Assessment Change 2


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Assessment Change 2

  1. 1. “YEAH Assessments!” Insight into the assessment theories and practices of a 5th grade classroom William Conkle GEDU 604 Student Assessment & Educational Statistics Meadville IV June 22-26, 2009 Professor Donald C. Lee, Ed.D
  2. 2. “Performance based assessment” Student knowledge and understanding is based on various performance standards, while completing: • Group Projects • Presentations • Web Quests • Independent Adventures • Posters • various other activities
  3. 3. • student progress is continually monitored and specific strengths and needs are addressed • students are faced with prejudices and discover ways to deal with them • lessons and activities are evaluated and adjusted to meet the variety of learning styles of each student and group
  4. 4. You might say that performance based assessment allow teachers manage and monitor Rubrics and Analytical student learning assessment lists •These data tools provide information that outlines both strengths of weaknesses of a student •This data is then used to evaluate both the student and the effectiveness of the activity
  5. 5. The Performance based assessment theory is working well in class, but it is not the only theory being used. Mr. Conkle also use…
  6. 6. “Standards based assessment” Student knowledge and understanding is based on various performance standards, while completing: • Tests • PSSA formatted prep exams • Quizzes • State Assessments • 4Sights •High Stakes test
  7. 7. • student are assessed using exams that are designed in a format similar with the PSSA’s • questions are based off of the released examples from the eligible content and content standards sections of PDE’s website • based on established 5th Grade benchmarks
  8. 8. Final grades and standardized test scores •These data tools provide information that outlines weaknesses of a student. •This data is then used to evaluate whether or not the student has reached certain benchmarks and how effective particular units were.
  9. 9. What does the data from these assessments tell us about Mr. Conkle’s class?
  10. 10. Over the last four years: • 100% of students graduated to the 6th grade • exceeded state proficiency rates all four years
  11. 11. • Data must be used to improve teaching • Provides quick feedback for both the teacher and students • Be “Info Rich” not just “Data Rich” • BE SKEPTICAL!
  12. 12. • Example from Great Performances by Lewin and Shoemaker: the “cold” project • Even if you achieve Positive academic results, make sure you look at the Emotional results
  13. 13. • “When assessment is seen as learning-for students as well as for teachers-it becomes most informative and generative for students and teachers alike, (Tomlinson, 2008)
  14. 14. • Not much because both students and teacher view this type of assessment to be valid • Builds off student strengths • Evaluations are based on individual instead of fixed standards • Provide instant feedback
  15. 15. What will change… • Increasing student involvement in creation and evaluation of their own performance and understandings
  16. 16. How will this change be seen •Rubrics will start with performance standards and all the goals •Examples of quality and poor work •Students then will adjust rubrics •Teacher shows how the rubric or projects fit into state standards
  17. 17. •After completing a section, unit, or lesson students will create a summative test and post it on class wiki page. •The teacher will take and go over the test in front of the class.
  18. 18. •Revisit anchors and eligible content from the beginning of lesson •Look over Eligible Content questions provided by PDE for format •Teacher shows quality and poor question examples
  19. 19. •Either individual or groups take an anchor and write questions •Questions either posted on class Wiki page or sent via Google Docs •Teacher takes and then discuss questions in front of the class utilizing the SmartBoard
  20. 20. •Students feel connected to both performance based assessments and standardized assessments •Scores on standardized test should rise •Time will be saved •And…
  21. 21. New Statement of personal philosophy of student assessment: Assessment should be used not only to evaluate students’ strengths and needs but should become a meaningful continuation of the learning process.
  22. 22. Self Assessment Statement: This class has shown assessment is more than an end result. It is a vital tool which drives instruction. It brings into focus the cyclical nature of education.
  23. 23. References: •Chappuis, Jan (2005, November). Helping students understand assessment. Educational Leadership. 63(3), 39-43. •Lewin,L., & Shoemaker, Betty J. (1998).Great performances: Creating classroom based assessment tasks. Alexandria, VA. ASCD. •Stiggins, Rick (2007, May). Assessment through the students eyes. Educational Leadership. 64(8), 22-26. •Marzano, Robert (2003, February). Using data: Two wrongs and a right. Educational Leadership. 60(5), 56-60. •Tomlinson, Carol A. (2007/2008, December/January). Learning to love assessment. Educational Leadership. 65(4), 8-13. •Wiliam, Dylan (2007/2008, December/January). Changing Classroom Practice. Educational Leadership. 65(4), 36-42.