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Specialist assessment ch. 9 casl ppt


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Specialist assessment ch. 9 casl ppt

  1. 1. MAKE SOME PRELIMINARY DECISIONS •Is the assessment Formative or Summative? •If formative, what do want/need them to track? •Where will they keep the information? •Will students be involved in the tracking? •If summative, what will be calculated into the grade? •What will be reported separately?
  3. 3. IN A UNIT, PLAN FOR FORMATIVE ASSESSMENTS Will determine what comes next in the learning Part of the assessment design Can be work done for practice, evidence collected to regroup students for acceleration or remediation, work done for feed (by teacher or peers), evidence students use for self-assessment and/or goal setting
  5. 5. PLAN FOR SUMMATIVE ASSESSMENTS, TOO During or after the unit (after learning is to have taken place) Reports levels of achievements Can be a summary number, symbol, phrase, or grade
  6. 6. DECIDE WHICH FORMATIVE ASSESSMENT INFORMATION TO TRACK Learning outcomes determine which information is needed
  7. 7. DETERMINE WHAT INFORMATION WOULD BENEFIT STUDENTS More students are involved in tracking their grades, the more aware they are of their progression. Also results in higher motivation. Should be able to know how they are doing at any given point
  8. 8. OVERLAPPING ASSESSMENTS FOR AND OF LEARNING Can plan for separate assessments where formative assessment never used summatively and vice versa When design assessments separately, formative assessments can be used for more than one purpose: practice, diagnose, feedback, or selfassessment. Summative assessments can be used as a judgment of level of achievement (chapter or unit test, midterms, or culminating performance or project). Can also build upon one another.
  9. 9. COMPLETE SEPARATION ISN’T NECESSARY SOMETIMES. Example – compositions that students used writing process. Students first used formatives (drafting, editing, revising, peer editing) then moved to summative as a final draft Selection from a collection of work to provide best evidence to be used summatively to determine their achievement level When proficiency develops over time. Reasoning, skill, and product targets. Examples – problem solving or communication in math, research papers, displaying data, oral presentations, experiments, or playing an instrument.
  10. 10. SUMMATIVES CAN & SHOULD BE USED FORMATIVELY Students analyze summative test and get opportunity to retest & get credit for higher level of achievement Increased what the student has learned Test results show students had difficulty on a certain target, so the teacher reteaches and retests those targets.
  12. 12. DECIDE WHERE TO KEEP THE INFORMATION Traditionally has been a gradebook Consider something different since we need to track formative assessment
  13. 13. PHYSICAL LOCATION Forms Commercially developed program Combination Differentiate summative and formative May supplement records with student work *Form follows function* Hint – summatives in electronic gradebook but formatives by hand because it is portable
  14. 14. EXAMPLES Figure 9.4 and 9.5 and 9.6
  15. 15. 3 GUIDELINES FOR RECORD-KEEPING 1. Organize entries by learning represented 2. Track information about work habits and social skills separately 3. Record achievement information by raw score, if practical
  16. 16. 1. ORGANIZE ENTRIES BY LEARNING REPRESENTED Organize information by learning targets/clusters to use results of assessments to provide descriptive feedback, plan lessons, & tract progress INSERT FIGURE 9.8
  17. 17. 2. TRACK INFORMATION ABOUT WORK HABITS & SOCIAL SKILLS SEPARATELY Since we use summative assessment to calculate a standards-based grade, track behaviors separately Participation, rule compliance, academic honesty, attitude, neatness, timeliness, attendance, cooperation, and attention contribute to learning. Don’t be broad (ex. Effort). Develop consistency amongst grade level, department, etc. Accurate & fair estimate for reporting.
  18. 18. CONTINUED “All students must know what characteristics contribute to that evaluation, as this helps them to be clear about the behaviors you expect, will be tacking, and will be reporting.” (p.314) Facilitates planning, diagnosing problems, communicating about them, & coming up with solutions If they were together (work & behavior), raising and lowering grades would be only solution to a different range of learning problems Punishment and reward system grades have become doesn’t work for a large population of students
  19. 19. EXTRA CREDIT WORK Does it provide evidence of effort or achievement? Is it a means to a higher grade or a way to engage in and demonstrate further learning? Higher grade – often graded for completion. Problem – only effort points and might inflate the grade. Doesn’t accurately represent achievement level. Don’t use just of add effort points to the grade. Engage in & demonstrate further learning – evaluate work and record score in same as other evidences of achievement. Examine quality of work as it relates to the learning target in the process of mastery. Should relate directly to learning target. Ex. Don’t reward points for bringing in boxes of tissue.
  20. 20. MISSING OR LATE WORK AND CHEATING How should evidence of poor work habits or academic dishonesty be recorded? Lowered grade or 0’s Doesn’t accurately represent students’ levels of achievement Look for other ways to track, correct, and/or give consequences for problems Should not take their evidence of learning away (as a preventative or punishment). Doesn’t change behavior. Prevents us from addressing underlying problems.
  21. 21. CONTINUED Record is too important for informing subsequent instructional decisions in a standards-driven environment. Prevents distortion Solution – MS teacher in Ohio came up with a “grade-free” way of dealing with late work. Students complete a sheet and attach to late work. Solutions progress with number of instances Reported a significant decrease in missing of late work Do you have any other solutions?
  22. 22. CONTINUED Example 9.2 We Get It… You were busy
  23. 23. 3. RECORD ACHIEVEMENT INFORMATION BY RAW SCORE, IF PRACTICAL Raw scores – the number of points awarded in relation to the number possible (ex. 4/5 or 32/38) Give instant access to sample size When we record a % or summative mark, the detail is lost Helps with weighting decisions when it comes to final grades If recording scores from a rubric for summative purposes, it is essential to use the raw scored. If formative, raw score gives more detail. Helps in planning instruction and tracking progress of targets
  24. 24. OPTIONS FOR STUDENT RECORD KEEPING Benefits outweigh effort takes to implement Helps with understand benefits of effort When experience growth, it is a motivation. Engage in self-reflection activities and discuss progress with others
  25. 25. PREREQUISITES TO STUDENT-INVOLVED RECORD KEEPING Assignments & assessments align with learning targets Students know which targets are represented by each assignment and/or assessment Learning targets are clear
  27. 27. TOD What is one way you will change the way you assess your students? Is this formative, summative, or a blend? Should not take their evidence of learning away (as a preventative or punishment). Doesn’t change behavior. Prevents us from addressing underlying problems. Should not take their evidence of learning away (as a preventative or punishment). Doesn’t change behavior. Prevents us from addressing underlying problems.