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
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6. “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
7.
8. • 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
9.
10. 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
11. The Performance based
assessment theory is
working well in class, but
it is not the only theory
being used. Mr. Conkle
also use…
12.
13. “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
14.
15. • 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
16.
17. 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.
18. What does the data
from these
assessments tell us
about Mr. Conkle’s
class?
19. Over the last four years:
• 100% of students graduated to
the 6th grade
• exceeded state proficiency rates
all four years
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24. • 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!
25. • 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
26. • “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)
27.
28. • 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
29. What will change…
• Increasing student involvement in
creation and evaluation of their own
performance and understandings
30. 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
31.
32.
33. •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.
34.
35. •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
36. •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
37.
38. •Students feel connected to both
performance based assessments and
standardized assessments
•Scores on standardized test should
rise
•Time will be saved
•And…
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40.
41. 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.
42. 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.
43. 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.
