Fair Assessment Practices

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• Fair Assessment Practices
• GRREC
• Cadre B October 2006

Thoughtful Classrooms
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What does it mean to be treated fairly? Does it
mean to be treated exactly like everyone
else? What role, if any, does our individual
differences play in being treated fairly? Do we
all start the race at the same time? With the
same resources? Should these differences be
accounted for?
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Associations

• What symbols, pictures, images, or words come to
  mind when you think of the word fair?
• What symbols, pictures, images or words come to
  mind when you think of the word unfair?

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Think of a Time

• Tool Book Page 35
• Work in groups of THREE.
• Examine an issue (fairness) from three
  perspective.
• Respond Individually in writing, comparing
  stories and perspectives.
• Each member joins a new group, share original
  groups attributes.
• The last triad develops a set of attributes or
  elements critical to the concept being examined.
• Reflect upon what new insights and new learning.

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Think of a Time

• when you were treated differently and felt it
  was unfair.
• when you were treated the same and felt it was
  unfair
• when you treated someone unfairly, knowingly or
  unknowingly

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Geometry of Fairness
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What is fair?

• Is it more fair to be treated equally or is it
  more fair to be treated differently?

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Agree-Disagree

• Mathematical truths cannot be disputed.
• Life is a stage, we all play a part, but few
  people are aware of the play they are in, or the
  part they are playing.
• The shape of the playing field has a dramatic
  impact on how the game is played.
• Science and mathematics are not of much use when
  it comes to solving social problems.
• Handicapping in gold, and in life, makes for an
  even playing field.

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Essential Questions

• What does it mean to be fair?
• How does the playing field in education control
  who wins or who loses?
• How can we make the game of education equitable?

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How can you differentiate instruction to improve
student decision making?
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Graduated Difficulty
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Which task is best for you?
Ironing five wrinkle free blouses. Ironing a
mans suit, shirt and tie. Ironing a frilly
blouse and skirt with pleats.
Sewing a button on. Hemming a pair of
pants. Making a quilt.
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How do people make decisions regarding what they
can and cannot do?
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Assessment as the Great IntimidatorWhy it
doesnt work!
When the brain is in an anxious state of tension,
it draws itself inwardit closes down for
protection.
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Therefore, we must.
Therefore we must..

Drive out the fear of failure and maximize
student learning by INVOLVING students deeply in
assessment, self reflection, record keeping, and
communication.
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• Success
• Curiosity
• Originality
• Relationships
• Engagement

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Adults are not in charge of the learning.
Learners ARE!
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• Students who use assessment themselves to
• set expectations,
• personal learning goals,
• and decide for themselves how high to aim, based
  on their sense of probability of success
• will perform higher than those who do not.

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Think STRATEGICALLY
What are some of the moves you make in your
teaching to help your students become better
decision makers and more self directed learners?
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What would it look like?

• Suppose you wanted to develop a strategy that
  accomplished the goals of
• - better decision making
• on the part of the
• students
• - more student self
• directed learning and
• - allowed you to differentiate
• your instruction.

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Making Students Part of the Assessment

• What skills are needed at each level?
• Which level is most appropriate for my skills and
  comfort level?
• Is this level too hard? Too easy? Should I
  change levels?
• How well did I do?
• Did I make a good choice? Why?
• What learning goals/skills do I need to work on
  to move to the next level?

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Graduated Difficulty/Depth of Knowledge
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Thoughtful Education
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Depth of Knowledge
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Graduated Difficulty
Model Lesson Page 60-61 Binder II Pillar Four
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Examine the four levels

• What makes one level more challenging than the
  next?
• What would you need to know to do to move to the
  next level?

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• Determine the skill you want students to
  practice.
• Establish levels of difficulty.
• Create an answer sheet for the lesson to enable
  students to check their progress.
• Devise a management plan for the classroom.
• Create criteria to assess students progress and
  their ability to work independently.
• Develop questions or discussion material that
  will encourage students to move to the next level.

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Assessment Menu

• Thoughtful Assessment Design

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What do you have when you marry the ideas of Task
Rotation and Graduated Difficulty?
Level Level Level Level
Hook
4 3 2 1
Mastery Interpersonal Understan
ding Self Expressive

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Three Levels of Difficulty
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Task Rotation
Graduated Difficulty
Comprehensive Menu
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What makes a test worth taking?

• If thoughtful assessment means bringing a
  balance to our assessment system so we are able
  to assess students deeply through performance and
  also obtain an understanding of what the student
  knows, understands, is able to do, and attitudes
  in thinking then what role might tests play in
  this system?

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Principles

• Purpose
• Written Narrative
• Requires Students Written Explanation
• Provides Choice
• Involves all Four Styles
• Clear Directions
• Focus on Competency, not just a Grade
• Provides Feedback to the Teacher Students
• Place for Reflection