Assessing Student LearningAssessing Student Learning

Presenters:Presenters:Eric Babbitt Eric Babbitt

& Sherrard Pearce& Sherrard Pearce

WorkshopWorkshop

PurposePurpose

Used with skill, assessment canUsed with skill, assessment can

Motivate the unmotivatedMotivate the unmotivated Restore students’ desire to learnRestore students’ desire to learn Encourage students to keep learning Encourage students to keep learning Create—not simply measure—increased achievementCreate—not simply measure—increased achievement

----Stiggins, Arter, Chappuis, & Chappuis, 2006Stiggins, Arter, Chappuis, & Chappuis, 2006

CLASSROOM ASSESSMENTCLASSROOM ASSESSMENTGUIDING PRINCIPLES:GUIDING PRINCIPLES:

Gather accurate information about Gather accurate information about student achievementstudent achievement

Use assessment process and results Use assessment process and results to promote maximum student learningto promote maximum student learning

Expected Benefits and Expected Benefits and Proven ResultsProven Results

Assessment connected to learningAssessment connected to learning Better instruction focused on standardsBetter instruction focused on standards Profound achievement gains for all students, Profound achievement gains for all students,

with the largest gains for lowest achieverswith the largest gains for lowest achievers More self-managed learning by studentsMore self-managed learning by students

Assessment FOR Learning- Assessment FOR Learning- Seven StrategiesSeven Strategies

• 1. Provide a clear and understandable vision of the 1. Provide a clear and understandable vision of the learning target.learning target.

• 2. Use examples and models of strong and weak work2. Use examples and models of strong and weak work• 3. Offer regular descriptive feedback.3. Offer regular descriptive feedback.• 4. Teach students to self-assess and set goals.4. Teach students to self-assess and set goals.• 5. Design lessons to focus on one aspect of quality at a 5. Design lessons to focus on one aspect of quality at a

time.time.• 6. Teach students focused revision.6. Teach students focused revision.• 7. Engage students in self-reflection, and let them keep 7. Engage students in self-reflection, and let them keep

track of and share their learning.track of and share their learning.

Training GoalsTraining Goals

Every Teacher Will:Every Teacher Will: Know the 4 types of learning targetsKnow the 4 types of learning targets Understand each target typeUnderstand each target type Be able to unpack an objective or standard with Be able to unpack an objective or standard with

competence and confidencecompetence and confidence Begin to consider how this knowledge of Begin to consider how this knowledge of

learning targets applies to your lesson learning targets applies to your lesson objectives, PDSA goals, classroom instructional objectives, PDSA goals, classroom instructional strategies and CFAs.strategies and CFAs.

Teacher / Teacher / ParticipantParticipant

Activities & Key Activities & Key LearningLearning

Learning Targets for Today:Learning Targets for Today:

Define Assessments Define Assessments ofof (summative) (summative) and and forfor (formative) (formative) LearningLearning

Learn 7 Strategies for engaging students Learn 7 Strategies for engaging students in Classroom Assessment in Classroom Assessment forfor Learning Learning

The Goal of Assessment for The Goal of Assessment for Learning…Learning…

FOR TEACHERS TO KNOW:FOR TEACHERS TO KNOW:

How students’ brains work.How students’ brains work.How they learn.How they learn.How to maximize students’ enthusiasm for How to maximize students’ enthusiasm for

learning.learning.

Identify the Type of Achievement Identify the Type of Achievement Target ActivityTarget Activity

Instructions:Instructions:1.1. Divide into equal groups.Divide into equal groups.2.2. Read the objectives for the goal you Read the objectives for the goal you

receive.receive.3.3. Classify each objective into the Classify each objective into the

appropriate type of achievement target appropriate type of achievement target on the worksheet.on the worksheet.

4.4. Each group will read one of their Each group will read one of their objectives and their answer.objectives and their answer.

Now Put It In Kid-Friendly Now Put It In Kid-Friendly LanguageLanguage

See side two of the Deconstructing See side two of the Deconstructing Standards worksheet.Standards worksheet.

I-SS requires that your essentials be I-SS requires that your essentials be posted and in student-friendly language.posted and in student-friendly language.

If you need to adjust your 2If you need to adjust your 2ndnd semester semester essentials based on CFA/PA Data, now is essentials based on CFA/PA Data, now is the time to do so.the time to do so.

Every Teacher Will:Every Teacher Will:

Know the 4 types of learning targetsKnow the 4 types of learning targets Understand each target typeUnderstand each target type Be able to unpack an objective or standard with Be able to unpack an objective or standard with

competence and confidencecompetence and confidence Begin to consider how this knowledge of Begin to consider how this knowledge of

learning targets applies to your lesson learning targets applies to your lesson objectives, PDSA goals, classroom instructional objectives, PDSA goals, classroom instructional strategies and CFAs.strategies and CFAs.

Be able to Match the Assessment Method to the Be able to Match the Assessment Method to the Learning Target.Learning Target.

Carefully select and clarify learning targetsCarefully select and clarify learning targetsDetermine their relative importanceDetermine their relative importanceChose the best assessment methodChose the best assessment methodCarefully write questions or tasks and Carefully write questions or tasks and

scoring guides, and critique them to scoring guides, and critique them to ensure they adhere to standards of qualityensure they adhere to standards of quality

The point is not that we adults don’t The point is not that we adults don’t contribute immensely to student learning. contribute immensely to student learning. We do. We are critical players in teaching, We do. We are critical players in teaching, learning, and assessment. It’s just that we learning, and assessment. It’s just that we are second in rank order of importance as are second in rank order of importance as instructional decision makers.instructional decision makers.

Stiggins, Arter, and ChappuisStiggins, Arter, and Chappuis22

Choose student & teacher success!Choose student & teacher success!

Register for our workshop and receive:Register for our workshop and receive:Differentiated training based on your district or Differentiated training based on your district or

staff needs and prior learning/experiencestaff needs and prior learning/experienceMaterials to help move your teachers forward Materials to help move your teachers forward

with their understandingwith their understandingMaterials that get teachers to reflect and Materials that get teachers to reflect and

analyze their assessmentsanalyze their assessmentsGuaranteed student success!Guaranteed student success!

Classroom Assessment: Classroom Assessment: Moving Learning Forward for Moving Learning Forward for

Teachers and StudentsTeachers and Students

Module 1Module 1 Key 1: Key 1:

Clear Assessment PurposeClear Assessment Purpose

Keynote Video Presentation Keynote Video Presentation Featuring Featuring

Rick StigginsRick Stiggins

FORMATIVE ASSESSMENT:FORMATIVE ASSESSMENT:

All those activities undertaken by All those activities undertaken by teachers and by their students [that] teachers and by their students [that] provide information to be used asprovide information to be used as FEEDBACK to modify the teaching FEEDBACK to modify the teaching and learning activitiesand learning activities in which they in which they are engaged.are engaged.

--Black & Wiliam, 1998--Black & Wiliam, 1998

Research consistently Research consistently shows that regular, high-shows that regular, high-quality quality FORMATIVE FORMATIVE ASSESSMENTASSESSMENT increases increases student achievement.student achievement.

CLASSROOM ASSESSMENTCLASSROOM ASSESSMENTGUIDING PRINCIPLES:GUIDING PRINCIPLES:

Gather accurate information about Gather accurate information about student achievementstudent achievement

Use assessment process and results Use assessment process and results to promote maximum student learningto promote maximum student learning

PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENTINVOLVEMENT

DESIGN

EFFECTIVE COMMUNICATION

Key 1: Key 1: Clear Assessment PurposeClear Assessment Purpose

Always begin by askingAlways begin by askingWhat decisions?What decisions?Who’s making them?Who’s making them?What information will be helpful to What information will be helpful to

them?them?

What’s the PURPOSE for What’s the PURPOSE for assessment?assessment?

Two Purposes for AssessmentTwo Purposes for Assessment

SUMMATIVESUMMATIVE Assessments Assessments OFOF Learning Learning

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

FORMATIVEFORMATIVE Assessments Assessments FORFOR Learning Learning

How can we use assessment information to help students learn How can we use assessment information to help students learn more?more?

Balanced Assessment Balanced Assessment

SummativeSummativeProvides evidence achievement to certify student competence or program effectiveness

Assessment Assessment forfor learning learning

Use assessments to help students assess and adjust their own learning

Formative uses of Formative uses of summative datasummative dataUse of summative evidence to inform what comes next for individuals or groups of students

FormativeFormativeFormal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed

Assessment Assessment forfor learning learning

Use classroom Use classroom assessments to assessments to inform teacher’s inform teacher’s decisionsdecisions

Key 1: Key 1: Clear Assessment PurposeClear Assessment Purpose

Always begin by askingAlways begin by askingWhat decisions?What decisions?Who’s making them?Who’s making them?What information will be helpful to them?What information will be helpful to them?

Key 2:Key 2:Clear Learning TargetsClear Learning Targets

Know what kinds of targets are represented in curriculumKnow what kinds of targets are represented in curriculum KnowledgeKnowledge ReasoningReasoning Performance skillPerformance skill ProductProduct

Master the targets ourselvesMaster the targets ourselves Know which targets each assessment measuresKnow which targets each assessment measures Make learning targets clear to students, too.Make learning targets clear to students, too.

Clarifying Learning TargetsClarifying Learning Targets Begin with state standardsBegin with state standards Order in learning progressions, if neededOrder in learning progressions, if needed Deconstruct into clear learning targets leading Deconstruct into clear learning targets leading

to each standardto each standard Communicate the learning targets in advance Communicate the learning targets in advance

in language students can understandin language students can understand

ProductsProducts

SkillsSkills

ReasoningReasoning

KnowledgeKnowledge

Key 3: Key 3: Sound Assessment DesignSound Assessment Design

Select a Select a proper methodproper method Select or create Select or create quality items, tasks, and quality items, tasks, and

rubricsrubrics SampleSample appropriately appropriately Prevent Prevent biasbias Design assessments so Design assessments so studentsstudents can can self-self-

assessassess and and set goalsset goals based on the results based on the results

Possible Assessment MethodsPossible Assessment Methods Selected ResponseSelected Response

Multiple ChoiceMultiple Choice True/FalseTrue/False MatchingMatching Fill inFill in

Extended Written Response Extended Written Response Performance AssessmentPerformance Assessment Personal CommunicationPersonal Communication

QuestionsQuestions ConferencesConferences InterviewsInterviews

Key 4: Key 4: Effective CommunicationEffective Communication

Provide students with timely, accurate Provide students with timely, accurate descriptive feedbackdescriptive feedback

Involve students in tracking and Involve students in tracking and communicating about their learningcommunicating about their learning

Use grading practices that accurately Use grading practices that accurately communicate about student learning communicate about student learning

Interpret and use standardized test results Interpret and use standardized test results correctlycorrectly

Effective Feedback…Effective Feedback… Describes features of work or performanceDescribes features of work or performance Relates directly to learning targets and/or Relates directly to learning targets and/or

standards of qualitystandards of quality Points out strengths and gives specific Points out strengths and gives specific

information about how to improveinformation about how to improve Occurs during the learning processOccurs during the learning process Limits correctives to the amount of advice Limits correctives to the amount of advice

the student can act onthe student can act on

Key 5: Student InvolvementKey 5: Student Involvement

Students are identified as important users of Students are identified as important users of assessment informationassessment information

Students understand the learning targets and Students understand the learning targets and standards of qualitystandards of quality

Assessments are designed so that students can use Assessments are designed so that students can use the results to self-assess and set goals for further the results to self-assess and set goals for further actionaction

Students keep track of and share their achievementStudents keep track of and share their achievement

Assessment FOR Learning!Assessment FOR Learning!

5 Keys to 5 Keys to Quality Classroom AssessmentQuality Classroom Assessment

Requirement for Success?Requirement for Success?Quality Assessment!Quality Assessment!

AllAll assessment arise from assessment arise from high-quality content high-quality content standardsstandards

AllAll assessments produce assessments produce accurate evidenceaccurate evidence AllAll users use assessment to users use assessment to benefit student learningbenefit student learning

Expected Benefits and Expected Benefits and Proven ResultsProven Results

Assessment connected to learningAssessment connected to learning Better instruction focused on standardsBetter instruction focused on standards Profound achievement gains for all students, Profound achievement gains for all students,

with the largest gains for lowest achieverswith the largest gains for lowest achievers More self-managed learning by studentsMore self-managed learning by students

Classroom Assessment Classroom Assessment forfor Student LearningStudent Learning

Module 1Module 1 Key 1:Clear Assessment Key 1:Clear Assessment

PurposePurpose

Learning Targets for Today:Learning Targets for Today:

Define Assessments Define Assessments ofof (summative) (summative) and and forfor (formative) (formative) LearningLearning

Learn 7 Strategies for engaging students Learn 7 Strategies for engaging students in Classroom Assessment in Classroom Assessment forfor Learning Learning

Hear the experts….Hear the experts….

Rick Stiggins on Assessment Rick Stiggins on Assessment for/offor/of LearningLearning

What does it look like?What does it look like?

SummativeSummative Assessments Assessments OFOF

LearningLearning -How much have -How much have

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

• AutopsyAutopsy• EOG EOG • Report Card GradeReport Card Grade• Project GradeProject Grade• End-Unit-TestEnd-Unit-Test

FormativeFormative Assessments Assessments FOR FOR

LearningLearning How can we use How can we use

assessment information assessment information to help students learn to help students learn more?more?

• Check-upCheck-up• CFAsCFAs• PDSA AssessmentsPDSA Assessments• L to JL to J• Predictive AssessmentsPredictive Assessments• DRADRA

The Goal of Assessment for The Goal of Assessment for Learning…Learning…

FOR TEACHERS TO KNOW:FOR TEACHERS TO KNOW:

How students’ brains work.How students’ brains work.How they learn.How they learn.How to maximize students’ enthusiasm for How to maximize students’ enthusiasm for

learning.learning.

Three Questions that Define Three Questions that Define Students’ Information NeedsStudents’ Information Needs

Effective formative assessments answer these Effective formative assessments answer these three questions :three questions :

Where am I going?Where am I going?

Where am I now?Where am I now?

How can I close the gap?How can I close the gap?

JIGSAW FUN!JIGSAW FUN!

At your table:At your table:Each person choose a different strategy Each person choose a different strategy Become an expert of your strategyBecome an expert of your strategyShare your new knowledge of your strategy Share your new knowledge of your strategy

with your tablewith your table

Assessment FOR Learning- Assessment FOR Learning- Seven StrategiesSeven Strategies

• 1. Provide a clear and understandable vision of the 1. Provide a clear and understandable vision of the learning target.learning target.

• 2. Use examples and models of strong and weak work2. Use examples and models of strong and weak work• 3. Offer regular descriptive feedback.3. Offer regular descriptive feedback.• 4. Teach students to self-assess and set goals.4. Teach students to self-assess and set goals.• 5. Design lessons to focus on one aspect of quality at a 5. Design lessons to focus on one aspect of quality at a

time.time.• 6. Teach students focused revision.6. Teach students focused revision.• 7. Engage students in self-reflection, and let them keep 7. Engage students in self-reflection, and let them keep

track of and share their learning.track of and share their learning.

Where are you?Where are you?

Take a few minutes to consider “Where Take a few minutes to consider “Where Am I Now?” Am I Now?”

Fill out the accompanying document & turn Fill out the accompanying document & turn in to your Instructional Facilitator, please.in to your Instructional Facilitator, please.

Classroom Assessment Classroom Assessment forfor Student LearningStudent Learning

Module 2Module 2 Key 2: Clear TargetsKey 2: Clear Targets

Today’s Training GoalsToday’s Training Goals

Every Teacher Will:Every Teacher Will: Know the 4 types of learning targetsKnow the 4 types of learning targets Understand each target typeUnderstand each target type Be able to unpack an objective or standard with Be able to unpack an objective or standard with

competence and confidencecompetence and confidence Begin to consider how this knowledge of Begin to consider how this knowledge of

learning targets applies to your lesson learning targets applies to your lesson objectives, PDSA goals, classroom instructional objectives, PDSA goals, classroom instructional strategies and CFAs.strategies and CFAs.

We Need Clear Targets To:We Need Clear Targets To: Know if the assessment adequately covers what Know if the assessment adequately covers what

we taughtwe taught Correctly identify what students know and don’t Correctly identify what students know and don’t

knowknow Have students self-assess or set goals for future Have students self-assess or set goals for future

study that are likely to help them learn morestudy that are likely to help them learn more Keep track of student learning target by target or Keep track of student learning target by target or

standard by standardstandard by standard Complete a standards-based report card Complete a standards-based report card

(CASTLE Learning does this already!)(CASTLE Learning does this already!)

Kinds of Achievement TargetsKinds of Achievement Targets

Knowledge – Master factual and Knowledge – Master factual and procedural knowledgeprocedural knowledge

Reason – Use knowledge to reason and Reason – Use knowledge to reason and solve problemssolve problems

Performance – Demonstrate mastery of Performance – Demonstrate mastery of specific performance skillsspecific performance skills

Product – Create quality productsProduct – Create quality products(See handout for verbs to go with each type (See handout for verbs to go with each type

of target)of target)

Identify the Type of Achievement Identify the Type of Achievement Target ActivityTarget Activity

Instructions:Instructions:1.1. Divide into equal groups.Divide into equal groups.2.2. Read the objectives for the goal you Read the objectives for the goal you

receive.receive.3.3. Classify each objective into the Classify each objective into the

appropriate type of achievement target appropriate type of achievement target on the worksheet.on the worksheet.

4.4. Each group will read one of their Each group will read one of their objectives and their answer.objectives and their answer.

Now Put It In Kid-Friendly Now Put It In Kid-Friendly LanguageLanguage

See side two of the Deconstructing See side two of the Deconstructing Standards worksheet.Standards worksheet.

I-SS requires that your essentials be I-SS requires that your essentials be posted and in student-friendly language.posted and in student-friendly language.

If you need to adjust your 2If you need to adjust your 2ndnd semester semester essentials based on CFA/PA Data, now is essentials based on CFA/PA Data, now is the time to do so.the time to do so.

Round Robin ActivityRound Robin Activity

In your groups, take turns responding orally In your groups, take turns responding orally to the following question:to the following question:

How does the knowledge from today’s How does the knowledge from today’s training help us develop more informative training help us develop more informative CFAs based on our lesson objectives and CFAs based on our lesson objectives and PDSA goals?PDSA goals?

For the next CASL PDFor the next CASL PD

We’ll be matching the types of assessment We’ll be matching the types of assessment methods with the type of learning target(s) methods with the type of learning target(s) students need to master.students need to master.

CASL TrainingCASL Training

Focus for TodayFocus for Today

Key 3: Sound Design (Target Key 3: Sound Design (Target Method Match)Method Match)

Today’s Training GoalsToday’s Training Goals

Review the 5 Keys to Quality Classroom Review the 5 Keys to Quality Classroom AssessmentAssessment

Review the 4 Learning TargetsReview the 4 Learning TargetsBe able to Match the Assessment Method Be able to Match the Assessment Method

to the Learning Targetto the Learning Target

Key 3: Assess How? Sound Key 3: Assess How? Sound DesignDesign

Assessment methods matched to learning Assessment methods matched to learning targetstargets

Well written tasks, items, and scoring Well written tasks, items, and scoring guidesguides

Adequate sampleAdequate sampleBias AvoidedBias Avoided

Assessing Learning TargetsAssessing Learning Targets

Selected Response Selected Response Extended Written ResponseExtended Written ResponsePerformance AssessmentPerformance AssessmentPersonal CommunicationPersonal Communication

Selected ResponseSelected Response

(Multiple choice, True/False, Matching, Fill (Multiple choice, True/False, Matching, Fill in the blank, Labeling)in the blank, Labeling)

Extended Written ResponseExtended Written Response

Students create a written answer at least Students create a written answer at least several sentences in length in response to several sentences in length in response to a question or taska question or task

Evaluated with a checklist or rubricEvaluated with a checklist or rubric

Performance AssessmentPerformance Assessment

Assessment based on observation and Assessment based on observation and judgmentjudgment

Consists of tasks and scoring criteriaConsists of tasks and scoring criteria

Personal CommunicationPersonal Communication

Conversations with studentsConversations with studentsQuestions and answersQuestions and answersConferencesConferences InterviewsInterviewsOral examinationsOral examinations

Links Among Achievement Targets Links Among Achievement Targets and Assessment Methodsand Assessment Methods

Table 4.1 (on table)Table 4.1 (on table)

Target Method Match ActivityTarget Method Match Activity

A strong match between method and kind of A strong match between method and kind of learning target results in accurate information learning target results in accurate information gathered as efficiently as possiblegathered as efficiently as possible

A mismatch occurs when the assessment A mismatch occurs when the assessment method is not capable of yielding accurate method is not capable of yielding accurate information about the learning target.information about the learning target.

Place a plus sign (+) in each assessment Place a plus sign (+) in each assessment method column you believe is a strong matchmethod column you believe is a strong match

Share out. Share out.

Next StepsNext StepsAssessment Cycle DevelopmentAssessment Cycle Development

All assessment, regardless of method All assessment, regardless of method selected, go through the same five stages selected, go through the same five stages of development: planning, developing, of development: planning, developing, critiquing, administering, and revising.critiquing, administering, and revising.

Stages in Assessment Stages in Assessment DevelopmentDevelopment

Plan: Assess why? Assess what? Assess Plan: Assess why? Assess what? Assess how? How important?how? How important?

Develop: Determine the sample. Select, create, Develop: Determine the sample. Select, create, or modify test items or tasks and scoring or modify test items or tasks and scoring mechanisms.mechanisms.

Critique: Evaluate for QualityCritique: Evaluate for Quality Administer: Administer the test or assessment.Administer: Administer the test or assessment. Revise: Evaluate test quality based on results Revise: Evaluate test quality based on results

and revise as needed.and revise as needed.

That’s All Folks!That’s All Folks!

Thank you for your participation and Thank you for your participation and attention.attention.

Please plus/delta today’s training .Please plus/delta today’s training .

Classroom Assessment Classroom Assessment forfor

Student LearningStudent LearningModule 4: Module 4:

Assessment Planning Assessment Planning and and

DevelopmentDevelopment

The Connection Between Clear The Connection Between Clear Targets and Assessment QualityTargets and Assessment Quality

Assessments of learning must reflect what Assessments of learning must reflect what has actually been taught and what has actually been taught and what students have had an opportunity to learn.students have had an opportunity to learn.

What happens when assessments of What happens when assessments of learning don’t do this? How might it impact learning don’t do this? How might it impact instruction? How might it impact students?instruction? How might it impact students?

Today will equip us to plan for and Today will equip us to plan for and develop high quality assessments.develop high quality assessments.

•What was being assessed on this test?

•What does the smiley face indicate? What does the “M” indicate?

•What were the learning targets?

•Does the “grade” reflect level of learning vs. requirements?

Step 1: Analyze your test item by item NCTM STANDARDS REPRESENTED

1.

NUMBER SENSE (3)

2. REPRESENTATION

(1)

3. PROBLEM SOLVING /

NUMBER OPERATIONS

(1)

4. NUMBER

OPERATIONS (4)

5. NUMBER SENSE

(3)

6. ALGEBRA

(2)

7. MEASUREMENT

(1)

8. ALGEBRA

(2)

9. NUMBER SENSE

(1)

10 MEASUREMENT

(4)

11. NUMBER SENSE

(7)

12. NUMBER

OPERATIONS (1)

13. DATA ANALYSIS &

PROBABILITY (3)

14. MEASUREMENT

(1)

15. MEASUREMENT

(1)

16. NUMBER SENSE

(1)

Step 2: Organize the learning targets into a test planStep 2: Organize the learning targets into a test plan

Claire’s Math Claire’s Math Page 33Page 33

446,86,8Algebra: number patters, number sentencesAlgebra: number patters, number sentences

331313Data Analysis & Probability: Tables, charts, Data Analysis & Probability: Tables, charts, & graphs& graphs

777,10,14,157,10,14,15Measurement: Identify correct unitsMeasurement: Identify correct units

1133Problem Solving/Add with carryProblem Solving/Add with carry

554,124,12Number Operations: Fractions, multiply by Number Operations: Fractions, multiply by 2, subtract with borrowing2, subtract with borrowing

1122RepresentationRepresentation

15151, 5, 9, 11, 161, 5, 9, 11, 16Number Sense: Place ValueNumber Sense: Place Value

# of points# of pointsItem #sItem #sLearning TargetLearning Target

Now look back at Claire’s test & Now look back at Claire’s test & discuss:discuss:

Whether the test actually assesses what Whether the test actually assesses what the teacher taughtthe teacher taught

How student results on this test might help How student results on this test might help inform the teacher’s lesson planning.inform the teacher’s lesson planning.

Conditions under which this test should be Conditions under which this test should be graded and the grade placed in the grade graded and the grade placed in the grade book.book.

Overall conclusions about Claire’s math Overall conclusions about Claire’s math test.test.

Analyze Your Own Assessment for Analyze Your Own Assessment for Clear TargetsClear Targets

1.1. Analyze the test item by item. Analyze the test item by item. (we already did this)(we already did this)

2.2. Organize the learning targets into a test plan. Organize the learning targets into a test plan. (see slide 19) (see slide 19)

3.3. Question your test plan.Question your test plan.• Number of points = relative importance of Number of points = relative importance of

targets?targets?• Number of points = amount of Number of points = amount of

instructional time on each target?instructional time on each target?• Any targets left out?Any targets left out?• How does assessment and instruction How does assessment and instruction

match content standards?match content standards?

Page 34Page 34

Analyze Your Own Assessment for Analyze Your Own Assessment for Clear TargetsClear Targets

1.1. Analyze the test item by item.Analyze the test item by item.

2.2. Organize the learning targets into a Organize the learning targets into a test plan. test plan.

3.3. Question your test plan.Question your test plan.

4.4. Adjust your test plan.Adjust your test plan.

5.5. Draw conclusions/adjust the Draw conclusions/adjust the test.test.

How could Claire’s teacher complete 4 & 5 above in order to improve the assessment given to Claire’s class?

Keys to Quality Classroom AssessmentKeys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment

Effectively Used

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Overview of Stages in Assessment Overview of Stages in Assessment DevelopmentDevelopment

All assessments, regardless of method All assessments, regardless of method selected, go through the same five selected, go through the same five

stages of development:stages of development:

1.1. PlanningPlanning

2.2. DevelopingDeveloping

3.3. CritiquingCritiquing

4.4. AdministeringAdministering

5.5. RevisingRevising

Stage One - PlanningStage One - Planning

Assess WHY?Assess WHY?Determine the intended use of an Determine the intended use of an

assessment assessment Identify the learning targets to be Identify the learning targets to be

assessed (WHAT?)assessed (WHAT?)Select the proper assessment Select the proper assessment

method (HOW?)method (HOW?)

Stage Two - DevelopingStage Two - Developing

Select or create test items or tasksSelect or create test items or tasksSelect or create scoring mechanisms Select or create scoring mechanisms

(rubric, scantron, etc.)(rubric, scantron, etc.)

Stage 2: Develop the AssessmentStage 2: Develop the AssessmentLearning Targets Type of Target Assessment

MethodPercentImportance

1.03a – I can explain personal responses to lit. based on evidence from the text.

Reasoning Extended Response

40 % Provide 2 excerpts from lit. text to support your opinion of the main character.

1.03b – I can examine my own personal views & make connections to a text.

Reasoning Extended Response

40% Use evidence from the text to support your opinion of the way the main character solved the conflict

Learning Target

Type of Target

Assessment Method

Percent Importance

Stage Three - CritiquingStage Three - Critiquing

Evaluate to avoid bias or Evaluate to avoid bias or misrepresentationmisrepresentation

Evaluate for qualityEvaluate for quality

Reminder: March focus

Stage Four - AdministeringStage Four - Administering

Simply administer the assessment to Simply administer the assessment to studentsstudents

Reminder: You’ll do this between March & April CASL sessions.

Stage Five - RevisingStage Five - Revising

Evaluate test quality based on Evaluate test quality based on results.results.

Problems with questions?Problems with questions?Problems with tasks?Problems with tasks?Problems with scoring?Problems with scoring?

Reminder: April focus; will use the classroom assessment you created

Next steps: CASLNext steps: CASL

Use test plan document Use test plan document to create a classroom to create a classroom assessment (not a CFA). assessment (not a CFA). Bring it to the next Bring it to the next training on CASL.training on CASL.

Classroom Assessment Classroom Assessment forfor

Student LearningStudent Learning

Module 5:Module 5:

Assessment CritiquingAssessment Critiquing

Before we begin…Before we begin…

Make sure you have a copy of Make sure you have a copy of your assessment for today’s your assessment for today’s Professional DevelopmentProfessional Development

Keys to Quality Classroom AssessmentKeys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?

What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment

Effectively Used

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Overview of Stages in Assessment Overview of Stages in Assessment DevelopmentDevelopment

All assessments, regardless of method All assessments, regardless of method selected, go through the same five selected, go through the same five

stages of development:stages of development:

1.1. PlanningPlanning

2.2. DevelopingDeveloping

3.3. CritiquingCritiquing

4.4. AdministeringAdministering

5.5. RevisingRevising

Stage One - PlanningStage One - Planning

Assess WHY?Assess WHY?Determine the intended use of an Determine the intended use of an

assessmentassessment Identify the learning targets to be Identify the learning targets to be

assessedassessedSelect the proper assessment methodSelect the proper assessment method

Stage Two - DevelopingStage Two - Developing

Select or create test items or tasksSelect or create test items or tasksSelect or create scoring mechanisms Select or create scoring mechanisms

(rubric, scantron, etc.)(rubric, scantron, etc.)

Stage Three - CritiquingStage Three - Critiquing

Evaluate to avoid bias or Evaluate to avoid bias or misrepresentationmisrepresentation

CritiqueCritiqueWorking DefinitionWorking Definition

Going back over the assessment to see if Going back over the assessment to see if you have completed or addressed all the you have completed or addressed all the necessary components of sound necessary components of sound assessment design.assessment design.

BiasBiasWorking DefinitionWorking Definition

Anything in the assessment, or the Anything in the assessment, or the conditions under which the assessment conditions under which the assessment was given, including student barriers, that was given, including student barriers, that would lead to inaccurate measurements of would lead to inaccurate measurements of student learning.student learning.

Basic Components of Sound Assessment Basic Components of Sound Assessment Design – Selecting an Assessment Design – Selecting an Assessment

MethodMethodWill the assessment method(s) chosen Will the assessment method(s) chosen

accurately reflect the learning target(s) to accurately reflect the learning target(s) to be assessed? In other words have you be assessed? In other words have you done your target-method match?done your target-method match?

Basic Components of Sound Basic Components of Sound Assessment Design - SamplingAssessment Design - Sampling

Do the learning targets represent what Do the learning targets represent what was taught?was taught?

Does the relative importance of each Does the relative importance of each learning target match its relative learning target match its relative importance during instruction? Have you importance during instruction? Have you considered how much instruction time was considered how much instruction time was spent on a target and represented that spent on a target and represented that target accordingly on the assessment?target accordingly on the assessment?

Is the sample size large enough to inform Is the sample size large enough to inform the decisions intended to be made.the decisions intended to be made.

Basic Components of Sound Basic Components of Sound Assessment Design – Item QualityAssessment Design – Item Quality

Do the assessment items, exercises, Do the assessment items, exercises, scoring procedure, and scoring scoring procedure, and scoring guides/rubrics adhere to standards of guides/rubrics adhere to standards of quality?quality?

(This is something we will look at much (This is something we will look at much more in-depth next year. For now, look more in-depth next year. For now, look carefully at each test item and do your carefully at each test item and do your best to determine whether it is a quality best to determine whether it is a quality test item.)test item.)

Basic Components of Sound Assessment Basic Components of Sound Assessment Design – Avoiding Potential Sources of Design – Avoiding Potential Sources of

Bias and DistortionBias and Distortion Is there anything in the assessment itself or Is there anything in the assessment itself or

in the conditions under which it is in the conditions under which it is administered that could lead to inaccurate administered that could lead to inaccurate estimates of student learning?estimates of student learning?

Will accommodations made for diverse Will accommodations made for diverse student characteristics result in any student characteristics result in any distortions in the final judgment of student distortions in the final judgment of student learning?learning?

Are instructions present, clear, and concise?Are instructions present, clear, and concise?

Stage Four - AdministeringStage Four - Administering

Simply administer the assessment to Simply administer the assessment to studentsstudents

Stage Five - RevisingStage Five - Revising

Problems with questionsProblems with questionsProblems with tasksProblems with tasksProblems with scoringProblems with scoring

CASL Content Connects to the CASL Content Connects to the FollowingFollowing

NC Professional Teaching Standards:NC Professional Teaching Standards:

Standard II bStandard II bStandard III a, bStandard III a, bStandard IV a, b, c, hStandard IV a, b, c, hStandard V a, b, cStandard V a, b, c

CASL CASL Stages in Assessment Stages in Assessment

DevelopmentDevelopment

Stage 5:Stage 5:

Revise the AssessmentRevise the Assessment

What have we done?What have we done?

Carefully selected and clarified learning Carefully selected and clarified learning targets,targets,

Determined their relative importance,Determined their relative importance,Chosen the best assessment method,Chosen the best assessment method,Carefully written questions or tasks and Carefully written questions or tasks and

scoring guides, and critiqued them to scoring guides, and critiqued them to ensure they adhere to standards of quality.ensure they adhere to standards of quality.

We’re finished, right?We’re finished, right?

Keys to Quality Classroom Assessment

Clear PurposesWhy Assess?

What’s the purpose?Who will use results?

Clear TargetsAssess What?

What are the learning targets?Are they clear?Are they good?

Good DesignAssess How?What method?Sampled how?

Avoid bias how?

Sound CommunicationCommunicate How?

How manage information?How report?

Accurate Assessment

Effectively Used

Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

““What really counts What really counts happens after the happens after the

assessments.”assessments.”

Thomas GuskeyThomas Guskey

What do you do with the Data?What do you do with the Data?

In your table groups, discuss your In your table groups, discuss your findings from the preliminary findings from the preliminary work on your assessment data.work on your assessment data.

Test RevisionTest Revision

Beginning Questions:Beginning Questions:1.1. Did you get any feedback from your students?Did you get any feedback from your students?2.2. Were there questions or parts of the test that Were there questions or parts of the test that

were a surprise or that were confusing to the were a surprise or that were confusing to the students?students?

3.3. Did they know the answer but could not find it?Did they know the answer but could not find it?4.4. Did they finish the assessment? If not, why?Did they finish the assessment? If not, why?5.5. Did they rush to finish at the end? Why?Did they rush to finish at the end? Why?6.6. Did any student question their grade? WhyDid any student question their grade? Why7.7. Were students given the time to go back Were students given the time to go back

through and check their work?through and check their work?

Test RevisionTest Revision

The BIG questions:The BIG questions:Did this assessment really inform you of Did this assessment really inform you of

what students need to be able to know what students need to be able to know and do based on what you taught?and do based on what you taught?

Did your instruction fall short on the Did your instruction fall short on the target(s) you taught?target(s) you taught?

How will you adjust your instruction to How will you adjust your instruction to ensure all students master the essential ensure all students master the essential content taught?content taught?

The point is not that we adults don’t The point is not that we adults don’t contribute immensely to student learning. contribute immensely to student learning. We do. We are critical players in teaching, We do. We are critical players in teaching, learning, and assessment. It’s just that we learning, and assessment. It’s just that we are second in rank order of importance as are second in rank order of importance as instructional decision makers.instructional decision makers.

Stiggins, Arter, and ChappuisStiggins, Arter, and Chappuis22

Your Ticket OUT!Your Ticket OUT!

Complete the surveyComplete the survey

““Where Am I Now?”Where Am I Now?”

This is our feedback for your learning This is our feedback for your learning this year.this year.

Thank You!Thank You!