Assessment Literacy

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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 1identify types of charts and graphs
  • Level 2read/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

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