ASSESSMENT  FOR  LEARNING Changing Roles
ASSESSMENT <ul><li>For a Grade </li></ul><ul><li>After Learning </li></ul><ul><li>Measurement of  Achievement of Objective...
What is it? Five Keys to Assessment <ul><li>Clear Purpose </li></ul><ul><li>Learning Targets </li></ul><ul><li>Sound Desig...
Key 1: Clear Purpose What ’s the purpose? Who will use the results? What will they use the results to do ? Key 2: Clear Ta...
How Do We Involve Students in Assessment??
Good Formal Assessment <ul><li>Provide Understandable  Learning Target </li></ul><ul><li>Use Models  of Strong and Weak Wo...
Simple Questions Learners Must Ask <ul><li>Where am I now? </li></ul><ul><li>Where do I need to be? </li></ul><ul><li>How ...
WHY DO WE NEED TO MAKE THIS SHIFT TO ASSESSMENT FOR LEARNING? YOU BE GEORGE!
Typical Adult to  Child  Conversation <ul><li>How was your day? </li></ul><ul><li>Fine </li></ul><ul><li>What did you lear...
“ Why don ’ t you just leave me alone? ” <ul><li>Was it a difficult test? </li></ul><ul><li>“ Yeah ” </li></ul><ul><li>Wha...
Empowering Students <ul><li>Formative assessment clear targets provide that student with a plan by showing increments rath...
 
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Assessment

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  • This is not an argument against grading but an argument for assessing differently and students understanding assessment in a different way.
  • It looks like this. Note that some of the Nov. 1 work already plays into this picture. Maybe seeing this would have made writing CSOs in kid friendly language more purposeful. Students need clear targets.
  • You Be George is an assessment tool from Rick Stiggins. It involves students working to break down a graded test into CSOs covered in the test, and simple mistakes made. In doing so, students have a better picture of what their strengths and weaknesses are and more importantly motivates the struggling student. It is difficult to do but pays great dividends. Do a You Be George activity by giving everyone a hard copy, go through the activity pointing out how the student becomes more involved, empowered, and understands on a higher level. He now has a clearer picture of what he needs to do to get to where he needs to be. Then discuss different kinds of “Georges”. For example the typical kid with a “C” average or even the straight “A” student.
  • Assessment

    1. 3. ASSESSMENT FOR LEARNING Changing Roles
    2. 4. ASSESSMENT <ul><li>For a Grade </li></ul><ul><li>After Learning </li></ul><ul><li>Measurement of Achievement of Objective </li></ul><ul><li>Identify the At Risk Students </li></ul><ul><li>OF Learning </li></ul><ul><li>For Continual Learning </li></ul><ul><li>During Learning Process </li></ul><ul><li>Involves Student Input </li></ul><ul><li>Includes Teacher Feedback </li></ul><ul><li>For Student Self Analysis </li></ul><ul><li>FOR Learning </li></ul>
    3. 5. What is it? Five Keys to Assessment <ul><li>Clear Purpose </li></ul><ul><li>Learning Targets </li></ul><ul><li>Sound Design </li></ul><ul><li>Effective Communication </li></ul><ul><li>Student Involvement . </li></ul>
    4. 6. Key 1: Clear Purpose What ’s the purpose? Who will use the results? What will they use the results to do ? Key 2: Clear Targets What are the learning targets? Are they clear? Are they appropriate? Key 3: Sound Design What method? Quality questions? Sampled how? Avoid bias how? Key 4: Effective Communication How manage information? How report? To whom? Key 5: Student Involvement Students are users, too Students need to understand targets, too Students can track progress and communicate, too Students can assess Keys to Quality Classroom Assessment Accurate Assessment Effectively Used
    5. 7. How Do We Involve Students in Assessment??
    6. 8. Good Formal Assessment <ul><li>Provide Understandable Learning Target </li></ul><ul><li>Use Models of Strong and Weak Work </li></ul><ul><li>Regular Descriptive Feedback </li></ul><ul><li>Student Self-Assessment and Goals </li></ul><ul><li>Design Lessons Focused on one aspect of quality at a time </li></ul><ul><li>Teach Student Focused Revision </li></ul><ul><li>Self- reflection and Monitoring </li></ul>
    7. 9. Simple Questions Learners Must Ask <ul><li>Where am I now? </li></ul><ul><li>Where do I need to be? </li></ul><ul><li>How do I get there? </li></ul>
    8. 10. WHY DO WE NEED TO MAKE THIS SHIFT TO ASSESSMENT FOR LEARNING? YOU BE GEORGE!
    9. 11. Typical Adult to Child Conversation <ul><li>How was your day? </li></ul><ul><li>Fine </li></ul><ul><li>What did you learn in math? </li></ul><ul><li>Math </li></ul><ul><li>What did you do in math? </li></ul><ul><li>Math </li></ul><ul><li>AND……? </li></ul><ul><li>“ Took a test ” </li></ul><ul><li>How did you do? </li></ul><ul><li>“ Got a C ” </li></ul>
    10. 12. “ Why don ’ t you just leave me alone? ” <ul><li>Was it a difficult test? </li></ul><ul><li>“ Yeah ” </li></ul><ul><li>What will you do to improve? </li></ul><ul><li>“ Pay more attention in math ” </li></ul><ul><li>Do you like math? </li></ul><ul><li>“ Its OK ” </li></ul><ul><li>Are you a good math student? </li></ul><ul><li>I ’ m average </li></ul><ul><li>What is your math goal? </li></ul><ul><li>To get a “ B ” </li></ul>
    11. 13. Empowering Students <ul><li>Formative assessment clear targets provide that student with a plan by showing increments rather than final judgment. </li></ul><ul><li>These targets become measurements to monitor progress. </li></ul><ul><li>They can become grade book entries. </li></ul>

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