Classroom assessment

Classroom assessmentClassroom assessment

All the processes involved in making All the processes involved in making decisions about students’ learning decisions about students’ learning progress.progress.

It’s more than just grades and tests!!It’s more than just grades and tests!!

The role of assessmentThe role of assessment

Teach

Assess

Plan

There is a cycle of planning, teaching, and assessing that insures students are learning.

This is the cycle around which I built my Educational Psychology schema (back in session 1)

Formative and summative Formative and summative evaluationevaluation

Formative evaluation: occurs before or Formative evaluation: occurs before or during instruction and is used to provide during instruction and is used to provide feedback to students and to monitor their feedback to students and to monitor their growth.growth.

Summative evaluation: occurs after Summative evaluation: occurs after instruction on a given topic and is used for instruction on a given topic and is used for grading purposes.grading purposes.

How to remember formative vs. How to remember formative vs. summative summative

SummSummative happens at the end—like a ative happens at the end—like a summsummary.ary.

FormFormative happens while instruction is ative happens while instruction is taking place (while students’ taking place (while students’ understanding is still understanding is still formforming). ing).

Types of Formative EvaluationTypes of Formative Evaluation

Pretest: formative test for assessing Pretest: formative test for assessing students’ knowledge, readiness, and students’ knowledge, readiness, and abilities.abilities.

Diagnostic test: formative test to Diagnostic test: formative test to determine students’ areas of weakness.determine students’ areas of weakness.

Why use formative Why use formative assessment?assessment?

If you want your lessons to be in students’ If you want your lessons to be in students’ “zone of proximal development,” then you “zone of proximal development,” then you need to know what they know (pre-assess need to know what they know (pre-assess or test) or where they are or test) or where they are misunderstanding (diagnostic test). misunderstanding (diagnostic test).

Why use formative Why use formative assessment?assessment?

If you want to know the effect of a lesson If you want to know the effect of a lesson or series of lessons, then you can do a or series of lessons, then you can do a pre-test, teach the lessons, and then do a pre-test, teach the lessons, and then do a post-test in order to find out how well you post-test in order to find out how well you taught this group of students.taught this group of students.

Formative assessmentFormative assessment

Remember that assessment is not just tests, so Remember that assessment is not just tests, so you can do a “pre-test” that is not really a test. you can do a “pre-test” that is not really a test. For example, music teachers can have students For example, music teachers can have students sight-read a new piece of music as a “pre-test.” sight-read a new piece of music as a “pre-test.” Math teachers can have students try out a Math teachers can have students try out a worksheet as a “pre-test.” A KWL (a worksheet as a “pre-test.” A KWL (a collaborative chart where students tell “what they collaborative chart where students tell “what they Know, what they Want to learn, and what they Know, what they Want to learn, and what they have Learned) can be a formative assessment.have Learned) can be a formative assessment.

Measurement and EvaluationMeasurement and Evaluation

Measurement: the process of gathering Measurement: the process of gathering information about learning.information about learning.

Evaluation: the process of making Evaluation: the process of making decisions on the basis of measurements.decisions on the basis of measurements.

These contribute to the planning phase of the assessment cycle.

Types of measurementTypes of measurement

Informal measurement is the process of Informal measurement is the process of gathering incidental information about gathering incidental information about learning progress during learning activities learning progress during learning activities and discussions with students.and discussions with students.

Formal measurement is the process of Formal measurement is the process of systematically gathering information about systematically gathering information about learning progress.learning progress.

Good teachers are always “kid watching”—seeing what is going on with individual students as they participate in classroom activities. These teachers often make notes of what they observe and use this information not only in lesson planning but also in parent-teacher conferences.

Systematic assessmentSystematic assessment

Students can get lost in the cracks. A Students can get lost in the cracks. A quiet student sitting in the back may not quiet student sitting in the back may not attract your attention.attract your attention.

You need to know what is going on with You need to know what is going on with each student in your classroom; this is each student in your classroom; this is your responsibility as a teacher.your responsibility as a teacher.

You need to systematically collect You need to systematically collect assessment information on every student. assessment information on every student.

ValidityValidity

This is an indicator of the extent to which This is an indicator of the extent to which an assessment actually measures what it an assessment actually measures what it is supposed to measure. is supposed to measure.

Is the measure aligned with your goals as Is the measure aligned with your goals as a teacher?a teacher?

Is the measure aligned with what Is the measure aligned with what happened in the classroom?happened in the classroom?

Is the measure based on students’ abilities Is the measure based on students’ abilities rather than on personality or likability?rather than on personality or likability?

Examples of invalid assessmentExamples of invalid assessment

Students have been learning music in major Students have been learning music in major keys. The teacher tests their sight reading with keys. The teacher tests their sight reading with a piece in a minor key.a piece in a minor key.

Inner city students have been learning about Inner city students have been learning about writing. The teacher gives them a writing prompt writing. The teacher gives them a writing prompt about “a day on a farm.” about “a day on a farm.”

Students have been using manipulatives. The Students have been using manipulatives. The teacher gives them a test where they cannot use teacher gives them a test where they cannot use these aids.these aids.

Learning disabled (with difficulty reading and Learning disabled (with difficulty reading and writing) students have been learning about the writing) students have been learning about the Civil War. The teacher gives them a written test.Civil War. The teacher gives them a written test.

If you were the teacher, how would you improve the validity in each of these situations?

ReliabilityReliability

A description of the extent to which A description of the extent to which measurements are consistent and free measurements are consistent and free from errors of measurement.from errors of measurement.

A bathroom scale is useless A bathroom scale is useless

if it is not reliableif it is not reliable So are measurements we useSo are measurements we use

in schoolsin schoolsRemember, reliability is not everything. A test of toe length could be reliable but not particularly useful in the education world.

Reliability on teacher-made Reliability on teacher-made assessmentsassessments

Use a sufficient number of items or tasks Use a sufficient number of items or tasks and look for consistency of student and look for consistency of student performance across tasks.performance across tasks.

Ensure that directions are clear so Ensure that directions are clear so students know what is expected of them.students know what is expected of them.

Identify specific criteria to evaluate Identify specific criteria to evaluate students’ performance.students’ performance.

Administer assessments in similar ways Administer assessments in similar ways for all students. for all students.

Traditional Assessment StrategiesTraditional Assessment Strategies

Patterns of assessmentPatterns of assessment Constructing testsConstructing tests

Getting the Most from Getting the Most from Traditional AssessmentTraditional Assessment

Planning for TestingPlanning for Testing Objective Testing: multiple-choice, matching, Objective Testing: multiple-choice, matching,

true/false, short answer, and fill-in tests; scoring true/false, short answer, and fill-in tests; scoring answers does not require interpretation.answers does not require interpretation.

Essay TestingEssay Testing

Planning for testingPlanning for testing

When?When? FrequentlyFrequently Soon after material is learnedSoon after material is learned Cumulative Cumulative

Judging textbook textsJudging textbook texts

Identify your objective first and then see if Identify your objective first and then see if the textbook test helpsthe textbook test helps

Feel free to adapt to the realities of your Feel free to adapt to the realities of your classclass

Tests from the text are less valid if you Tests from the text are less valid if you make multiple adaptations.make multiple adaptations.

Make sure what gets taught matches what Make sure what gets taught matches what gets tested.gets tested.

Making testsMaking tests

Each item on a test should be valid—Each item on a test should be valid—students who know the information should students who know the information should get the item right and students who do not get the item right and students who do not know the information should get it wrong.know the information should get it wrong.

In the next few slides, we will discuss In the next few slides, we will discuss some of your favorite types of test items: some of your favorite types of test items: multiple choice, matching, true/false, multiple choice, matching, true/false, completion, essays, and rubrics.completion, essays, and rubrics.

Multiple choiceMultiple choice

Multiple-choice format is a measurement format Multiple-choice format is a measurement format that consists of a question or statement, called a that consists of a question or statement, called a stem, and a series of answer choices. The stem, and a series of answer choices. The individual responding to the items chooses the individual responding to the items chooses the correct or best answer.correct or best answer.

Distracters: the incorrect alternatives, so-called Distracters: the incorrect alternatives, so-called because they are designed to distract students because they are designed to distract students who don’t understand the content being who don’t understand the content being measured in the item.measured in the item.

Stem: the question part of a multiple-choice Stem: the question part of a multiple-choice item.item.

Stem and distractorsStem and distractors

Stem: should pose one question or Stem: should pose one question or problem.problem.

Distracters: should reflect common Distracters: should reflect common misconceptions. Should be grammatically misconceptions. Should be grammatically consistent with the stem—otherwise the consistent with the stem—otherwise the grammar will give away which distracter is grammar will give away which distracter is correct. correct.

You can assess higher-level thinking with You can assess higher-level thinking with multiple choice questions. multiple choice questions.

MatchingMatching

Matching format: a measurement format that requires learners Matching format: a measurement format that requires learners to classify a series of examples using the same alternatives.to classify a series of examples using the same alternatives.

Content should be homogeneous (all material of the same Content should be homogeneous (all material of the same type).type).

Use more statements than alternatives so students can’t use Use more statements than alternatives so students can’t use elimination to get items right.elimination to get items right.

Let students know that alternatives can be used more than Let students know that alternatives can be used more than once or not at all (keeps students from guessing instead of once or not at all (keeps students from guessing instead of knowing).knowing).

Keep the material all on one page—if you have material for Keep the material all on one page—if you have material for more than one page, break it up into two different groups.more than one page, break it up into two different groups.

Don’t overload students’ working memories with excessively Don’t overload students’ working memories with excessively long matching items—if you have more than ten possibilities, long matching items—if you have more than ten possibilities, break the item into two. break the item into two.

True-falseTrue-false

True-false format is a measurement format that True-false format is a measurement format that includes statements of varying complexity that includes statements of varying complexity that learners have to judge as being correct or learners have to judge as being correct or incorrect.incorrect.

Don’t put both a true fact and a false fact in the Don’t put both a true fact and a false fact in the same item.same item.

““Most” is a hint that the item is true.Most” is a hint that the item is true. ““Never” and “always” are hints that the item is Never” and “always” are hints that the item is

false. false. Negative wording can be confusing.Negative wording can be confusing.

CompletionCompletion

Completion format is a measurement Completion format is a measurement format that includes a question or an format that includes a question or an incomplete statement that requires the incomplete statement that requires the learner to supply appropriate words, learner to supply appropriate words, numbers, or symbols.numbers, or symbols.

It is very difficult to create completion It is very difficult to create completion items where only one answer is correct. items where only one answer is correct.

These items usually measure low-level These items usually measure low-level forms of thinking. forms of thinking.

EssayEssay

Essay format is a measurement format that Essay format is a measurement format that requires students to make extended written requires students to make extended written responses to questions or problems.responses to questions or problems.

They assess creative and critical thinkingThey assess creative and critical thinking They measure progress students make in They measure progress students make in

creating and defending thesis statements.creating and defending thesis statements. They change how students study and learn.They change how students study and learn. Scoring them is a challenge.Scoring them is a challenge. They can be ambiguous.They can be ambiguous.

RubricsRubrics

A rubric is a scoring scale that describes the A rubric is a scoring scale that describes the criteria for grading.criteria for grading.

Rubrics help students to plan the material that Rubrics help students to plan the material that will be assessed.will be assessed.

Establish criteria based on essential elements Establish criteria based on essential elements that must be present in students’ work.that must be present in students’ work.

Decide on number of levels of achievement for Decide on number of levels of achievement for each criterion.each criterion.

Develop clear descriptors for each level of Develop clear descriptors for each level of achievement.achievement.

Determine a rating scale for entire rubric.Determine a rating scale for entire rubric.

Commercially Prepared Test ItemsCommercially Prepared Test Items

Carefully examine your goals before using Carefully examine your goals before using them.them.

Select those items that are consistent with Select those items that are consistent with your goalsyour goals

Revise items that need improvementRevise items that need improvement Create additional items that help you Create additional items that help you

accurately measure your students’ accurately measure your students’ understanding.understanding.

Alternative AssessmentAlternative Assessment

Direct examination of student performance on significant Direct examination of student performance on significant tasks that are relevant to life outside of school.tasks that are relevant to life outside of school.

In other words: the assessment task is similar to or the In other words: the assessment task is similar to or the same as tasks students would be doing in the “real same as tasks students would be doing in the “real world,” (as opposed to using a multiple choice test where world,” (as opposed to using a multiple choice test where the assessment process differs significantly from real-the assessment process differs significantly from real-world performance).world performance).

Performance Assessment: any form of assessment that Performance Assessment: any form of assessment that requires students to carry out an activity or produce a requires students to carry out an activity or produce a product in order to demonstrate learning.product in order to demonstrate learning.

PortfoliosPortfolios

Authentic Assessment: assessment procedures that test skills and abilities as they would be applied in real-life situations.

Performance AssessmentPerformance Assessment

A form of assessment in which students A form of assessment in which students demonstrate their knowledge and skill by demonstrate their knowledge and skill by carrying out an activity or producing a carrying out an activity or producing a product. product.

Specify the type of performance.Specify the type of performance. Select the focus.Select the focus. Structure the evaluation setting—making it Structure the evaluation setting—making it

realistic but practical.realistic but practical. Design evaluation procedures Design evaluation procedures

Examples of Performance Examples of Performance AssessmentAssessment

Students find the area of a classroom in Students find the area of a classroom in order to figure out how much carpet will be order to figure out how much carpet will be needed.needed.

Students write persuasive letters to the Students write persuasive letters to the editor regarding an issue of concern to editor regarding an issue of concern to them.them.

Students perform experiments to figure out Students perform experiments to figure out a science problem.a science problem.

Pay attention to and assess not just the product the student produces but also the process by which students create the product.

Evaluating Performance Evaluating Performance Assessment Products/ProcessesAssessment Products/Processes

Use Use systematic observationsystematic observation, the process of , the process of specifying criteria for acceptable performance on specifying criteria for acceptable performance on an activity and taking notes during observation an activity and taking notes during observation based on the criteria.based on the criteria.

ChecklistsChecklists are written descriptions of are written descriptions of dimensions that must be present in an dimensions that must be present in an acceptable performance of an activity. These acceptable performance of an activity. These help you to keep track of student performance.help you to keep track of student performance.

Rating scalesRating scales are written descriptions of the are written descriptions of the evaluative dimensions of an acceptable evaluative dimensions of an acceptable performance of an activity and scales of values performance of an activity and scales of values on which each dimension is rated.on which each dimension is rated.

PortfoliosPortfolios

A collection of the student’s work in an area, A collection of the student’s work in an area, showing growth, self-reflection, and showing growth, self-reflection, and achievement.achievement.

Portfolio assessment usually involves student Portfolio assessment usually involves student goal setting and showing how the items in the goal setting and showing how the items in the portfolio demonstrate the achievement of goals.portfolio demonstrate the achievement of goals.

Portfolios provide an ongoing idea of student Portfolios provide an ongoing idea of student work because they are a collection of items work because they are a collection of items completed across several weeks.completed across several weeks.

Using PortfoliosUsing Portfolios

Embed portfolios in instructional practice. Refer to them Embed portfolios in instructional practice. Refer to them frequently as you teach.frequently as you teach.

Provide examples of portfolios when introducing them to Provide examples of portfolios when introducing them to students.students.

Involve students in the selection and evaluation of their Involve students in the selection and evaluation of their work.work.

Require students to provide an overview of each Require students to provide an overview of each portfolio, a rationale for the inclusion of individual works, portfolio, a rationale for the inclusion of individual works, criteria they used to evaluate, and a summary of criteria they used to evaluate, and a summary of progress.progress.

Provide students with frequent and detailed feedback Provide students with frequent and detailed feedback about their decisions.about their decisions.

Portfolios across the curriculumPortfolios across the curriculum Portfolios began in art. Professional freelance artists develop Portfolios began in art. Professional freelance artists develop

portfolios of their work to show potential employers.portfolios of their work to show potential employers. The first book on the use of portfolios (Tierney, Carter, and The first book on the use of portfolios (Tierney, Carter, and

Desai, 1991, Portfolios in the Reading/Writing Classroom) Desai, 1991, Portfolios in the Reading/Writing Classroom) focused on the use of portfolios to show students’ literacy focused on the use of portfolios to show students’ literacy development.development.

Portfolios can also be used in other subjects. Students can Portfolios can also be used in other subjects. Students can collect a variety of artifacts to demonstrate their developing collect a variety of artifacts to demonstrate their developing knowledge and skills.knowledge and skills.

With technology, portfolios can be digitized and they can With technology, portfolios can be digitized and they can feature a wide range of formats.feature a wide range of formats.

Where possible (e.g., in music programs where the teacher Where possible (e.g., in music programs where the teacher has the same students across several years) it would be very has the same students across several years) it would be very useful to have portfolios that span several years and show useful to have portfolios that span several years and show student improvement.student improvement.

Exhibition Exhibition

A performance test or demonstration of A performance test or demonstration of learning that is public and usually takes an learning that is public and usually takes an extended time to prepare.extended time to prepare.

Examples: a music recital, an art exhibit, Examples: a music recital, an art exhibit, a project that is presented to a class.a project that is presented to a class.

Evaluating alternative assessmentsEvaluating alternative assessments

Use a scoring rubric: rules that are used Use a scoring rubric: rules that are used to determine the quality of a student to determine the quality of a student performance.performance.

Students can contribute to the rubric. Students can contribute to the rubric. When they do so, they often “buy into” the When they do so, they often “buy into” the process of assessment.process of assessment.

Assessment can also include a student Assessment can also include a student component—students should learn to component—students should learn to assess themselves.assess themselves.

Reliability, validity, generalizabilityReliability, validity, generalizability

Alternative assessments may not be Alternative assessments may not be reliable—two different teachers may give a reliable—two different teachers may give a portfolio very different grades.portfolio very different grades.

Even validity may be a problem—there’s Even validity may be a problem—there’s not a lot of research that is helpful yet.not a lot of research that is helpful yet.

Diversity and equity Diversity and equity

Professional orchestras used to be all male (except for the harpist, for some odd reason). In order to counter this, orchestras began having blind auditions—potential members tried out for the orchestra behind a screen. This practice has led to a greater amount of diversity in orchestras.

Diversity and equityDiversity and equity

In terms of exhibition-type assessments, subtle “-isms” In terms of exhibition-type assessments, subtle “-isms” can creep in when it is impossible to judge work apart can creep in when it is impossible to judge work apart from the person who does the work. It is important to from the person who does the work. It is important to keep this in mind when making judgments on students’ keep this in mind when making judgments on students’ work.work.

Also, it is important to remember what students have Also, it is important to remember what students have access to at home in terms of the ability to work. Some access to at home in terms of the ability to work. Some students have a lot of support at home for their students have a lot of support at home for their schoolwork (a computer, a private space for working, schoolwork (a computer, a private space for working, social support for doing homework, etc.) and other social support for doing homework, etc.) and other students do not. If there is a lot of out-of-class work that students do not. If there is a lot of out-of-class work that goes into a portfolio or an exhibition, one needs to keep goes into a portfolio or an exhibition, one needs to keep these potential inequities in mind.these potential inequities in mind.

Informal assessmentsInformal assessments

Ungraded (formative) assessments that gather Ungraded (formative) assessments that gather information from multiple sources to help information from multiple sources to help teachers make decisions.teachers make decisions.

Good teachers are constantly observing Good teachers are constantly observing students and making informal assessments of students and making informal assessments of student understanding.student understanding.

Other ways to do informal assessment: student Other ways to do informal assessment: student journals, “exit tickets” where students answer a journals, “exit tickets” where students answer a question in writing before they leave the question in writing before they leave the classroom, checklists, rating scales, etc.classroom, checklists, rating scales, etc.

Self-assessmentSelf-assessment

Alternative assessment can be just as Alternative assessment can be just as dumb and alienating as testing if it is dumb and alienating as testing if it is carried out in the wrong spirit. carried out in the wrong spirit.

Most of the proponents of alternative Most of the proponents of alternative assessment call for student involvement in assessment call for student involvement in assessment.assessment.

Self-assessmentSelf-assessment

Truly, involving students makes sense; in Truly, involving students makes sense; in the world of work, we often have to assess the world of work, we often have to assess ourselves. This is part of taking initiative. ourselves. This is part of taking initiative. We can’t simply wait for the annual review. We can’t simply wait for the annual review.

Student-Led Conferences: A Student-Led Conferences: A Growing TrendGrowing Trend

For years parent-teacher conferences have been the primary For years parent-teacher conferences have been the primary means of parent-teacher communication. But now, many means of parent-teacher communication. But now, many schools are trying something new -- student-led conferences schools are trying something new -- student-led conferences that communicate not only how a student's doing but also why.that communicate not only how a student's doing but also why.

Parent-teacher conferences -- we all know how they go. Parents Parent-teacher conferences -- we all know how they go. Parents troop into classrooms to talk with teachers about their children's troop into classrooms to talk with teachers about their children's progress in school. Often, the process feels rushed, and parents progress in school. Often, the process feels rushed, and parents leave feeling vaguely dissatisfied, as if they didn't really get what leave feeling vaguely dissatisfied, as if they didn't really get what they came for.they came for.

For years that process has been the norm, but now it is changing. In For years that process has been the norm, but now it is changing. In more and more schools, students are leading conferences, and, more and more schools, students are leading conferences, and, overall, the word is that they're doing a fine job. overall, the word is that they're doing a fine job.

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Many teachers themselves speak enthusiastically of the advantages Many teachers themselves speak enthusiastically of the advantages of student-led conferences over teacher-led ones. "We found the of student-led conferences over teacher-led ones. "We found the [student-led] conferences most beneficial," said Keith Eddinger of [student-led] conferences most beneficial," said Keith Eddinger of the Marcus Whitman Middle School in Rushville, New York. "From a the Marcus Whitman Middle School in Rushville, New York. "From a teacher's perspective, we were able to get a better picture of each teacher's perspective, we were able to get a better picture of each child. It forced us to sit down with each student and review strengths child. It forced us to sit down with each student and review strengths and weaknesses. This conversation often told us the students and weaknesses. This conversation often told us the students learned more than perhaps we had measured through conventional learned more than perhaps we had measured through conventional assessments." assessments."

Eddinger added, "Our post-conference reviews with parents and Eddinger added, "Our post-conference reviews with parents and students were overwhelmingly positive." students were overwhelmingly positive."

John Osgood, of C. L. Jones Middle School in Minden, Nebraska, John Osgood, of C. L. Jones Middle School in Minden, Nebraska, found that "comments [about student-led conferences] from parents found that "comments [about student-led conferences] from parents and board members were very positive." and board members were very positive."



Another staff member, Dick Philips, said, "Most Another staff member, Dick Philips, said, "Most parents listened to their child. It was interesting parents listened to their child. It was interesting listening to [children] explain low grades to their listening to [children] explain low grades to their parents. It did open the lines of communication." parents. It did open the lines of communication."

"Several parents really liked it because it gave "Several parents really liked it because it gave them an opportunity to see their child's work," them an opportunity to see their child's work," said Sue Yant, another staff member. Yet "some said Sue Yant, another staff member. Yet "some [parents] said they hoped we [would hold] the [parents] said they hoped we [would hold] the traditional conference once a year." traditional conference once a year."



STUDENT PREPARATIONSTUDENT PREPARATION "The format is important, but I believe the "The format is important, but I believe the success of a student-led conference is most determined by how well success of a student-led conference is most determined by how well students are prepared," wrote Laura Hayden, a seventh-grade students are prepared," wrote Laura Hayden, a seventh-grade communications teacher at Derby Middle School in Derby, Kansas, in communications teacher at Derby Middle School in Derby, Kansas, in Letting Students Lead Parent Conferences, an article published by the Letting Students Lead Parent Conferences, an article published by the National Association of Elementary School Principals in National Association of Elementary School Principals in Middle Matters.Middle Matters.

The conference format at Hayden's school had students show parents some The conference format at Hayden's school had students show parents some of their work and explain their grades in a student-led conference. Each of their work and explain their grades in a student-led conference. Each team could conduct conferences a bit differently. Hayden's team used an team could conduct conferences a bit differently. Hayden's team used an open house arrangement in which students and parents visited all team open house arrangement in which students and parents visited all team members' classrooms, but other teams held the entire conference in one members' classrooms, but other teams held the entire conference in one classroom. classroom.

The significance of format aside, Hayden focused her students on The significance of format aside, Hayden focused her students on preparation. At the beginning of the school year, she had students set up a preparation. At the beginning of the school year, she had students set up a binder to contain a portfolio as well as graded work. She explained that binder to contain a portfolio as well as graded work. She explained that students had to keep their binders orderly because they would use them to students had to keep their binders orderly because they would use them to lead their conferences. lead their conferences.



A week before the conferences, Hayden's team sent home a letter A week before the conferences, Hayden's team sent home a letter informing parents of the conference and the fact that their child informing parents of the conference and the fact that their child would lead it. About three days before conferences, she had would lead it. About three days before conferences, she had students prepare portfolios of their work to date, including a special students prepare portfolios of their work to date, including a special project, a quiz, a homework assignment, and one assignment from project, a quiz, a homework assignment, and one assignment from which they felt they had learned the most. Students also wrote a which they felt they had learned the most. Students also wrote a reflection on their grades and study habits. They set goals for the reflection on their grades and study habits. They set goals for the next semester and organized their graded work section. next semester and organized their graded work section.

The day before conferences, teachers role-played, pretending to be The day before conferences, teachers role-played, pretending to be the student, with the student playing the teacher or the parent. the student, with the student playing the teacher or the parent. Teachers modeled, for example, how to explain a poor grade to Teachers modeled, for example, how to explain a poor grade to parents, and they gave students a checklist of what to cover in the parents, and they gave students a checklist of what to cover in the conference. conference.



STUDENT RESPONSIBILITYSTUDENT RESPONSIBILITY "The preparatory time is worth it," Hayden wrote, "especially when you hear "The preparatory time is worth it," Hayden wrote, "especially when you hear

a struggling student explaining what he or she learned from an assignment a struggling student explaining what he or she learned from an assignment and taking responsibility for the score he or she achieved." and taking responsibility for the score he or she achieved."

"[Students] need to understand that they are in control of their own efforts to "[Students] need to understand that they are in control of their own efforts to learn the material," said Barbara Rommel, superintendent of the David learn the material," said Barbara Rommel, superintendent of the David Douglas School District in Oregon. (Source: "New Method Puts Student in Douglas School District in Oregon. (Source: "New Method Puts Student in Charge," an article published in the Charge," an article published in the OregonianOregonian newspaper.) newspaper.)

The Oregon Educational Act for the 21st Century requires students to meet The Oregon Educational Act for the 21st Century requires students to meet higher standards. By having students assess how they are progressing higher standards. By having students assess how they are progressing toward those standards, educators say, students will know how far they've toward those standards, educators say, students will know how far they've come and how far they have to go to meet the standards. come and how far they have to go to meet the standards.

"It helps them accept responsibility for their learning," said Patti Kinney, "It helps them accept responsibility for their learning," said Patti Kinney, principal of Talent Middle School in Oregon. principal of Talent Middle School in Oregon.

"I like being able to tell my side of the story," Josh Whitney-Wise of "I like being able to tell my side of the story," Josh Whitney-Wise of Milwaukie, Oregon's, McLoughlin Middle School told the Milwaukie, Oregon's, McLoughlin Middle School told the Oregonian.Oregonian.



ADVANTAGES AND DISADVANTAGESADVANTAGES AND DISADVANTAGES Educators acknowledge that there are disadvantages as well as advantages to Educators acknowledge that there are disadvantages as well as advantages to

student-led conferences. Although parent attendance seems higher for student-led student-led conferences. Although parent attendance seems higher for student-led conferences than for teacher-led ones, a parent's failure to attend a student-led conferences than for teacher-led ones, a parent's failure to attend a student-led conference leads to a great deal of disappointment for a student who has worked conference leads to a great deal of disappointment for a student who has worked hard to prepare. hard to prepare.

Another disadvantage is that some parents want to spend more time with their child's Another disadvantage is that some parents want to spend more time with their child's teacher, receiving his or her viewpoint. Nearly all schools with student-led teacher, receiving his or her viewpoint. Nearly all schools with student-led conferences will let parents make separate appointments to confer with teachers. conferences will let parents make separate appointments to confer with teachers.

For the most part, parents support the concept of student-led conferences, though For the most part, parents support the concept of student-led conferences, though some support them with slight reservations. "My daughter was in a class that did some support them with slight reservations. "My daughter was in a class that did student-led conferences a couple of years ago," said one parent of a child at Jones student-led conferences a couple of years ago," said one parent of a child at Jones Middle School. "I think the object was to make the child feel a part of the whole Middle School. "I think the object was to make the child feel a part of the whole process, to get them in tune with their own progress. … As a parent, I felt like I still process, to get them in tune with their own progress. … As a parent, I felt like I still needed some info from the teachers and wanted more. … But I do think the student needed some info from the teachers and wanted more. … But I do think the student gets a new perspective on their grades. … Personally, I don't think it would be good gets a new perspective on their grades. … Personally, I don't think it would be good to do this often, but once a year is good. When you ask if they were 'beneficial,' I can to do this often, but once a year is good. When you ask if they were 'beneficial,' I can say yes and no. They were more beneficial to the student than to the parent." say yes and no. They were more beneficial to the student than to the parent."



But the advantages, say most teachers who But the advantages, say most teachers who have participated in student-led conferences, have participated in student-led conferences, outweigh the downside. Student accountability is outweigh the downside. Student accountability is mentioned again and again by educators as a mentioned again and again by educators as a plus for student-led conferences. Another plus is plus for student-led conferences. Another plus is the way even a struggling student can produce the way even a struggling student can produce something positive for a conference, an art something positive for a conference, an art project or an essay, perhaps, that wouldn't show project or an essay, perhaps, that wouldn't show up in a report card grade. Overall, talks with up in a report card grade. Overall, talks with educators indicate, student-led conferences are educators indicate, student-led conferences are a growing trend. a growing trend.


Traditional vs. alternative Traditional vs. alternative assessmentsassessments

TraditionalTraditional Tends to be low-level Tends to be low-level

(memorization rather than (memorization rather than thinking)thinking)

May not apply to “real May not apply to “real world.” world.”

Measure outcome rather Measure outcome rather than processthan process

Based on behaviorismBased on behaviorism Easier to implementEasier to implement Reliable Reliable Does not involve studentsDoes not involve students

AlternativeAlternative Tends to be higher level Tends to be higher level Has real world applicationHas real world application Reveals process as well Reveals process as well

as productas product Based on constructivismBased on constructivism Harder to implementHarder to implement Less reliableLess reliable Should involve students Should involve students

in goal setting and in goal setting and assessmentassessment

What to do?What to do?

Students have to learn to deal with standardized Students have to learn to deal with standardized assessment, as that is the gatekeeper to college assessment, as that is the gatekeeper to college and many careers. (How many standardized and many careers. (How many standardized tests have you taken across your school tests have you taken across your school experiences? How many more will you have to experiences? How many more will you have to take to achieve your educational and career take to achieve your educational and career goals?)goals?)

Yet students also need opportunities to Yet students also need opportunities to demonstrate skills and abilities that multiple demonstrate skills and abilities that multiple choice testing fails to assess.choice testing fails to assess.

Good teachers make judicious use of both forms Good teachers make judicious use of both forms of assessment.of assessment.

A personal take on standardized A personal take on standardized assessmentassessment

When I applied to get a Ph.D., the When I applied to get a Ph.D., the department to which I applied required the department to which I applied required the GRE. At the time, I was working for a GRE. At the time, I was working for a leader in the area of alternative leader in the area of alternative assessment and I therefore was very assessment and I therefore was very much aware of the criticisms of much aware of the criticisms of standardized testing. I decided that I standardized testing. I decided that I needed to take a stand on the GRE. needed to take a stand on the GRE.

So…So…

I went to the library and in about 30 minutes I I went to the library and in about 30 minutes I had a small array of research articles that had a small array of research articles that showed that the GRE is biased and that the showed that the GRE is biased and that the Educational Testing Service has a checkered Educational Testing Service has a checkered past (it was founded by eugenicists—people past (it was founded by eugenicists—people who shared some of Hitler’s ideas about race).who shared some of Hitler’s ideas about race).

I wrote a letter to the department that stated that I wrote a letter to the department that stated that it was against my principles to support it was against my principles to support something that was biased and to pay money to something that was biased and to pay money to ETS. I said that I would be willing to provide a ETS. I said that I would be willing to provide a portfolio of my writing for them to assess.portfolio of my writing for them to assess.

What happened next…What happened next…

The department wrote back and said that The department wrote back and said that they would accept my principled stand they would accept my principled stand against ETS and would review my against ETS and would review my materials without the GRE. They also said materials without the GRE. They also said that they would also consider waiving the that they would also consider waiving the GRE requirement for any other potential GRE requirement for any other potential student who had the same concerns (this student who had the same concerns (this was OSU, Dept. of English, in case you was OSU, Dept. of English, in case you are interested in testing this out). are interested in testing this out).

But then…But then…

All during my teaching, I refused to have anything to do with All during my teaching, I refused to have anything to do with standardized testing and the kind of teaching that supports it. standardized testing and the kind of teaching that supports it. My idea of being a teacher who made a difference in people’s My idea of being a teacher who made a difference in people’s lives was through using whole language and other student-lives was through using whole language and other student-centered approaches.centered approaches.

Then I volunteered for a year at an African American Christian Then I volunteered for a year at an African American Christian school, where the point of the school was to make differences school, where the point of the school was to make differences in students’ lives. The principal there explained that since the in students’ lives. The principal there explained that since the Proficiency Test in Ohio was a gatekeeper, one that has been Proficiency Test in Ohio was a gatekeeper, one that has been biased against her students, she felt the best thing to do was to biased against her students, she felt the best thing to do was to prepare students as best she could to beat the gate.prepare students as best she could to beat the gate.

An example of bias on the Ohio proficiency test: a few years ago, one of the writing prompts was about taking a camping trip. Urban teachers were frustrated—many of their students had never traveled more than a few miles from home, much less had the experience of being in the wilderness and setting up a tent.

So…So…

This altered my teaching profoundly. As much This altered my teaching profoundly. As much as I dislike ETS, I have learned that it is my job as I dislike ETS, I have learned that it is my job as a teacher to prepare my students to beat the as a teacher to prepare my students to beat the gate. It is also my job to speak up against ETS gate. It is also my job to speak up against ETS and its biases. I can simultaneously be an and its biases. I can simultaneously be an advocate for alternative assessment advocate for alternative assessment andand prepare my students for the realities they will prepare my students for the realities they will face. I can also let my students know that as face. I can also let my students know that as voters, citizens, and students, they can influence voters, citizens, and students, they can influence state and federal laws and university practices state and federal laws and university practices that allow ETS its monopoly on assessment.that allow ETS its monopoly on assessment.

Effective Assessment Practices: Effective Assessment Practices: Instructional StrategiesInstructional Strategies

Plan systematicallyPlan systematically Prepare studentsPrepare students Administer assessments under optimal Administer assessments under optimal

conditionsconditions Analyze results to make sure Analyze results to make sure

assessments are accurate and validassessments are accurate and valid

Planning for AssessmentPlanning for Assessment

Make sure assessment is in line with Make sure assessment is in line with goals.goals.

Preparing students for assessmentPreparing students for assessment Give students opportunities to practice assessment Give students opportunities to practice assessment

procedures.procedures. Help students with test-taking strategies.Help students with test-taking strategies. Give students strategies to reduce anxiety.Give students strategies to reduce anxiety. When using a test, give students practice with the type When using a test, give students practice with the type

of item that will be on the test.of item that will be on the test.

The above is what your book says. Here are my 2 cents. Consider using tests for curricular items that will be tested through state and locally-mandated tests. You are using your tests to help students practice for the BIG test. Use non-testing means of assessing everything, as well, for two reasons: 1. tests are anxiety-producing and often require and reflect low-level thinking. They turn struggling and bored students off from learning. Well-planned alternative assessment is interesting and engaging. 2. many students do not do well on tests, so you really have no idea if they are learning or not unless you do some kind of alternative assessment. If they know the material but still do not perform well on standardized-style testing, then you know you need to teach test-taking strategies.

Test-Taking StrategiesTest-Taking Strategies

Use time efficiently and pace yourselfUse time efficiently and pace yourself Read directions carefullyRead directions carefully Identify the important information in Identify the important information in

questionsquestions Understand the demands of different Understand the demands of different

testing formatstesting formats Find out how the questions will be scored.Find out how the questions will be scored.

Oh, boy. If only it were that simple. If you are good at taking tests, this list would affirm and summarize what you know, but if you struggle, this list is worthless. Please look at the powerpoint and the word file on test taking strategies for better information.

Reducing Test AnxietyReducing Test Anxiety

Test anxiety is a relatively stable, Test anxiety is a relatively stable, unpleasant reaction to testing situations unpleasant reaction to testing situations that lowers performance.that lowers performance.

Symptoms: increased pulse rate, dry Symptoms: increased pulse rate, dry mouth, headache, feeling of dread and/or mouth, headache, feeling of dread and/or helplessness, going blank, worry about helplessness, going blank, worry about failure.failure.

Reducing Test Anxiety: strategies Reducing Test Anxiety: strategies for teachersfor teachers

Use criterion-referenced measures to minimize the Use criterion-referenced measures to minimize the competitive aspects of tests (these measure student competitive aspects of tests (these measure student against material to be learned rather than student against against material to be learned rather than student against student).student).

Avoid social comparisons, such as public displays of test Avoid social comparisons, such as public displays of test scores and gradesscores and grades

Increase frequency of quizzes and testsIncrease frequency of quizzes and tests Discuss test content and procedures before testingDiscuss test content and procedures before testing Give clear directions, and ensure that students Give clear directions, and ensure that students

understand the test format and requirementsunderstand the test format and requirements Teach test-taking skillsTeach test-taking skills Use a variety of measures, including alternative Use a variety of measures, including alternative

assessments, to measure the range of students’ assessments, to measure the range of students’ understanding and skillsunderstanding and skills

Provide students with ample time to take testsProvide students with ample time to take tests

More strategies (not in your book)More strategies (not in your book)

Think about: what will make it possible for this student to Think about: what will make it possible for this student to succeed (really succeed in demonstrating his/her succeed (really succeed in demonstrating his/her knowledge, really succeed in learning how to deal with knowledge, really succeed in learning how to deal with testing)? testing)?

You may need to break the process of testing down for You may need to break the process of testing down for some students—for instance, if the proficiency test is some students—for instance, if the proficiency test is mostly multiple-choice, then work with them only on mostly multiple-choice, then work with them only on multiple-choice (in your tests), showing them how to multiple-choice (in your tests), showing them how to analyze the questions. They may need lots of practice in analyze the questions. They may need lots of practice in this area. You could create multiple-choice homework. this area. You could create multiple-choice homework. This is a lot of work, but it is what is necessary for This is a lot of work, but it is what is necessary for students to succeed.students to succeed.

You may need to reteach critical information to your You may need to reteach critical information to your struggling students. This means figuring out how to struggling students. This means figuring out how to manage a review of information for one or two students manage a review of information for one or two students while other students work on other things. while other students work on other things.

Specific test preparation Specific test preparation proceduresprocedures

Specify what will be on the testSpecify what will be on the test Give students a chance to practice test-Give students a chance to practice test-

like items under test-like conditionslike items under test-like conditions Establish positive expectationsEstablish positive expectations

Administering TestsAdministering Tests

Make environment comfortable and free Make environment comfortable and free from distractionsfrom distractions

Give precise directions about what Give precise directions about what students need to do and what will happen students need to do and what will happen (especially, what early finishers should do (especially, what early finishers should do to avoid distracting late finishers)to avoid distracting late finishers)

Monitor students while they are taking the Monitor students while they are taking the testtest

Analyzing resultsAnalyzing results

Grade tests quickly so you can give Grade tests quickly so you can give feedback to students as soon as possiblefeedback to students as soon as possible

Go over items that several people missed Go over items that several people missed and reteach information that was clearly and reteach information that was clearly not understoodnot understood

Analyzing resultsAnalyzing results

Research shows that if students are told Research shows that if students are told they did well on a test, then they will tend they did well on a test, then they will tend to do better the next time. Be positive. to do better the next time. Be positive. (This is also an argument for setting (This is also an argument for setting students up for success).students up for success).

Note on your copy of the test any Note on your copy of the test any problems with questions or wording that problems with questions or wording that was unclear. That way you can edit the was unclear. That way you can edit the test for next time.test for next time.

Reducing bias in testingReducing bias in testing

Carefully wording itemsCarefully wording items Making provisions for non-native English Making provisions for non-native English

speakersspeakers Accommodating diversity in scoringAccommodating diversity in scoring

Carefully wording itemsCarefully wording items

Think about what the students do know and Think about what the students do know and have experience with and use that as much as have experience with and use that as much as possible.possible.

For instance, you can use school experiences For instance, you can use school experiences that you know students have had instead of that you know students have had instead of home experiences that only some students have home experiences that only some students have had. “Tanisha has three pencils and Lamar has had. “Tanisha has three pencils and Lamar has two. How many pencils do they have together?” two. How many pencils do they have together?” rather than “Bob has a DVD player, a CD player, rather than “Bob has a DVD player, a CD player, and an I-pod. How many pieces of equipment and an I-pod. How many pieces of equipment does he have?” (Okay, so I know the examples does he have?” (Okay, so I know the examples are lame, but hopefully you get the idea). are lame, but hopefully you get the idea).

Making provisions for non-native Making provisions for non-native speakersspeakers

Modify testModify test Simplify test languageSimplify test language Simplify test directionsSimplify test directions Provide visual supportsProvide visual supports Assess students in their Assess students in their

native languagenative language

Modify test procedureModify test procedure Provide extra time to take Provide extra time to take

testtest Allow students to use a Allow students to use a

glossary and dictionaryglossary and dictionary Read directions aloud (in Read directions aloud (in

native language would be native language would be better)better)

Read test aloud and Read test aloud and clarify misunderstandingsclarify misunderstandings

These provisions would also work for students with learning disabilities.

Accommodating diversity in scoringAccommodating diversity in scoring

Multiple-trait scoring: different dimensions Multiple-trait scoring: different dimensions of a product are judged according to of a product are judged according to different criteria.different criteria.

For example, grade an essay on both For example, grade an essay on both content and grammatical conventions or content and grammatical conventions or break down a task into three important break down a task into three important characteristics and score for each one.characteristics and score for each one.

Grading and Reporting: the total Grading and Reporting: the total assessment systemassessment system

What types of assessment will be used?What types of assessment will be used? How will you use traditional assessment?How will you use traditional assessment? How will you use authentic assessment?How will you use authentic assessment? How will you deal with homework?How will you deal with homework? How will you deal with missed work?How will you deal with missed work? How do you represent affective dimensions How do you represent affective dimensions

(cooperation, effort) in your assessment plan?(cooperation, effort) in your assessment plan? How will you report student performance (grade, How will you report student performance (grade,

percentage, description)?percentage, description)?

Designing a grading systemDesigning a grading system

Your system needs to be clear and Your system needs to be clear and understandable and in line with district/school understandable and in line with district/school policiespolicies

Your system should support learning by Your system should support learning by gathering frequent data on students’ learninggathering frequent data on students’ learning

Grades should be based on hard dataGrades should be based on hard data Grades should be fair to all studentsGrades should be fair to all students You should be able to defend your system to You should be able to defend your system to

parents & administratorsparents & administrators

A comment from me…A comment from me…

Just remember that evaluations not only Just remember that evaluations not only tell you what is going on with your tell you what is going on with your students but they are also potentially students but they are also potentially evaluations of your teaching. If everyone evaluations of your teaching. If everyone fails to answer a question correctly, then it fails to answer a question correctly, then it is possible that you failed to teach the is possible that you failed to teach the concept clearly. If everyone does well on concept clearly. If everyone does well on an evaluation, then give yourself a pat on an evaluation, then give yourself a pat on the back when you give the students a pat the back when you give the students a pat on the back.on the back.

Other assessmentsOther assessments

Tests and quizzesTests and quizzes Alternative assessmentsAlternative assessments Homework Homework

You need to think about the role each of these plays in your classroom. How constructive are these as activities? How do they contribute to your understanding of students’ performances? How do they contribute to your planning of lessons from day to day? How motivational are these activities? Are any of these activities a barrier to student learning? It’s helpful to think about your own experiences in relation to these. Under what conditions did these forms of assessment seem to work? When did they not work?

Assigning gradesAssigning grades

Grades can be motivating or demotivatingGrades can be motivating or demotivating The challenge is to figure out how to The challenge is to figure out how to

reduce the complexity of a student into a reduce the complexity of a student into a single letter. single letter.

What grade do you give the bright student What grade do you give the bright student who puts out minimal effort? who puts out minimal effort?

What grade do you give a student who What grade do you give a student who works very hard but has difficulty learning works very hard but has difficulty learning the material? the material?

My opinion…My opinion… I think a lot about grades. I think a lot about grades. Your grade in this class may influence your future: a good grade will help Your grade in this class may influence your future: a good grade will help

you to get into graduate school and a bad grade may be a barrier to your you to get into graduate school and a bad grade may be a barrier to your career goals. career goals.

At the same time, if you don’t learn the material of this class, it’s not fair to At the same time, if you don’t learn the material of this class, it’s not fair to the students who do learn the material for you to get a good grade.the students who do learn the material for you to get a good grade.

I try to think about what the barriers are for learning and how I can remove I try to think about what the barriers are for learning and how I can remove them. This is why I have tried to create materials to assist different kinds of them. This is why I have tried to create materials to assist different kinds of learners. I have tried to make learning the easiest thing to choose to do. I learners. I have tried to make learning the easiest thing to choose to do. I feel if I have removed barriers as much as possible, then if a student feel if I have removed barriers as much as possible, then if a student chooses not to learn, I can apply the consequences of that.chooses not to learn, I can apply the consequences of that.

I have also tried to create assessments that give every student a chance to I have also tried to create assessments that give every student a chance to demonstrate their knowledge. demonstrate their knowledge.

Every year that I teach, I revamp my courses, often after considering the Every year that I teach, I revamp my courses, often after considering the issue of grades and assessment. I’m sure this course will look different after issue of grades and assessment. I’m sure this course will look different after a few more times of my teaching it. a few more times of my teaching it.

I share this with you hoping you will share this journey with me of constantly I share this with you hoping you will share this journey with me of constantly analyzing and trying to improve one’s teaching. It is an exciting journey and analyzing and trying to improve one’s teaching. It is an exciting journey and in all the years I have taught, I have never gotten tired of it. in all the years I have taught, I have never gotten tired of it.

Failure Failure

Failure is the nemesis of the self-esteem movement. Yet, in order to appreciate and understand success, we need to experience failure.

Failure Failure

Some parents cannot stand for their children to fail. Unfortunately, parents cannot control what happens to their adult children—and a certain amount of failure helps young people learn to cope with adult problems.

Failure is positive when… Failure is positive when…

……students have the possibility of learning students have the possibility of learning from it.from it.

……when it helps students to take when it helps students to take responsibility for their own actions and responsibility for their own actions and choices.choices.

……when its consequences are significant when its consequences are significant for the student but not horribly life-for the student but not horribly life-changing.changing.

FailureFailure

Remember—allowing students to Remember—allowing students to experience and cope with small failures experience and cope with small failures can prevent large failures later on. can prevent large failures later on. Allowing a student to deal with the Allowing a student to deal with the consequences of not studying by failing an consequences of not studying by failing an assignment is a lot better than giving a assignment is a lot better than giving a student a false message of success and student a false message of success and then the student fails something large later then the student fails something large later on (Ohio Graduation Test, for example).on (Ohio Graduation Test, for example).

The work ethicThe work ethic

No matter what kind of work people do, they need a work ethic.

The work ethicThe work ethic

People need to know how to work without People need to know how to work without supervision.supervision.

They need to know how to take initiative and They need to know how to take initiative and solve problems without direction.solve problems without direction.

They need to be trustworthy.They need to be trustworthy. They need to take responsibility for their actions.They need to take responsibility for their actions. They need to know how to work hard.They need to know how to work hard. They need to know how to motivate themselves They need to know how to motivate themselves

to work even when the work is not fun or to work even when the work is not fun or interesting.interesting.

How schools can help students How schools can help students develop a work ethicdevelop a work ethic

It should take work to succeed in a classroom.It should take work to succeed in a classroom. The work should be do-able but it should be challenging. The work should be do-able but it should be challenging.

This means that students with struggles should have This means that students with struggles should have tasks that are challenging for them and students who are tasks that are challenging for them and students who are gifted should have tasks that are challenging for them. gifted should have tasks that are challenging for them. No one should get a free ride.No one should get a free ride.

Students should face consequences for not doing work. Students should face consequences for not doing work. Students should be given strategies for working, Students should be given strategies for working,

particularly when they are struggling with self-discipline.particularly when they are struggling with self-discipline. When a student fails, the student should be given the When a student fails, the student should be given the

message to try again and support for doing so. This message to try again and support for doing so. This support includes problem-solving techniques to figure support includes problem-solving techniques to figure out why the failure happened and what can be done to out why the failure happened and what can be done to prevent it in the future.prevent it in the future.

Feedback Feedback Providing constructive feedback to students is probably one of the most useful things for Providing constructive feedback to students is probably one of the most useful things for

student learning you can do as a teacher – and most likely to be appreciated by students.student learning you can do as a teacher – and most likely to be appreciated by students. Feedback is an integral part of all teaching not just assessmentFeedback is an integral part of all teaching not just assessment. Feedback is constructive . Feedback is constructive

observations and suggestions on work done, skills acquired, emerging capabilities, ideas for observations and suggestions on work done, skills acquired, emerging capabilities, ideas for directing further learning. Clearly these can be provided throughout a learning program.directing further learning. Clearly these can be provided throughout a learning program.

Feedback can be provided by peers and others not just the teacheFeedback can be provided by peers and others not just the teachers. So, for example, in a rs. So, for example, in a lecture you could ask a question, give time for students to write a brief response (2-3 minutes) lecture you could ask a question, give time for students to write a brief response (2-3 minutes) then discuss with their peers, before you discuss features of the question. then discuss with their peers, before you discuss features of the question.

Feedback is not just about weaknessesFeedback is not just about weaknesses. Students will respond if you are encouraging as . Students will respond if you are encouraging as well as allowing of mistakes. Positive feedback on the capabilities they have demonstrated well as allowing of mistakes. Positive feedback on the capabilities they have demonstrated helps establish a culture where students seek feedback and take greater active ownership over helps establish a culture where students seek feedback and take greater active ownership over their learning.their learning.

Feedback is a starting point for learningFeedback is a starting point for learning – not just confirmation for the students that they – not just confirmation for the students that they were right or wrong. In particular, students will appreciate advice which helps them discover were right or wrong. In particular, students will appreciate advice which helps them discover and address their weaknesses. It is best seen as a trigger for active learning and therefore and address their weaknesses. It is best seen as a trigger for active learning and therefore feedback can be challenging, questioning, widening.feedback can be challenging, questioning, widening.

Clearly timing is important to the value of feedback. It is vital to get constructive comments Clearly timing is important to the value of feedback. It is vital to get constructive comments back to students as soon as possible as part of student learning tasks. Consider too, a wider back to students as soon as possible as part of student learning tasks. Consider too, a wider view of feedback: 'helping my students taking stock of what and how they are learning in a view of feedback: 'helping my students taking stock of what and how they are learning in a timely manner - to help them take constructive steps forward'. It is particularly useful for timely manner - to help them take constructive steps forward'. It is particularly useful for formative assessment activities or during a drafting or development process.formative assessment activities or during a drafting or development process.

In summary, feedback is about students learning to self-evaluate, helping them to take greater In summary, feedback is about students learning to self-evaluate, helping them to take greater ownership of their learning and increasing the likelihood that they will come to direct their own ownership of their learning and increasing the likelihood that they will come to direct their own learning.learning.

http://www.lts.rmit.edu.au/renewal/assess/faq3.htm

Feedback Feedback

This is the great violin teacher, Shinichi Suzuki. One of the revolutions in music teaching he created is the idea of being positive with children. Before correcting a student’s performance, Suzuki said that the teacher had to find something positive to say to the student about his or her performance. It’s amazing how much more motivated students are when their efforts are recognized and feedback is given with the clear purpose of helping the student to improve.

Teacher: judge or advocate?Teacher: judge or advocate?

The right to assess can either be used as a means of judgment or it can be used as a means to help students to improve their skills and abilities. Do your best to be an advocate for students—to use your skills and abilities to help them to learn and to grow.

GradingGrading

Norm-referenced grading: assessment of Norm-referenced grading: assessment of students’ achievement in relation to one another.students’ achievement in relation to one another.

Criterion-referenced grading: assessment of Criterion-referenced grading: assessment of each student’s mastery of the course objectives.each student’s mastery of the course objectives.

Grading on the curve: norm-referenced grading Grading on the curve: norm-referenced grading that compares students’ performance to an that compares students’ performance to an average level. (This is one version of norm-average level. (This is one version of norm-referenced grading). referenced grading).

Norm-referenced gradingNorm-referenced grading

F D C B A

Grading on a curve assumes that a classroom is going to be like a large population: some people will do well, some people will fail, and most people will do average.

Norm-referenced grading (of any variety) assumes that only a certain percentage of the class will do well. A’s (and the positive message that accompanies a high grade) are a limited commodity.

Norm-referenced gradingNorm-referenced grading

But if we are to “Leave No Child Behind” and but our grading system is based on a certain percentage of the class failing, then isn’t there something wrong here?

Criterion-referenced gradingCriterion-referenced grading

The answer is to grade on mastery of the The answer is to grade on mastery of the material rather than comparisons of one material rather than comparisons of one student to another.student to another.

In this class, if you master the material, In this class, if you master the material, you can receive an A. If all of you master you can receive an A. If all of you master the material, then I will be really happy. the material, then I will be really happy.

Percentage gradingPercentage grading

System of converting class performances to System of converting class performances to percentage scores and assigning grades based percentage scores and assigning grades based on predetermined cutoff points. on predetermined cutoff points.

This is the “90-100% is an A” type grading This is the “90-100% is an A” type grading system. system.

The main problem is: which 80% of math is it The main problem is: which 80% of math is it okay to learn and which 20% is it not okay to okay to learn and which 20% is it not okay to learn? What is 80% of 8learn? What is 80% of 8thth grade math? This grade math? This system does not lead to mastery of the material system does not lead to mastery of the material except for the folks who get A’s.except for the folks who get A’s.

Contract systemContract system

System in which each student works for a System in which each student works for a particular grade according to agreed-upon particular grade according to agreed-upon standards.standards.

In this system, the student has a lot of control. In this system, the student has a lot of control. You have to, as a teacher, figure out how to You have to, as a teacher, figure out how to create a contract you can live with. This create a contract you can live with. This includes clearly-understood quality measures so includes clearly-understood quality measures so you don’t end up giving high grades that are not you don’t end up giving high grades that are not really deserved. really deserved.

Rubrics can help you and students to deal with Rubrics can help you and students to deal with quality of work issues.quality of work issues.

Revise optionRevise option

In a contract system, the chance to revise In a contract system, the chance to revise and improve work. and improve work.

Actually, this is a good policy to have. If a Actually, this is a good policy to have. If a student writes a poor paper and has a student writes a poor paper and has a chance to rewrite, a valuable learning chance to rewrite, a valuable learning process can take place. This is part of process can take place. This is part of mastery learning. mastery learning.

Grading on effort and improvementGrading on effort and improvement

When you include effort and improvement When you include effort and improvement in your grading system, you can challenge in your grading system, you can challenge all students. A very bright student who all students. A very bright student who doesn’t put much effort into anything doesn’t put much effort into anything should not get a stellar grade—this should not get a stellar grade—this experience does not help the student to experience does not help the student to develop a work ethic.develop a work ethic.

Individual learning expectationIndividual learning expectation

Personal average score.Personal average score. One way to give points for improvement is One way to give points for improvement is

to award extra points to students who do to award extra points to students who do better on a test or homework than their better on a test or homework than their personal average. personal average.

Halo effectHalo effect

Did you ever notice how some kids, no matter what they did, NEVER got in trouble? Other kids, no matter how they behaved were always in trouble. This is the halo effect: the tendency for a general impression of a person to influence our perception of any aspect of that person.

The halo effect leads to unjustified grading practices. Watch out for it.

Grade pollutionGrade pollution

If your directions weren’t clear and a bunch of students therefore did badly on a project, that’s grade pollution. If a student had poor reading skills and your math test involved a lot of reading, that’s grade pollution. Anything that “muddies” the relationship between the student’s learning and the grade is pollution.

Stop Grade Pollution!!! You don’t like it and neither will your students.

Communicating with parentsCommunicating with parents

Don’t wait until something bad happens to get in touch with parents. Try to find reasons to make a positive phone call for each student.


Document why you are giving the grades you are giving. Your documentation is your justification. Be sure you document behavioral information that leads to your grades for deportment.

Documentation: A Reminder Documentation: A Reminder

When you document a student’s behavior, When you document a student’s behavior, describe the behavior as exactly as possible, describe the behavior as exactly as possible, using non-judgmental terms.using non-judgmental terms.

““Sam was running in circles around the Sam was running in circles around the classroom, shouting obscenities, and waving his classroom, shouting obscenities, and waving his arms” is far more specific than “Sam was acting arms” is far more specific than “Sam was acting crazy.” “Crazy” is a judgment on your part. A crazy.” “Crazy” is a judgment on your part. A parent will be more likely to accept the first parent will be more likely to accept the first description because it is specific and description because it is specific and nonjudgmental.nonjudgmental.


Most of the time, if you have made an effort to communicate with parents when positive things happen, if you demonstrate that you care about each student, and if you share not only what your grades for a student are but WHY (including showing examples of student work), parents will accept your assessment and will work with you to help the student improve.


Once in awhile, you get a parent who is Once in awhile, you get a parent who is not going to be reasonable. This person not going to be reasonable. This person may have mental health issues going on, may have mental health issues going on, may be overly involved in his/her student’s may be overly involved in his/her student’s life, may be under a lot of psychological life, may be under a lot of psychological stress for some reason or other, may have stress for some reason or other, may have had negative experiences with school him had negative experiences with school him or herself, or just may be an unpleasant or herself, or just may be an unpleasant person in general. person in general.


If you have a negative conference with a parent, If you have a negative conference with a parent, immediately tell your supervisor (before the immediately tell your supervisor (before the parent can call your supervisor). Ask your parent can call your supervisor). Ask your supervisor to help you plan future conferences—supervisor to help you plan future conferences—you may want to have someone from the school you may want to have someone from the school administration present for future conferences. administration present for future conferences. Keep careful documentation on this student so Keep careful documentation on this student so you can let your supervisor know what you are you can let your supervisor know what you are doing with the student and why.doing with the student and why.

Technology and assessmentTechnology and assessment

Technology can be used in planning and Technology can be used in planning and constructing tests. constructing tests.

Test software can help you to analyze test Test software can help you to analyze test results.results.

Software is helpful for maintaining student Software is helpful for maintaining student records.records.

Technology and authentic Technology and authentic assessmentassessment

Technology holds great promise for authentic Technology holds great promise for authentic assessment.assessment.

With scanning equipment, students can create and keep With scanning equipment, students can create and keep their materials on electronic media (CD’s). They can their materials on electronic media (CD’s). They can also create materials using the vast possibilities on the also create materials using the vast possibilities on the computer (powerpoint, movie maker, etc.). computer (powerpoint, movie maker, etc.).

Because of the ease of storage, student portfolios could Because of the ease of storage, student portfolios could potentially span several years of their schooling. potentially span several years of their schooling. Samples of student work across multiple years not only Samples of student work across multiple years not only demonstrate student progress but they also help to demonstrate student progress but they also help to reveal the areas of interest a student has developed and reveal the areas of interest a student has developed and maintained across the years.maintained across the years.

Classroom assessment

Education

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