Assessment and
Grading
Presented by:
@jonathanvervaet
SFU Symposium
October 3rd, 2013
How the worlds best schools come out on top.
Individual Teachers
•Aware of areas to grow in their practice
•Gain understan...
“If students have not been told
where they are going, it is
unlikely that they will arrive.”
– Shirley Clark
Learning Intentions
“I can become curious about
something in the research I
want to inquire further into.”
Learning Intentions
“I can outline the key principals
of AFL and articulate what that
looks like in practice.”
Proficient Readers
Research
Successful readers
– regardless of age
– are active,
purposeful,
strategic, and
metacognitive.
Proficient Readers
Research
They construct
meaning and learn
from text by using
cognitive strategies
before, during, and
a...
“No matter what
grade level you teach,
no matter what
content you teach, no
matter what you teach
with, your goal is to
im...
“Student learning
is enhanced
when teachers
at all grades,
teaching all
subjects, see
themselves as
teachers of
literacy.”
Instructional Design
The 8 Cognitive Functions
Good Readers Use
1. Setting a purpose / Reading with
purpose in mind
2. Activating background knowledge
to enhance understanding
3. Monitor...
5. Making inferences and drawing
conclusions
6. Visualizing mental images
7. Synthesizing and accurately
summarizing infor...
“Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, m...
Our Traditional System
• Students are penalized if the don’t learn
fast enough... Even though we know
learning is an indiv...
Inside the Black Box: Raising
Standards Through Classroom
Assessment
When carried out effectively, informal
classroom assessment
with constructive feedback will raise
levels of attainment.
We...
The effect sizes, that is the student gains in
learning triggered by formative assessment,
were among the largest ever rep...
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self A...
Formative
Ongoing
Ungraded and Descriptive
(uses words)
Provides feedback to
students and teacher
Examples:
-Oral question...
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self A...
Learning Intentions:
What are we
learning?
Vs.
Learning Activities:
What are we doing?
Learning Intentions
 I can statements…
 try and use child
friendly language
 separate from the
activity instructions
 ...
Most students can
hit the target if they can
see it clearly and if it
stays still.
-Rick Stiggins
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self A...
Determine
Acceptable Evidence
Performance
Tasks
What does good look like?
What
does
good look
Success Criteria
and the Use of
Performance
Standards
Beginning
Developed
Accomplished
Exemplary
Reading Performance Standard
Grade 2
Thinking Rubric: Grade 9
Assignment:
Name:
Aspect Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectations...
Summative Assessment Rubric: Athenian Democracy
Is justice / freedom key for a society to be civilized?
Approaching
Expect...
Summative Assessment Rubric: The Russian Revolution
Approaching
Expectations
Meeting
Expectations
Fully Meeting
Expectatio...
Quick Scale: Reading Literature (Grades 10-12)
Comments:
Aspect Approaching
Expectations
(I range)
Minimally Meeting
Expec...
If students don’t
understand the
words used
in the rubric,
it might as
well be
written in a
foreign language.
Assessment for Learning
1. Learning Intentions
2. Success Criteria
3. Descriptive Feedback
4. Questioning
5. Peer / Self A...
Formative Assessment
=
Descriptive Feedback
Informs the student
Informs the teacher
Informs Learning
Descriptive Feedback
Another way of thinking about feed back is…
What’s working?
How do I know?
What’s not?
Why not?
What’...
Self and Peer Assessment
Student self-reflection on the helpfulness of
feedback
Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with
whatever intelligence they have becaus...
Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built
through life.
See working harder a...
Carol Dweck (2006)
Csikzentmihalyi (1990)
Flow Theory – The
exhilarating moments when
we feel in control, full of
purpose, and in the zone.
Csikzentmihalyi (1990)
Skill Level
Challenge
Level
Daniel Pink (2009)
Autonomy –over task, time, team, and
technique.
Mastery – Becoming better at
something that matters.
Pu...
Harlow (1949)
Radical finding, there was a third drive.
The performance of the task provided
intrinsic reward.
The monkeys...
2
Harlow (1949)
Rewarded the monkey with raisons.
“Introduction of food in the present experiment
served to disrupt perfor...
Deci (1969) – Carnegie Melon
Soma Block
Experiment
Deci (1969)
Day 1 Day 2 Day 3
Group A No
reward
Cash
Reward
No
reward
Group B No
reward
No
reward
No
reward
Deci (1969) – Carnegie Melon
Soma Block
Experiment
“When money is used as an extrinsic
reward for some activity, the subje...
Commissioned
vs.
Non-
Commissioned
Art
Marks & Grades as
Rewards and Punishments
Rewards transform
interesting tasks
into drudgery.
Offering an award
signals that the
task is undesirable.
Focus on Short Term vs.
Long Term Benefits
When goals are imposed and
incentivized…
Focus is narrowed on
achieving only that goal.
and…
Here’s the kicker…
It leads to unethical
behaviour in an attempt to
reach the goal.
aka..
Cheating…
When rewards do work…
With routine and
mechanical tasks.
You can’t undermine
intrinsic motivation in
boring tasks.
Curriculum Mapping
Learning Intentions – PLOs
Big ideas / Enduring Understandings
Essential Questions
Concepts – Things to...
Curriculum Map
Unit of Study
Learning
Intentions –
PLOs
Big Ideas /
Enduring
Understandings
Essential ?s
Concepts
(What st...
The Benefits of Formative Assessment
Constantly weighing the pig
won’t make it fatter...
The Latin root word for assessment is
"assidere" which means to sit beside.
Assessment
is done
with, and
not to,
students to
help them
grow in
their
learning.
"We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. I...
“Assessment is the beginning and the end
of my teaching. It defines my culture, my
relationships, my learning community, m...
The Paradigm Shift
• Learning vs. Teaching
• Outcomes / Standards vs. Tasks
• Quality vs. Quantity
• If students learn vs....
Reflection: How
is seeing
ourselves as
learners
important for
us as teachers?
“Teaching is a vital and purposeful
pursuit. We need to be working
toward something and we need to
know what that somethin...
#1 Priority
You must use the research to support
your practice to avoid being a well
intentioned “Enthusiastic Amateur.”
- Fullan and ...
Don’t come into the profession to
replicate current practice. Strive for
excellence.
Teaching is not rocket science. It is, in
fact, far more complex and demanding
work than rocket science.
- Richard Elmore ...
Contact Information
Jonathan Vervaet
Email: jonathanvervaet@gmail.com
Twitter: @jonathanvervaet
Blog: jonathanvervaet.word...
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 2013
SFU Symposium / Keynote October 3rd, 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.
  • BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  • BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  • Reading comprehension = Thinking
  • BothWhy assessment has become foundational to our teaching. “It’s the glue...”
  • Nancy
  • 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.
  • Practice with out penalty.Descriptive feedback related to agreed upon criteria / performance standards.Raises level of student attainment, and helps struggling students the most.
  • BothWhy assessment has become foundational to our teaching. “It’s the glue...”
  • SFU Symposium / Keynote October 3rd, 2013

    1. 1. Assessment and Grading Presented by: @jonathanvervaet SFU Symposium October 3rd, 2013
    2. 2. How the worlds best schools come out on top. Individual Teachers •Aware of areas to grow in their practice •Gain understanding of best practice that is research based (meta-analysis) •Are motivated to improve •Have high expectations •Have a shared purpose
    3. 3. “If students have not been told where they are going, it is unlikely that they will arrive.” – Shirley Clark
    4. 4. Learning Intentions “I can become curious about something in the research I want to inquire further into.”
    5. 5. Learning Intentions “I can outline the key principals of AFL and articulate what that looks like in practice.”
    6. 6. Proficient Readers Research Successful readers – regardless of age – are active, purposeful, strategic, and metacognitive.
    7. 7. Proficient Readers Research They construct meaning and learn from text by using cognitive strategies before, during, and after reading.
    8. 8. “No matter what grade level you teach, no matter what content you teach, no matter what you teach with, your goal is to improve students’ comprehension and understanding.”
    9. 9. “Student learning is enhanced when teachers at all grades, teaching all subjects, see themselves as teachers of literacy.”
    10. 10. Instructional Design The 8 Cognitive Functions Good Readers Use
    11. 11. 1. Setting a purpose / Reading with purpose in mind 2. Activating background knowledge to enhance understanding 3. Monitoring comprehension and awareness of how to repair comprehension problems 4. Determining what’s important
    12. 12. 5. Making inferences and drawing conclusions 6. Visualizing mental images 7. Synthesizing and accurately summarizing information 8. Making connections
    13. 13. “Assessment is the beginning and the end of my teaching. It defines my culture, my relationships, my learning community, my values, and my beliefs about teaching and learning.” - Matt Rosati
    14. 14. Our Traditional System • Students are penalized if the don’t learn fast enough... Even though we know learning is an individual / developmental process. • What you do at the beginning of the course will always count against you... Despite the fact the student might now understand what they did wrong and how to prevent it in the future. • Grades include all student attributes... Even though we know grades should reflect the
    15. 15. Inside the Black Box: Raising Standards Through Classroom Assessment
    16. 16. When carried out effectively, informal classroom assessment with constructive feedback will raise levels of attainment. We know from research that effective assessment for learning can Improve student achievement substantially, and helps low achievers the most. Source: Black and William, Inside the Black Box 1998
    17. 17. The effect sizes, that is the student gains in learning triggered by formative assessment, were among the largest ever reported for educational interventions. Source: Black and William, Inside the Black Box 1998
    18. 18. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    19. 19. Formative Ongoing Ungraded and Descriptive (uses words) Provides feedback to students and teacher Examples: -Oral questioning -Draft work -Reflections -Portfolio reviews -Peer / self assessments Summative Occurs at the end of a learning progression Graded to determine achievement level Evaluative Examples: -Inquiry projects -Presentations -Grade conferences -Portfolio reviews -Tests and quizzes
    20. 20. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    21. 21. Learning Intentions: What are we learning? Vs. Learning Activities: What are we doing?
    22. 22. Learning Intentions  I can statements…  try and use child friendly language  separate from the activity instructions  make it visible  discuss with students why they are learning it
    23. 23. Most students can hit the target if they can see it clearly and if it stays still. -Rick Stiggins
    24. 24. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    25. 25. Determine Acceptable Evidence
    26. 26. Performance Tasks
    27. 27. What does good look like? What does good look
    28. 28. Success Criteria and the Use of Performance Standards
    29. 29. Beginning Developed Accomplished Exemplary
    30. 30. Reading Performance Standard Grade 2
    31. 31. Thinking Rubric: Grade 9 Assignment: Name: Aspect Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Meaning Purpose Ideas and information; use of details Purpose is unclear; unfocused. Details, examples and quotations are missing or are not clearly linked to topic. Purpose is clear; may lose focus. Accurate details, examples and quotations; may not clearly link to the purpose. Mainly summary and may rely on general knowledge or emotion. Purpose is clear; focus is kept throughout. Accurate details, examples and quotations clearly linked to topic with conclusions or opinions attempted. Purpose and focus are clear throughout the entire assignment. Details, examples and quotations are fully explained with logical conclusions or opinions. Connections / Conclusions Connections Conclusions Connections between ideas are missing or very weak. No conclusions attempted or arrived at. Connections between ideas are attempted, but weak / simplistic. Little or no attempt at conclusions about the topic. Makes clear connections between ideas beyond the obvious. Has attempted to come to conclusions about the topic. Can relate the topic to a broader idea or other situations. Makes meaningful and deep connections throughout. Has come to clear and concise conclusions about the topic Comments / Suggestions:
    32. 32. Summative Assessment Rubric: Athenian Democracy Is justice / freedom key for a society to be civilized? Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Snapshot Does not accomplish the basic task; may be flawed or incomplete. Ideas may be misinterpreted or overly simplistic. Accomplishes the purpose at a basic level with some gaps. Ideas are minimal and lack support. Accomplishes the purpose showing some complexity and maturity. Ideas are clear and well- developed . Exceeds the requirements of the task, showing complexity and maturity. Ideas are thoroughly developed, specific and economical. Meaning -Focus -Understand -Development - Specific details/support · Lacks focus and purpose · Minimal understanding of topic · Inadequate development · Some focus around a specific topic; purpose may be unclear · Basic understanding with minimal analysis · Development and support are evident but simplistic · Clearly focused around a specific purpose, audience · Understanding and analysis are generally evident · Tightly focused around a specific topic, purpose, audience · Interpretation and analysis demonstrate control and complexity Support -Detailed and specific information to support argument · Limited recall of factual content (lacks details/support) · May not be clearly linked to the topic · Minimal recall of support/details · References need further explanation. · Ideas are clearly developed and explained with appropriate support. · Ideas are thoroughly developed, strongly supported, well explained. I can describe the development of Athenian democracy and compare it to democracy in the present day. I can describe how Athenian democracy is a reflection of Athenian values. Comments:
    33. 33. Summative Assessment Rubric: The Russian Revolution Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Snapshot Does not accomplish the basic task; may be flawed or incomplete. Ideas may be misinterpreted or overly simplistic. Accomplishes the purpose at a basic level with some gaps. Ideas are minimal and lack support. Accomplishes the purpose showing some complexity and maturity. Ideas are clear and well- developed. Exceeds the requirements of the task, showing complexity and maturity. Ideas are thoroughly developed, specific and economical. Comprehension -Identify main ideas - Define key terms or phrases Struggles to identify some main ideas; skips over difficult parts; doesn’t define key terms or phrases. Identifies some main ideas, may skip over some parts; attempts to define some key terms or phrases. Clearly and accurately identifies most of the main ideas; defines most key terms or phrases. Accurately identifies the main ideas; defines all key terms and phrases. Makes logical connections to other key events in the Russian Revolution. Makes few or no connections to other key events in the Russian Revolution. Makes some connections to other key events in the Russian Revolution. Makes logical connections to other key events in the Russian Revolution. Makes insightful and original connections to other key events in the Russian Revolution. Comments:
    34. 34. Quick Scale: Reading Literature (Grades 10-12) Comments: Aspect Approaching Expectations (I range) Minimally Meeting Expectations (C- to C range) Fully Meeting Expectations (C+ to B+ range) Exceeding Expectations (A range) SNAPSHOT You offer an illogical and/or underdeveloped explanation and interpretation of texts. You offer a limited or surface-level explanation and interpretation of texts. You offer a logical explanation and interpretation of texts. You offer an analytic, thorough explanation and interpretation of texts. EXPLAIN àshow your work Even though I am thinking, I have difficulty and/or don’t understand how to explain or give examples about my process. I can attempt to explain my thinking, but have trouble clarifying my process. I may use examples, but they may be limited. I can explain my thinking process and use specific examples. I can explain my thinking process in detail, including the small steps or subtleties in my process. COMPREHEND àwho, what, when, where and how (W4 H): context Even though I can identify the W 4 H, I may misread, confuse and/or omit some key elements. My examples may be limited or flawed. I can identify the W 4 H and attempt to explain a basic understanding of their relationship. I can use some examples. I can identify and explain the relationships between the W 4 H. I can use explicit examples. I can identify and explain the relationships and subtleties between and amongst the W 4 H. I can effectively use explicit and/or implicit examples. CONNECT àtext to self, text to text, text to world Even though I attempt to make connections, they may be flawed, irrelevant, and/or incomplete. My examples may be limited, flawed and/or unjustifiable. I can establish and may be able to explain basic connections between the text and myself, other texts and/or the world. I can use some examples. I can establish and explain clear connections between the text and myself, other texts and/or the world. I can use explicit examples. I can establish and synthesize insightful connections between the text and myself, other texts and/or the world. I can effectively use explicit and/or implicit examples. INTERPRET àthe “why?”, drawing conclusions: inferences BK + TE = I Even though I attempt to use my background knowledge and/or evidence from the text, my interpretations may be general, unsupported and/or irrelevant. I can use my background knowledge and/or evidence from the text to make simple and/or obvious interpretations. I can use my background knowledge and/or evidence from the text to make clear, logical interpretations. I can effectively use my background knowledge and/or evidence from the text to make thoughtful, insightful interpretations.
    35. 35. If students don’t understand the words used in the rubric, it might as well be written in a foreign language.
    36. 36. Assessment for Learning 1. Learning Intentions 2. Success Criteria 3. Descriptive Feedback 4. Questioning 5. Peer / Self Assessment 6. Ownership
    37. 37. Formative Assessment = Descriptive Feedback Informs the student Informs the teacher Informs Learning
    38. 38. Descriptive Feedback Another way of thinking about feed back is… What’s working? How do I know? What’s not? Why not? What’s next? What is the fix?
    39. 39. Self and Peer Assessment Student self-reflection on the helpfulness of feedback
    40. 40. Carol Dweck (2006) Fixed vs. Growth Mindset. Fixed – Believe they have to work with whatever intelligence they have because it can’t be increased. They resist novel challenges if they can’t succeed immediately. They’d rather not try than be perceived as dumb.
    41. 41. Carol Dweck (2006) Fixed vs. Growth Mindset. Growth – Believe intelligence can be built through life. See working harder as a way to improve. They persist and try a wide variety of solutions when given novel tasks.
    42. 42. Carol Dweck (2006)
    43. 43. Csikzentmihalyi (1990) Flow Theory – The exhilarating moments when we feel in control, full of purpose, and in the zone.
    44. 44. Csikzentmihalyi (1990) Skill Level Challenge Level
    45. 45. Daniel Pink (2009) Autonomy –over task, time, team, and technique. Mastery – Becoming better at something that matters. Purpose
    46. 46. Harlow (1949) Radical finding, there was a third drive. The performance of the task provided intrinsic reward. The monkeys solved the problem simply because they found it gratifying to solve the puzzle.
    47. 47. 2 Harlow (1949) Rewarded the monkey with raisons. “Introduction of food in the present experiment served to disrupt performance, a phenomena not reported in the literature.” The monkeys made more errors and solved the puzzles less frequently.
    48. 48. Deci (1969) – Carnegie Melon Soma Block Experiment
    49. 49. Deci (1969) Day 1 Day 2 Day 3 Group A No reward Cash Reward No reward Group B No reward No reward No reward
    50. 50. Deci (1969) – Carnegie Melon Soma Block Experiment “When money is used as an extrinsic reward for some activity, the subjects lose intrinsic interest for the activity.”
    51. 51. Commissioned vs. Non- Commissioned Art
    52. 52. Marks & Grades as Rewards and Punishments
    53. 53. Rewards transform interesting tasks into drudgery.
    54. 54. Offering an award signals that the task is undesirable.
    55. 55. Focus on Short Term vs. Long Term Benefits
    56. 56. When goals are imposed and incentivized… Focus is narrowed on achieving only that goal.
    57. 57. and… Here’s the kicker…
    58. 58. It leads to unethical behaviour in an attempt to reach the goal. aka..
    59. 59. Cheating…
    60. 60. When rewards do work… With routine and mechanical tasks.
    61. 61. You can’t undermine intrinsic motivation in boring tasks.
    62. 62. Curriculum Mapping Learning Intentions – PLOs Big ideas / Enduring Understandings Essential Questions Concepts – Things to know Skills / Strategies Formative Assessments / Instructional Activities Summative Assessment(s) Resources
    63. 63. Curriculum Map Unit of Study Learning Intentions – PLOs Big Ideas / Enduring Understandings Essential ?s Concepts (What students need to know) Skills & Strategies Speaking and Listening: Reading and Viewing: Writing and Representing: Metacognition: Formative Assessments / Instructional Activities Summative Assessments Resources Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
    64. 64. The Benefits of Formative Assessment Constantly weighing the pig won’t make it fatter...
    65. 65. The Latin root word for assessment is "assidere" which means to sit beside.
    66. 66. Assessment is done with, and not to, students to help them grow in their learning.
    67. 67. "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)
    68. 68. “Assessment is the beginning and the end of my teaching. It defines my culture, my relationships, my learning community, my values, and my beliefs about teaching and learning.” - Matt Rosati
    69. 69. The Paradigm Shift • Learning vs. Teaching • Outcomes / Standards vs. Tasks • Quality vs. Quantity • If students learn vs. When students learn • Confidence vs. Anxiety • Practice vs. One Chance • Improvement vs. Coverage Tom Schimmer
    70. 70. Reflection: How is seeing ourselves as learners important for us as teachers?
    71. 71. “Teaching is a vital and purposeful pursuit. We need to be working toward something and we need to know what that something is. Then we can consider how to best get there... I believe we should publish our goals and argue for their importance.” - Jeffrey D. Wilhelm
    72. 72. #1 Priority
    73. 73. You must use the research to support your practice to avoid being a well intentioned “Enthusiastic Amateur.” - Fullan and Hargraeves “Professional Capital”
    74. 74. Don’t come into the profession to replicate current practice. Strive for excellence.
    75. 75. Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science. - Richard Elmore (Professor of Education Leadership at Harvard Graduate School of Education)
    76. 76. Contact Information Jonathan Vervaet Email: jonathanvervaet@gmail.com Twitter: @jonathanvervaet Blog: jonathanvervaet.wordpress.com

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