Looking at Assessment Through an H.E.T. Lens

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Looking at Assessment Through an H.E.T. Lens
H.E.T.

• Sue Pearson, Associate
• susanpiti_at_aol.com

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Assessment agenda
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The lasting measure of good teaching is what the individual student learns and carries away. -- Stanford Erickson
-- Alan Blinder (Princeton),
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Assessment Definition

• Assessment is the process of gathering and
  documenting information about the achievement,
  skills, and abilities of an individual.

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Why Do We Assess Students?

• Assessment is used in an educational setting by
  teachers to accomplish a range of objectives
  including to

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• Learn more about the competencies and
  deficiencies of the individual being tested
• Identify specific problem areas and/or needs
• Evaluate the individual's performance in relation
  to a set of standards or goals
• Provide feedback on effectiveness of instruction
• Predict an individual's aptitudes or future
  capabilities
• Provide for differentiated instruction

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Assessment Tools

• The choice of an assessment tool depends on the
  purpose or goal of an assignment.

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Assessment Tools

• Traditional
• Alternative

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TRADITIONAL ASSESSMENTS

• These tests
• rely on specific, structured procedures and
  instructions given to all test-takers by the test
  administrator (or to be read by the test-takers
  themselves).
• are either norm-referenced or criterion-referenced
  tests.
• allow researchers to compare data from large
  numbers of students or subgroups of students.

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ALTERNATIVE ASSESSMENTS

• These assessments
• provide differentiation
• may be individual, partners, Learning Club, or
  whole class projects/products
• can offer choice (in task, product and MI)
• allow for more individual reflection and the
  steps needed for improvement

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Balanced Assessment

• Balanced assessment should provide BOTH formative
  and summative for information gathering in regard
  to students growth and understanding.

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Learning is a Two-Step Process

• STEP ONE
• Input Stage Pattern seeking meaning making
• First, the brain must detect/identify a pattern
• Second, the brain must make meaning of the
  pattern, including its relationship to other
  patterns

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FORMATIVE ASSESSMENT

• Part of the instructional process
• Provides information needed to adjust teaching
  and learning while they are happening
• Informs teachers and students about student
  understanding at a point when timely adjustments
  can be made
• Adjustments help to ensure students achieve
  targeted learning goals within a specific
  time frame

STUDENTS MUST BE INVOLVED!
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SUMMATIVE ASSESSMENT

• Given periodically at a particular time to assess
  what students know and dont know
• Means to gauge where students are at a particular
  point in time in relation to content standards
• Can only help in certain aspects of the learning
  process
• Taken after instruction

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STUDENTS

• Must be involved as
• Assessors of their own learning
• Resources to other students
• Owners of their own work-motivating!

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• Think of formative assessment as practice.

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• Students are not held accountable
  - this is practice.

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• Formative assessment helps teachers determine
  next steps during the learning process (as the
  instruction approaches the summative assessment
  of student learning).

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Drivers License

• What if you received a grade every time you sat
  behind the wheel?
• What if your final grade for the drivers license
  test was the average of all the grades you
  received while practicing?
• In the beginning of learning to drive, how
  confident or motivated to learn would you feel?
• Would any of the grades you received provide you
  with guidance on what you needed to
  do next to improve your driving skills?

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Learning is a Two-Step Process

• STEP TWO
• Output Stage Building programs to use what we
  understand
• Begins with conscious effort (often with
  guidance)
• and then
• With practice, becomes almost automatic and
  wired into long-term memory.

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SUMMATIVE ASSESSMENT

• Tools that help evaluate
• Effectiveness of program
• School improvement goals
• Alignment of curriculum
• Student placement in specific programs

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SUMMATIVE ASSESSMENT

• EXAMPLES INCLUDE
• State assessments
• District benchmark or interim assessments
• End-of-unit or chapter tests
• End-of-term or semester exams
• Scores that are used for accountability for
  schools (AYP) and students (report card grades).

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SUMMATIVE ASSESSMENT

• REMEMBER TO
• Determine/Create BEFORE teaching unit/component
• Base on have-to-knows rather than
  nice-to-knows (State standards/skills/objective
  s)

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CC
Sam Grade 3 99th Grade 4 91st C
Sam 4/17 Took Test 1-went home sick 4/18-4/22
Absent-strep throat 4/23 Took tests
2-3-4 4/24-4/27 Absent ST relapse
Amanda Grade 3 ELA TEST-77th Subset-reading
comprehension 75th Grade 4 reading comp.
45th
Class Card 10 minute spelling test Class
average 55th
Got to the end of the test and had one row of
circles left over-obviously left one out along
the way which through off all the other answers
Approx. 1 minute after test started, fire
engines, ambulances, emergency vehicles came to
apartment house kitty-corner from-active
fire-kids attention drawn from test
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a.
10.
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ASSESSMENT H.E.T. MODEL

• Assessment is done
• As extension of instruction
• During each phase of the two-step learning
  process
• For immediate adjustment

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ASSESSMENT H.E.T. MODEL

• At any moment during a lesson, the teacher must
  be able to answer 2 questions
• Where in the two-step learning process is this
  student?
• Are there any clues in his/her performance that
  will help me ensure that the student learns the
  first time?

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ASSESSMENT H.E.T. MODEL

• What we want students to UNDERSTAND is clearly
  stated in the key points
• concepts
• significant knowledge
• skills

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ASSESSMENT H.E.T. MODEL

• What we want students to DO with what they
  understand is specifically described in the
  inquiries.

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ASSESSMENT H.E.T. MODEL

• Curriculum for the HET Model
  contains the assessment tools for both formative
  and summative assessment.

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ROLE OF KEY POINTS

• Conceptual Key Points have GUTS-capture BIG ideas
  that apply worldwide
• Ggeneralizable
• Uunderstandable
• Ttransferable
• Ssuccinct clear

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ROLE OF KEY POINTS

• Significant Knowledge Key Points
• Provide information necessary to understand the
  concept where it can be directly experienced
  through the being there location (have-to-knows
  of curriculum)

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ROLE OF KEY POINTS

• Skill Key Points
• Describe those basic skills needed to explore,
  utilize and understand those big ideas (concepts)

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ROLE OF INQUIRIES

• Formative Assessment
• Any inquiry that meets the ABCD2 rule is a
  good candidate for formative assessment.

How will students APPLY what they are learning?
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ABCD2 Rules for Writing Inquiries

• Always start with the action in mind (verb).
• Be specific with your directions-what is the
  inquiry asking students to do? What is the
  application?
• Connect to the key point.
• Require DEEP thinking and real world
  application.
• Dont stop writing until you have enough
  inquiries for each key point to take students
  through mastery to long-term memory.

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3 Cs of Assessment

• Correct
• Complete
• Comprehensive

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3 Cs of Assessment

• Correct-conforming to fact or truth free from
  error accurate
• Complete-having all parts/elements
• Comprehensive-of large scope inclusive
  extensive mental range or grasp often reflective
  of multiple points of view

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3 Cs of Assessment

• When washing a car
• CORRECT The outside of the car has been washed
  and rinsed
• COMPLETE The outside has been washed and
  rinsed the windows have been wiped inside and
  out
• COMPREHENSIVE The outside of the car has been
  washed and rinsed the windows have been wiped
  inside and out mats have been washed and the
  floor has been vacuumed stuff has been
  cleared, the trunk has been organized, and
  receipts have been collected.

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HET Summative Assessment

• Reserved for assessing completion of the last
  (2nd) phase of the Two-Step Learning Process
• Should require the same content (need-to-know) of
  all students but the format may vary

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Authentic Assessment HET Model

• Norm-referenced criteria are drawn from
• Real life rubrics
• What one needs to understand and be able to do as
  an employee, business owner or visitor at the
  being there location

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TWO-STEP LEARNING vs. TYPES OF TEST ITEMS

• STEP 1 PATTERN SEEKING

• STEP TWO PROGRAM BUILDING

• Making meaning Understanding (INPUT)
• Detecting Understanding
• patterns the patterns
• Assessment Q What do you want
• Questions students to understand?
• TEST T/F Items Essay Questions
• ITEM Multiple Choice
• TYPE

• Able to use what is understood (OUTPUT)
• Use with conscious Use automatically
• effort guidance and wired into
• long-term memory
• Q What do you want them to do with
• what they understand?
• Demonstrations with Demonstrations over
• Real-world situations time in
• Different settings

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Transforming Inquiries into Assessment Tools

• First, select an inquiry that asks for the most
  authentic real-world application of the content
  or skill you wish to assess.
• Second, tweak that inquiry so it can provide a
  definitive yes-no determination.
• Lets try one!

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Conceptual Key Point

• A system is a collection of parts and processes
  that interact to perform some function. Many
  things can be looked at as a system or as part of
  a system. To study a system,
  one must define its boundaries and parts.

3-5th grade-MTW-Deb Meyer and Sue Pearson
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INQUIRY 1

• 1) In your Learning Club, analyze a bicycle.
  Experiment with drawing boundaries which would
  define at least three systems within that
  bicycle. Draw the boundaries for each of those
  systems. Record your findings and explain why you
  chose the boundaries you did for each system.
  When might you have to apply this knowledge in
  real life? Share your findings with at least
  one other Learning Club. In your science journal,
  record what you learned from this Learning Club.
  (BK, S, V, ML)

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Elements of a Measurable Test Item

• Who All students (not just the advanced
  students)
• What students should know and be able to apply
  (the concept/skill described in the key point and
  the application as described in the inquiry)
• How well Framed by the inquiries and judged
  against the rubric(s) of the being there location
  and the 3Cs of mastery
• When As described in the inquiry (e.g., within
  the next 10 minutes, by the end of the day, by
  tomorrow morning, by the end of the week.

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INQUIRY 1

• 1) In your Learning Club, analyze a bicycle.
  Experiment with drawing boundaries which would
  define at least three systems within that
  bicycle. Draw the boundaries for each of those
  systems. Record your findings and explain why you
  chose the boundaries you did for each system.
  Explain when you might need this knowledge in
  real life. Share your findings with at least
  one other Learning Club. In your science journal,
  record what you learned from this Learning Club.
  (BK, S, V, ML)

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ASK YOURSELF. . .

• Q1 Is the action required observable and
  specific?

Answer-Mostly yes but the action required needs
tweaking. For example, the what is incomplete.
Add Describe the parts and processes of each of
these systems and the functions these parts and
processes create.
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ASK YOURSELF. . .

• Q2 Would this inquiry as written tell you if
  each member of the Learning Club understood and
  could apply it?

Answer Probably not. Tweak it to make it an
individual task. Change it to read Working
alone, analyze one of the bicycles in the
classroom.
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ASK YOURSELF. . .

• Q3 Does this inquiry provide a time frame for
  completion?

Answer No it does not. Add Complete your work
by Friday afternoon (1PM).
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ASSESSMENT INQUIRY

• Working alone, analyze one of the bicycles in the
  classroom. Then
• Sketch the bicycle.

b. Draw the boundaries for three systems one
which would help you analyze a customers
complaints about brake failure, a second, that
would help you analyze a customers propulsion
problem, and a third system of your choice.
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ASSESSMENT INQUIRY
c. Diagram the parts and processes of each
system. Describe on the diagram the functions
that these parts and processes perform together.
Check your work by physically moving the bicycle
and comparing its movement to the boundaries that
you have drawn for each system.
d. Identify what you believe to be the
part/processes that is the most common cause of
failure of that system. Include this information
on your sketch. Add your work to your
science journal.
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ASSESSMENT INQUIRY
e. Explain a time when this knowledge might help
you in the real world. f. Complete your work by
Friday (1PM). Before submitting your science
journal to the teacher for review, check your
work against the 3Cs of Assessment. Make any
changes to improve your work. Make sure it
represents your personal best efforts.
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TWEAKED ASSESSMENT INQUIRY

• Who a student working alone
• What the learner will do/know and be able to
  apply define boundaries of three or more
  systems
• How by analyzing and identifying three systems
  of a bicycle and describing the parts and
  processes of each of those systems and the
  function the parts and processes create
• How well framed by the inquiries and judged
  according to the 3Cs of mastery
• When by Friday at 1PM

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FINAL QUESTION

• Has the student truly mastered this concept
  (systems) and wired it into his/her long-term
  memory?
• If in doubt, ask the student to select a favorite
  toy with moving parts. Have the student redo the
  inquiry but substitute the toy for the bicycle.

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NEXT STEPS

• Using the HET assessment lens
• Review the state standards/skills-the
  need-to-knows
• Revisit your Conceptual Key Points for clarity
  and big picture focus
• Rewrite/Tweak your inquiries so they meet the
  needs for both formative and summative
  assessment and application in the real world.

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... life is not a multiple choice test, it's an open-book essay exam.
-- Alan Blinder (Princeton),
Alan Blinder, Princeton
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Assessment agenda
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B4E Assessment Resources

• Exceeding Expectations Chapters 16-19
• www.books4educ.com

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Other Assessment Resources

• Rubistar-create rubrics for your inquiries
• http//rubistar.4teachers.org/
• TeAchnology
• http//www.teach-nology.com/web_tools/rubric
  s/
• Project-Based Rubrics
• http//pblchecklist.4teachers.org/index.shtm
  l

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Schools Exceeding Expectations

• From Ordinary to Extraordinary
• Excellence in Education
• April 27-30, 2010
• Site Columbia, SC
• On-Site District Richland School District Two
• Classroom visitations demonstrating Highly
  Effective Teaching (HET) in action
• Breakout sessions and focus strands with HET
  master associates
• Interactive presentations on instructional
  practices and leadership approaches
• Networking opportunities with other schools
  and districts
• Developing Effective First Teaching
  curriculum and instruction
• Visit http//www.thecenter4learning.com/html/ev
  ents/2011/see.htm

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• For additional CFEL information and support
  contact
• Sue Pearson
• susanpiti_at_aol.com