confused with evaluation, but the two concepts are different. Assessment is used to determine what a student knows or can do, while evaluation is used to determine the worth or value of a course or program.• Assessment data effects student advancement, placement, and grades, as well as decisions about instructional strategies and curriculum (Herman & Knuth, 1991).• Evaluations often utilize assessment data along with other resources to make decisions about revising, adopting, or rejecting a course or program.
  • 6. Assessment Assessment is part of the overall delivery of the curriculum: Instruction *Planning Assessment Evaluation Assessment and our evaluation of those assessments should impact and affect both planning and instruction.
  • 7. Assessment• Teaching is cyclical• Planning is continuous and based on evaluating various assessments• Instruction should meet the needs of both spectrum ends – and the middle, too!• Chunk (plan)• Chew (instruction)• Check (assessment)• Then evaluate the entire process – looking for gaps, misinformation, differentiation, honest reflection on one’s teaching
  • 8. Assessment• Grant Wiggins and Jay McTighe, authors of Understanding by Design, explain that assessment includes the many methods of gathering evidence about student learning.
  • 9. Assessment• These methods include: • Observations • Dialogues • Traditional quizzes • Tests • Performance tasks and projects • Students’ reflections on their own learning (from http://www.edutopia.org/comprehensive-assessment-history
  • 10. Assessment• Some methods of evidence-gathering happen while learning is still unfolding (formative assessment), helping to inform and adjust instruction. Other methods occur at the end of a course or unit of study (summative assessment) and assess whether students have reached the intended learning goals. Some methods are informal while others come with high stakes.• Yet all kinds of assessment play a role in shaping understanding. Indeed, in Understanding by Design, Wiggins and McTighe state: “Understanding can be developed and evoked only through multiple methods of ongoing assessment, with far greater attention paid to formative (and performance) assessment than is typical.”
  • 11. Assessment• When used effectively, assessment can facilitate high levels of student achievement, according to the authors of Knowing What Students Know. Assessment helps students learn and succeed in school “by making as clear as possible to them, their teachers, and other education stakeholders the nature of their accomplishments and the progress of their learning.”• Comprehensive assessment entails the whole system of assessing student understanding as a mechanism to improve teaching and learning. Teachers use multiple strategies to gather and share information about what students understand and to identify where they may be struggling. Well-designed assessments help students chart their own progress toward learning goals and help teachers modify instruction as needed (http://www.edutopia.org/comprehensive-assessment-history).
  • 12. Checking in… part 1• In your own words, define assessment: • TWBAT: define assessment• Consult with a colleague• Compare their definition with yours• Final answer?
  • 13. Formative vs. Summative FORMATIVE SUMMATIVE• Assessment for learning • Assessment of learning• Process during • Tool used after instruction that provides instruction to measure feedback to adjust student achievement ongoing teaching and which provides evidence learning of competence or program effectiveness• Occurs during instruction • Occurs at end of a unit / topic
  • 14. Formative vs. Summative FORMATIVE SUMMATIVE• Not usually graded but • Graded observed and noted• Process • Product• Descriptive feedback • Evaluative feedback• Continuous • Periodic• Greatest impact on • Little impact on learning learning / achievement / achievement
  • 15. Formative vs. Summative FORMATIVE SUMMATIVE• Observations • Quiz• Discussions • Exam / test• Exit slips • Academic Prompt• “Worksheets” • Performance task• “Homework / Practice”
  • 16. Checking in… part 2• TWBAT: differentiate between formative and summative assessment • With a partner, offer up one of the traits of either formative or summative assessments. Your partner should tell you whether it is a quality of formative or summative. Do this for at least 4 rounds. • Self – assess. How well do you know the difference between formative and summative assessments? • 1 = From memory you could list out a majority of the characteristics of each • 2 = With a little help you could distinguish between them • 3 = Your understanding is still in the developing stage • 4 = What do shoes have to do with unit planning?
  • 17. Checking in… part 3• Spend a few minutes thinking about ways in which you will put both formative and summative assessment to use in your classrooms.• What will be some of the ways in which you will offer formative assessments?• What will be some of the ways you will use summative assessments?• Also, begin thinking about how the difference between formative and summative assessments could impact your grade components (percentages). • Grades shouldn’t be watered down with non-academic factors. • You should have fewer summative than formative assessments. • The summative assessments will be weighted more heavily. • With an appropriate emphasis on formative assessment, though, students should be adequately prepared for the summative assignment. • They should also have a good understanding as to where they stand when it comes time for the summative. • Furthermore, students should have been guided to a better understanding of the concepts and skills over the course of the unit – being assessed for the destination, not penalized for journey.
  • 18. General Assessment• For formative assessments, focus on giving students TIPS: • Feedback that is: • Timely • Informative • Positive (especially concerning effort!) • Specific
  • 19. General Assessment• Assessments should also have RUBRICS – the criteria by which you will gather evidence of student learning• RUBRICS should be completed and given when an assessment is assigned• Engaging students in the “formulation” of RUBRICS is a great meta-cognitive exercise• Using RUBRICS can reduce subjectivity
  • 20. General Assessment • Give General Assessment some TIPS on how this presentation on assessment could improve! • DO IT NOW! • TWBAT: recite the words behind the acronym TIPS
  • 21. Assessment and UbD• Stage 2 in Understanding by Design• Every objective should have a formative assessment.• Summative assessments should be designed at the beginning of the unit and should act as the destination of the lesson. • This is the way that students will demonstrate the understanding you hope they will gain as a result of the unit. • Assessment will become the main emphasis of our work with unit plans for this year. • Due Dates: you will notice that Unit Plans should have clear assessment evidence. • Due Dates: you will also notice that I will be collecting sets of graded assignments.
  • 22. Assessment and UbD• Template – will be disseminated via email• Lesson plans for grade level checks: • Either unit plans or daily plans• We will enter into Professional Learning Communities (PLC’s) – Instructional Coaches (Chris, Lisa, Rhonda) and myself• Formative focus• More details will be coming soon• TWBAT: create assessments as a part of unit planning using the Understanding by Design template • October 18, 2012
  • 23. Let us US BEGIN. LET begin.