Assessment Literacy

Presentation Slides

www.tenlistlibrary.org

Assessment Literacy

Presentation Slides

www.tenlistlibrary.org

Assessment Literacy

What is the purpose of assessment and what are the different types?

Assessing Student Performance

Assess = from Latin assidre, assess - to sit besides

Means - to make an approximate or tentative judgment

Synonyms: appraise, assess, evaluate, guesstimate, rate, set, value

STANDARD

CURRICULUM

INSTRUCTION

ASSESSMENT

The

STUDENT

Standards-Based Classroom

Three Tiers of Assessment

Drill and Practice

Rehearsal

Performance

Assessment is evidence!

It can take on two fundamental forms…

- a piece of writing
- a picture
- a spread sheet
- a model
- a photograph
- a puppet
- a blueprint

Tangible Product:

Observable Performance:

- a speech
- a recital
- a debate
- a game
- a dance
- a reading
- a routine

High Quality

Classroom Assessment

Educators are asking:

Why am I assessing?

What am I assessing?

What is the best assessment method?

Who do I communicate the assessment results with and how might I do that?

Assessment Literacy

What is balanced assessment and how do I align my target to my method?

A Well Balanced Assessment System

11

Balanced

Assessment

Balanced Assessment includes:

Summative Assessment (of Learning):

How much have students learned as of a particular point in time?

Formative Assessment (for Learning):

How can we use assessments to help students learn more?

Formative Assessment (as Learning): How can we design assessments for students to self-assess?

Target to be Assessed | Assessment Method | |||

Selected Response | Essay | Performance Assessment | Personal Communication | |

Knowledge | Good match | Good match | Not a good match | Partial match |

Reasoning | Partial match | Good match | Good match | Good match |

Performance Skills | Not a good match | Not a good match | Good match | Partial match |

Products | Not a good match | Partial match | Good match | Not a good match |

Types of Performance Assessments

- Photo essay with text
- Comparative observations
- Blue prints
- Power point presentation
- Thinking Maps & Graphic Organizers

Student developed world wide news service

Performance-Based Assessment

Performance Assessment

- Design and construct a motorized vehicle that can produce at least two simultaneous motions in different directions to accomplish a task. When your work is done, you will demonstrate your device and explain how it works.
- You will be given a rubric that will be used to assess your work.

Performance Assessment

Third Grade Problem Solving Task

Your favorite job is a window washer hanging on the side of a building to clean windows. On a weekend trip with your family, you see three motels in a row. You notice that the Holiday Inn is 4 floors and each floor has a total of 7 windows. The Best Western has 6 floors and each floor has a total of 9 windows. The Comfort Inn has 8 floors and each floor has a total of 5 windows.

If you were to wash the windows of the Holiday Inn, how many windows would you wash?

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Please solve this problem in more than one way. You must show your solution visually and with a number sentence. Materials will be provided if you would like to use them.

How are things shaping up?

What Squares

with my

BELIEFS?

3 Points worth REMEMBERING

What QUESTIONS are Circling around in my head?

Webb Depth of Knowledge

Webb Model

- Level 1 — Recall
- Level 2 — Basic Application
- Level 3 — Strategic Thinking
- Level 4 — Extended Thinking

Depth of Knowledge

- Level 1 — Identify this utensil. (fork)
- Level 2 — Explain the function of the fork.
- Level 3 — Identify two examples of when a fork would not be the best utensil for a type of food and explain why.
- Level 4 — Design an investigation to determine the optimal number and length of tines for a salad fork.

Depth of Knowledge

- Level 1 — Identify the tree.
- Level 2 — Explain the function of the leaves.
- Level 3 — Explain how a drought might affect the growth of the tree.
- Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

Depth of Knowledge

- Level 1 — Identify the main characters in this story.
- Level 2 — Which of the following best describes the main characters’ feelings about each other?
- Level 3 — Why do the main characters conflict?
- Level 4 — Interview your friends to compare how they deal with problems with other people.

Standard/DOK Alignment

Science/Mathematics: Constructing, reading, and interpreting data in charts, graphs, and tables

- Level 1 – identify types of charts and graphs
- Level 2 – read/identify/select data represented in a chart or graph
- Level 3 – construct a chart or graph from raw data; interpret data from a chart or graph

How are things shaping up?

What Squares

with my

BELIEFS?

3 Points worth REMEMBERING

What QUESTIONS are Circling around in my head?

Assessment Literacy Day 1

- 101 – Purpose and Types
- 102 – Balanced Assessment (Target to Method)
- 103 – Developmental Stages
- 104 – DOK Level
- 105 – Internal Alignment to Unit
- 106 - Descriptive Feedback

Assessment Literacy

Descriptive vs. Evaluative feedback and the impact on student motivation.

‘You Be George’ Activity

Problem | Learning Target | Right? | Wrong? | Simple mistake? | More study? |

1 | Place Value: I can write numerals in expanded form to 10 thousands place. | x | | | |

2 | Place Value: I can write numerals in expanded form to 10 thousands place. | x | | | |

3 | Place Value: I can write numerals in expanded form to 10 thousands place. | x | | | |

4 | Place Value: I can identify place value to the thousands place. | x | | | |

5 | Place Value: I can arrange numbers in order through the thousands. | x | | | |

6 | Place Value: I can arrange numbers in order through the thousands. | x | | | |

7 | Place Value: I can arrange numbers in order through the thousands. | | x | x | |

Formative Assessment Reflection

Problem | Learning Target | Right? | Wrong? | Simple mistake? | More study? |

8 | Fractions: I can write fractions to match models. | x | | | |

9 | Fractions: I can write fractions to match models. | | x | | x |

10 | Fractions: I can write fractions to match models. | x | | | |

11 | Fractions: I can write fractions to match models. | | x | | x |

12 | Subtraction: I can subtract 3-digit numbers with borrowing. | x | | | |

13 | Subtraction: I can subtract 3-digit numbers with borrowing. | | x | x | |

14 | Subtraction: I can subtract 3-digit numbers with borrowing. | x | | | |

15 | Subtraction: I can subtract 3-digit numbers with borrowing. | | x | x | |

Problem | Learning Target | Right? | Wrong? | Simple mistake? | More study? |

16 | Measurement: I can read time to the nearest minute. | | x | x | |

17 | Measurement: I can read a thermometer. | x | | | |

18 | Measurement: I can illustrate how much a liter is. | | x | | x |

19 | Measurement: I can illustrate how long a centimeter is. | x | | | |

20 | Measurement: I can choose the right tool to measure length, weight, liquid, and distance. | x | | | |

‘You Be George’

I am good at these!

I am pretty good at these, but need to do a little review.

I need to keep learning these.

©2004 ETS/ ATI

‘You Be George’

I am good at these!

1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20

I am pretty good at these, but need to do a little review.

7, 13, 15, 16

I need to keep learning these.

9, 11, 18

©2004 ETS/ ATI

‘You Be George’

I am good at these!

1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 17, 19, 20

I am pretty good at these, but need to do a little review.

7, 13, 15, 16

I need to keep learning these.

9, 11, 18

My next steps for learning include:

Descriptive Feedback

#1 FROM Knowing right answers TO knowing how to behave when answers are not readily apparent

#2 FROM transmitting meaning TO constructing meaning

#3 FROM external evaluation TO self-assessment

Student Work Analysis (SWA): a “quick sorting” of papers

Objectives not met | Objectives partially met | Objectives met | Exceeds Objectives |

List Students + Describe what they typically did | | | |

___% of class | ___% of class | ___% of class | ___% of class |

Determine what each group of students needs next…

How are things shaping up?

What Squares

with my

BELIEFS?

3 Points worth REMEMBERING

What QUESTIONS are Circling around in my head?

Thank you

Dr. Marie Hubley Alcock

www.tenlistlibrary.org