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Assessing Student Learning

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Assessing Student Learning Introductory Presentation Secondary From Assessment Training Institute, and Classroom Assessment FOR Student Learning, Stiggins, Arter ... – PowerPoint PPT presentation

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Title: Assessing Student Learning


1
Assessing Student Learning
  • Introductory Presentation
  • Secondary
  • From Assessment Training Institute, and
  • Classroom Assessment FOR Student Learning,
  • Stiggins, Arter, Shappuis and Shappuis

2
Used with skill, assessment can
  • Motivate the unmotivated
  • Restore students desire to learn
  • Encourage students to keep learning
  • Createnot simply measureincreased achievement
  • --Stiggins, Arter, Chappuis, Chappuis, 2006

3
Think of a time you were assessed and it was a
negative experience. What made it negative?
4
Now think of a time you were assessed and it was
a positive experience. What made it positive?
5
New Mission, New Beliefs Keynote Presentation
Featuring Rick Stiggins
6
FORMATIVE ASSESSMENT All those activities
undertaken by teachers and by their students
that provide information to be used as FEEDBACK
to modify the teaching and learning activities in
which they are engaged. --Black Wiliam, 1998
7
Research consistently shows that regular,
high-quality FORMATIVE ASSESSMENT increases
student achievement.
8
CLASSROOM ASSESSMENT GUIDING PRINCIPLES
  • Gather accurate information about student
    achievement
  • Use assessment process and results to promote
    maximum student learning

9
ACCURACY
EFFECTIVE USE
PURPOSE
STUDENT INVOLVEMENT
TARGET
10
ACCURACY
EFFECTIVE USE
PURPOSE
11
Key 1 Clear Assessment Purpose
  • Always begin by asking
  • What decisions?
  • Whos making them?
  • What information will be helpful to them?

12
Whats the PURPOSE for assessment?
13
Two Purposes for Assessment
  • SUMMATIVE
  • Assessments OF Learning
  • How much have students learned as of a particular
    point in time?
  • FORMATIVE
  • Assessments FOR Learning
  • How can we use assessment information to help
    students learn more?

14
Balanced Assessment
Summative Provides evidence achievement to
certify student competence or program
effectiveness
Formative Formal and informal processes teachers
and students use to gather evidence to directly
improve the learning of students assessed
Assessment for learning Use assessments to help
students assess and adjust their own learning
Formative uses of summative data Use of summative
evidence to inform what comes next for
individuals or groups of students
Assessment for learning Use classroom assessments
to inform teachers decisions
15
Key 1 Clear Assessment Purpose
  • Always begin by asking
  • What decisions?
  • Whos making them?
  • What information will be helpful to them?

16
Key 2 Clear Learning Targets
  • Know what kinds of targets are represented in
    curriculum
  • Knowledge
  • Reasoning
  • Performance skill
  • Product
  • Master the targets ourselves
  • Know which targets each assessment measures
  • Make learning targets clear to students, too.

17
Clarifying Learning Targets
  • Begin with state standards
  • Order in learning progressions, if needed
  • Deconstruct into clear learning targets leading
    to each standard
  • Communicate the learning targets in advance in
    language students can understand

18
Products Skills Reasoning Knowledge
19
Key 3 Sound Assessment Design
  • Select a proper method
  • Select or create quality items, tasks, and
    rubrics
  • Sample appropriately
  • Prevent bias
  • Design assessments so students can self-assess
    and set goals based on the results

20
Possible Assessment Methods
  • Selected Response
  • Multiple Choice
  • True/False
  • Matching
  • Fill in
  • Extended Written Response
  • Performance Assessment
  • Personal Communication
  • Questions
  • Conferences
  • Interviews

21
Key 4 Effective Communication
  • Provide students with timely, accurate
    descriptive feedback
  • Involve students in tracking and communicating
    about their learning
  • Use grading practices that accurately communicate
    about student learning
  • Interpret and use standardized test results
    correctly

22
My definition of feedback Characteristics of
effective feedback
23
Effective Feedback
  • Describes features of work or performance
  • Relates directly to learning targets and/or
    standards of quality
  • Points out strengths and gives specific
    information about how to improve
  • Occurs during the learning process
  • Limits correctives to the amount of advice the
    student can act on

24
Key 5 Student Involvement
  • Students are identified as important users of
    assessment information
  • Students understand the learning targets and
    standards of quality
  • Assessments are designed so that students can use
    the results to self-assess and set goals for
    further action
  • Students keep track of and share their
    achievement
  • Assessment FOR Learning!

25
5 Keys to Quality Classroom Assessment
26
Requirement for Success? Quality Assessment!
  • All assessment arise from high-quality content
    standards
  • All assessments produce accurate evidence
  • All users use assessment to benefit student
    learning

27
Expected Benefits and Proven Results
  • Assessment connected to learning
  • Better instruction focused on standards
  • Profound achievement gains for all students, with
    the largest gains for lowest achievers
  • More self-managed learning by students
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