Professional Documents
Culture Documents
for Learning
Kyle Kauffman & David Vega
South Western High School
1.Foundations
2.Quality
3.Depth
Part 1 of 3: Foundations
Assessment for Learning
• Assessment Terminology
• Assessment Research
• Assessment Types and Purpose
• Assessment as Feedback
Assessment
Terminology
measured performance against
achievement established criteria
Increase reliability:
construct several questions assessing
the same concept or skill and analyze
performance over the set.
Common, is key
To Be Data-wise
Increase validity:
Carefully align questions and items
with objectives or standards and
analyze results of classroom
performance against external
assessments
Common, is key
criterion- measurements of performance against
objectives, learning goals, expectations, or
referenced criteria
0 0 0
1 0.34 13.5
5 0.54 20.0
10 0.60 22.5
15 0.66 24.5
20 0.71 26.0
25 0.78 28.5
30 0.82 29.0
How much of the
assessment tools &
practices are common
across grade-level or
course?
Common Assessments...
• are more efficient.
• are more equitable.
• effectively determine if the curriculum is being
learned.
• inform the practice of individual teachers.
• build a team’s capacity to improve its program.
• facilitate a systematic, collective response to
students who are experiencing difficulty.
DuFour (2006)
From Focus...
Schmoker (2011)
Professional Learning
Communities
Four Fundamental Questions that
Drive the Work of a PLC
Identify desired
results.
Determine
acceptable
evidence.
Plan learning
experiences and
G. Wiggins & J. McTighe instruction.
Stages in the Backward Design Process
& the LFS Connection
Identify desired
results.
Determine
acceptable
evidence.
Plan learning
experiences and
G. Wiggins & J. McTighe instruction.
Stages in the Backward Design Process
& the LFS Connection
D.
U.
Identify desired
K.
results. on ts
m en
o m m
Determine C ess
acceptable ss
evidence. A
Plan learning
experiences and
G. Wiggins & J. McTighe instruction.
Units and Lesson Plans
How well do your assessments
measure, provide feedback, and
report achievement towards the
objectives on unit KUD’s?
informs the
learning
process
informs the
evaluation
process
assessment conducted before
diagnostic instruction to determine student
readiness or interests informs the
learning
assessment conducted during learning process
formative to inform teachers and students of
ways to improve learning
- W. James Popham
Formative Assessment
“Formative assessment is a
planned process in which teachers or
students use assessment-based evidence to
adjust what they’re currently doing.”
- W. James Popham
Comparison of
Formative and Summative Assessments
Comparison of
Formative and Summative Assessments
Formative Summative
When
Ongoing throughout unit End of unit or course
administered
To gauge progress toward
How students To monitor understanding
course or grade-level goals &
use the results and adjust tactics
benchmarks
When
Ongoing throughout unit End of unit or course
administered
To gauge progress toward
How students To monitor understanding
course or grade-level goals &
use the results and adjust tactics
benchmarks
When
Ongoing throughout unit End of unit or course
administered
To gauge progress toward
How students To monitor understanding
course or grade-level goals &
use the results and adjust tactics
benchmarks
When
Ongoing throughout unit End of unit or course
administered
To gauge progress toward
How students To monitor understanding
course or grade-level goals &
use the results and adjust tactics
benchmarks
When
Ongoing throughout unit End of unit or course
administered
To gauge progress toward
How students To monitor understanding
course or grade-level goals &
use the results and adjust tactics
benchmarks
Key point 1: Unless specific feedback is provided, it’s not an assessment – just an activity.
Key point 2: Unless opportunities to improve are provided, it’s not an assessment – just an evaluation.
Key point 3: Students should have clear learning targets and continuous specific feedback about their progress towards those targets.
(objectives) (assessment)
Differentiation of Instruction
Enrichment
Pre-assessment
(Diagnostic)
Instruction on
Success New Objectives
Standards
Formative Further Summative
Curriculum
Instruction Assessment(s) Success
Instruction Assessment(s)
Objectives
Evidence for
Needs Improvement Evaluation/Grades
Correctives
Needs Improvement
Adapted from Guskey, T.R. and J.M. Bailey. Developing Grading and Reporting Systems for Student Learning. p. 98 © 2001 Sage Publications
Assessment
Feedback
“Learning can be enhanced to the degree that
students share the challenging goals of
learning, adopt self-assessment and
evaluation strategies, and develop error
detection procedures and heightened
self-efficacy to tackle more challenging tasks
leading to mastery and understanding of lessons.”
- Hattie & Timperley (p 103)
What are the qualities
of effective feedback?
Feedback is effective...
• When it relates to...
• Task (the what)
• Process (the how)
• Self-regulation (the choices)
• When it is not about...
• Self (the who)
Feedback is effective...
• When it is...
• Frequent, positive and specific
• Suggesting ways to improve
• Reinforcing progress
• When it is not negative
(actually produces decreased achievement)
The Gomez family is taking a trip from Kittanning [Pennsylvania] to Atlanta,
Georgia. The trip is 744 miles. They are leaving at 6 a.m. and would like to
arrive at 6 p.m. How fast would they have to drive in order to arrive on time?
Show and explain your work.
Brookhart pg 32
The Gomez family is taking a trip from Kittanning [Pennsylvania] to Atlanta,
Georgia. The trip is 744 miles. They are leaving at 6 a.m. and would like to
arrive at 6 p.m. How fast would they have to drive in order to arrive on time?
Show and explain your work.
Response #1
Work:
12 hours
62 mph
Response #1
Feedback:
Work:
12 hours “This is correct, but
explain why you divided
744 miles ÷ 12 hours = 62
mph — what are you looking
to find? Your
62 mph explanations are
improving — continue to
Explanation: I counted how
many hours they drove which include every piece of
is 12 then divided 12 into 744 data in the explanation.”
to get my answer of 62 mph. Brookhart pg 32
The Gomez family is taking a trip from Kittanning [Pennsylvania] to Atlanta,
Georgia. The trip is 744 miles. They are leaving at 6 a.m. and would like to
arrive at 6 p.m. How fast would they have to drive in order to arrive on time?
Show and explain your work.
Brookhart pg 32
The Gomez family is taking a trip from Kittanning [Pennsylvania] to Atlanta,
Georgia. The trip is 744 miles. They are leaving at 6 a.m. and would like to
arrive at 6 p.m. How fast would they have to drive in order to arrive on time?
Show and explain your work.
Response # 2
Work:
d=rxt
744 = r x 12
12 12 62 = r
Response # 2 Feedback:
Work:
d=rxt
“Good use of the
744 = r x 12 formula.”
12 12 62 = r
D. it adds biomass through photosynthesis. correct answer D. Fisher & N. Frey pg 108
multiple choice items can give feedback to teachers...
distractors based on misconceptions
D. it adds biomass through photosynthesis. correct answer D. Fisher & N. Frey pg 108
Seven Strategies of Assessment for Learning
• Where Am I Going?
• Provide students with clear learning targets
• Where Am I Now?
• Offer regular descriptive feedback
3 New Insights
2 Questions
1 Action
A quality assessment system,
with emphasis on formative assessment,
can drastically improve student learning.
Resources
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Black, Paul, and Dylan Wiliam. "Assessment and Classroom Learning." Assessment in Education: Principles, Policy & Practice 5.1 (1998):
7–74. Print.
Brookhart, Susan M. How to Assess Higher-order Thinking Skills in Your Classroom. Alexandria, VA: ASCD, 2010. Print.
Brookhart, Susan M. How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum
Development, 2008. Print.
Chappuis, Jan. Seven Strategies of Assessment for Learning. Boston: Pearson Education, 2009. Print.
DuFour, Richard. Learning by Doing: a Handbook for Professional Learning Communities at Work. Bloomington, IN: Solution Tree, 2006. Print.
Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA:
Association for Supervision and Curriculum Development, 2007. Print.
Guskey, Thomas R., and Jane M. Bailey. Developing Grading and Reporting Systems for Student Learning. Thousand Oaks: Corwin, 2001.
Print.
Hattie, J., and H. Timperley. "The Power of Feedback." Review of Educational Research 77.1 (2007): 81–112. Print.
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Print.
Popham, W. James. Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Print.
Schmoker, Michael J. Focus: Elevating the Essentials to Radically Improve Student Learning. Alexandria, VA: ASCD, 2011. Print.
Tomlinson, Carol A., and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids.
Alexandria, VA: Association for Supervision and Curriculum Development, 2006. Print.
Wiggins, Grant P., and Jay McTighe. Understanding by Design. Upper Saddle River, NJ: Pearson Education, 2006. Print.