HS MASS II – Sessions 3 & 4 Balanced Assessment
Formative vs. Summative <ul><li>In groups of 3, list three differences between formative and summative assessments. </li><...
<ul><li>Three questions educators and students will be able to answer through the use of formative assessment: </li></ul><...
Keys to Quality Classroom Assessments <ul><li>Key 1:  Clear Purpose </li></ul><ul><ul><li>Do the assessment authors have a...
Keys to Quality Classroom Assessments <ul><li>Key 2: Clear Targets </li></ul><ul><ul><li>Do the assessment authors have a ...
Key 2: Clear Targets
Find the hexagon (6 sided figure) in the pattern at left. Key 2: Clear Targets
<ul><li>Does this help? </li></ul>Key 2: Clear Targets
<ul><li>How about this?  Does this make it easier to find the hexagon? </li></ul>Key 2: Clear Targets
“ Teachers and students can hit any target they can see and will hold still.” Rick Stiggins What is the relationship betwe...
Keys to Quality Classroom Assessments <ul><li>Key 3:  Sound Design </li></ul><ul><ul><li>Have the assessment developers tr...
Keys to Quality Classroom Assessments <ul><li>Key 4:  Effective Communication </li></ul><ul><ul><li>Have the assessment de...
Keys to Quality Classroom Assessments <ul><li>Key 5: Student Involvement </li></ul><ul><ul><li>Are students involved in th...
Student Self Assessment Activity <ul><li>Let’s look at ways in which students can be actively involved in the formative as...
Seven Strategies of Assessment for Learning <ul><ul><li>Question 1: </li></ul></ul><ul><ul><li>Where am I going? </li></ul...
Seven Strategies of Assessment for Learning <ul><ul><li>Question 2: </li></ul></ul><ul><ul><li>Where am I now? </li></ul><...
Seven Strategies of Assessment for Learning <ul><ul><li>Question 3: </li></ul></ul><ul><ul><li>How can I close the gap?  <...
A closer look at  Good Design <ul><li>Once a target has been identified;  </li></ul><ul><li>What type of target is it?  </...
<ul><li>Which assessment method would best fit the target? </li></ul><ul><ul><li>Selected response </li></ul></ul><ul><ul>...
Assessment Methods Target to be Assessed
Assessment Methods Target to be Assessed Good Match Good Match Good Match Good Match Good Match Good Match Good Match Part...
General Guidelines for Test Question Design <ul><li>Keep wording simple and focused.  Aim for the lowest possible reading ...
Guidelines for Multiple Choice <ul><li>Ask a complete question to get the item started (if you can). </li></ul><ul><li>Do ...
Biology… Used with permission from HS Biology teacher, Fall 2007
Math Source: NAEP, 2005 E)  5 D)  4 C)  3 B)  2 A)   1    1.  The remainder when a number  n  is divided by 7 is 2.  Which...
Biology <ul><li>In the investigation of body fluids a scientist compared the concentrations of certain ions in saliva and ...
<ul><li>What might this be a graph of?  Put titles and numbers on the graph to show what you mean.  </li></ul><ul><li>Writ...
Assessment Question Activity <ul><li>Using one of your targets from the Session 2 activity, work in groups of 4 to generat...
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Balanced Assessment Revised

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  • All materials will be available on the Network’s website and the Stiggins video and a copy of the Classroom Assessment for Student Learning will be provided to each center.
  • Balanced Assessment Revised

    1. 1. HS MASS II – Sessions 3 & 4 Balanced Assessment
    2. 2. Formative vs. Summative <ul><li>In groups of 3, list three differences between formative and summative assessments. </li></ul><ul><li>Compare your responses to “Comparing Assessment for and of learning”. </li></ul><ul><li>In your group, take one minute to discuss your responses vs. handout. </li></ul>
    3. 3. <ul><li>Three questions educators and students will be able to answer through the use of formative assessment: </li></ul><ul><ul><li>Where am I going? </li></ul></ul><ul><ul><li>Where am I now? </li></ul></ul><ul><ul><li>How can I close the gap? </li></ul></ul>
    4. 4. Keys to Quality Classroom Assessments <ul><li>Key 1: Clear Purpose </li></ul><ul><ul><li>Do the assessment authors have a clear picture of how the assessment results will be used and by whom? </li></ul></ul>
    5. 5. Keys to Quality Classroom Assessments <ul><li>Key 2: Clear Targets </li></ul><ul><ul><li>Do the assessment authors have a clear picture of what they are trying to measure? </li></ul></ul>
    6. 6. Key 2: Clear Targets
    7. 7. Find the hexagon (6 sided figure) in the pattern at left. Key 2: Clear Targets
    8. 8. <ul><li>Does this help? </li></ul>Key 2: Clear Targets
    9. 9. <ul><li>How about this? Does this make it easier to find the hexagon? </li></ul>Key 2: Clear Targets
    10. 10. “ Teachers and students can hit any target they can see and will hold still.” Rick Stiggins What is the relationship between this statement and the establishment of clear targets? Key 2: Clear Targets
    11. 11. Keys to Quality Classroom Assessments <ul><li>Key 3: Sound Design </li></ul><ul><ul><li>Have the assessment developers translated the learning targets into high-quality assessments that will yield accurate results? </li></ul></ul>
    12. 12. Keys to Quality Classroom Assessments <ul><li>Key 4: Effective Communication </li></ul><ul><ul><li>Have the assessment developers planned for adequately managing information from the assessment and reporting it in ways that will meet users’ needs? </li></ul></ul>According to Harvard Researcher John Hattie “..feedback is the most powerful single innovation that enhances student achievement.”
    13. 13. Keys to Quality Classroom Assessments <ul><li>Key 5: Student Involvement </li></ul><ul><ul><li>Are students involved in the assessment? </li></ul></ul>
    14. 14. Student Self Assessment Activity <ul><li>Let’s look at ways in which students can be actively involved in the formative assessment process. </li></ul><ul><li>Middle school example: You Be George </li></ul><ul><li>Secondary example </li></ul>
    15. 15. Seven Strategies of Assessment for Learning <ul><ul><li>Question 1: </li></ul></ul><ul><ul><li>Where am I going? </li></ul></ul><ul><ul><ul><li>Strategy # 1: Provide clear and understandable vision of the learning target. </li></ul></ul></ul><ul><ul><ul><li>Strategy # 2: Use and post student examples/models (anonymous weak & strong) </li></ul></ul></ul>
    16. 16. Seven Strategies of Assessment for Learning <ul><ul><li>Question 2: </li></ul></ul><ul><ul><li>Where am I now? </li></ul></ul><ul><ul><ul><li>Strategy # 3: Offer students frequent, descriptive feedback. </li></ul></ul></ul><ul><ul><ul><li>Strategy # 4: Teach Students to Self Assess and set Goals </li></ul></ul></ul>
    17. 17. Seven Strategies of Assessment for Learning <ul><ul><li>Question 3: </li></ul></ul><ul><ul><li>How can I close the gap? </li></ul></ul><ul><ul><ul><li>Strategy # 5: Design lessons that focus on one learning target at a time </li></ul></ul></ul><ul><ul><ul><li>Strategy # 6: Teach students focused self-revision </li></ul></ul></ul><ul><ul><ul><li>Strategy # 7: Engage students in self-reflection; allow for student record keeping. </li></ul></ul></ul>
    18. 18. A closer look at Good Design <ul><li>Once a target has been identified; </li></ul><ul><li>What type of target is it? </li></ul><ul><ul><li>Knowledge / Understanding </li></ul></ul><ul><ul><li>Reasoning </li></ul></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><li>Products </li></ul></ul>Key 3: Good Design
    19. 19. <ul><li>Which assessment method would best fit the target? </li></ul><ul><ul><li>Selected response </li></ul></ul><ul><ul><li>Extended written response </li></ul></ul><ul><ul><li>Performance assessment </li></ul></ul><ul><ul><li>Personal communication </li></ul></ul>Key 3: Good Design
    20. 20. Assessment Methods Target to be Assessed
    21. 21. Assessment Methods Target to be Assessed Good Match Good Match Good Match Good Match Good Match Good Match Good Match Partial Match Partial Match Partial Match Partial Match Not a Good Match Not a Good Match Not a Good Match Not a Good Match Not a Good Match
    22. 22. General Guidelines for Test Question Design <ul><li>Keep wording simple and focused. Aim for the lowest possible reading level. </li></ul><ul><li>Ask a full question in the stem. </li></ul><ul><li>Eliminate clues to the correct answer either within the question or across questions within a test. </li></ul><ul><li>Do not make the correct answer obvious to students who have not studied the material. </li></ul><ul><li>Highlight critical, easily overlooked words. Examples: most, not, least, except. </li></ul><ul><li>Have a qualified colleague read your items to ensure appropriateness. </li></ul><ul><li>Double check the scoring key for accuracy before scoring. </li></ul>
    23. 23. Guidelines for Multiple Choice <ul><li>Ask a complete question to get the item started (if you can). </li></ul><ul><li>Do not repeat the same words within each response. Instead, reword the item stem. </li></ul><ul><li>Be sure there is only one correct or best answer. </li></ul><ul><li>Word response options as briefly as possible and be sure they are grammatically parallel. </li></ul><ul><li>Make all response items the same length. </li></ul><ul><li>Don’t use all of the above or none of the above merely to fill space. </li></ul><ul><li>Use always or never in your answer choices with caution. </li></ul><ul><li>It is OK to vary the number of response options presented as appropriate to pose the problem you want your students to solve. </li></ul>
    24. 24. Biology… Used with permission from HS Biology teacher, Fall 2007
    25. 25. Math Source: NAEP, 2005 E)  5 D)  4 C)  3 B)  2 A)  1   1. The remainder when a number n is divided by 7 is 2. Which of the following is the remainder when 2 n + 1 is divided by 7?  
    26. 26. Biology <ul><li>In the investigation of body fluids a scientist compared the concentrations of certain ions in saliva and blood plasma. These graphs show the results. </li></ul><ul><li>According to the graphs, </li></ul><ul><li>the concentration of chlorine ion in saliva and plasma are approximately equal. </li></ul><ul><li>the concentration of potassium ion in saliva and plasma are approximately equal. </li></ul><ul><li>the concentration of bicarbonate ion in saliva is much less than that in plasma. </li></ul><ul><li>the concentration of sodium ion in saliva and potassium ion in plasma are approximately equal. </li></ul>Used with permission from HS Biology teacher, Fall 2007
    27. 27. <ul><li>What might this be a graph of? Put titles and numbers on the graph to show what you mean. </li></ul><ul><li>Write down everything you know from your graph. </li></ul>Math
    28. 28. Assessment Question Activity <ul><li>Using one of your targets from the Session 2 activity, work in groups of 4 to generate a multiple choice assessment question. Limit possible answers to a maximum of four. </li></ul><ul><li>Once generated, write it on poster paper and hang on wall. </li></ul><ul><li>Each group will now start at their own question, move clockwise and review each question. </li></ul><ul><li>Leave comments on each regarding bias, clarity and focus. </li></ul>

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