Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their...
Transcript of Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their...
![Page 1: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/1.jpg)
Continuous Assessment
Formative assessment methods: Snake oil? Magic potion?
Or something else?
Melanie Barton, Education Oversight Committee Shane Phillips, Lexington District One Janelle Rivers, Lexington District One
March 9, 2015
![Page 2: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/2.jpg)
Fail fast. Learn vicariously.
2
![Page 3: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/3.jpg)
What could prevent reactions like this?
3
![Page 4: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/4.jpg)
4
![Page 5: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/5.jpg)
Understanding the definition is critical! Recognize evidence of continuous assessment in use.
5
![Page 6: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/6.jpg)
What are continuous assessments?
Continuous assessments are “planned activities, purposefully implemented to gather evidence of learning. They are conducted unobtrusively as a natural part of the instructional activity, and “short-cycle,” occurring during a lesson or unit of study and providing near-immediate feedback to the teacher.”
6
![Page 7: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/7.jpg)
Examples of continuous assessment?
Yes No Maybe
7
![Page 8: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/8.jpg)
Watching non-verbal cues
8
![Page 9: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/9.jpg)
End-of-course assessments
9
![Page 10: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/10.jpg)
Socratic Seminars
10
![Page 11: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/11.jpg)
Response cards
11
![Page 12: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/12.jpg)
Mid-term or final exams
12
![Page 13: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/13.jpg)
Audience polling systems
13
![Page 14: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/14.jpg)
Write-Pair-Share
14
![Page 15: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/15.jpg)
Exit slips
15
![Page 16: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/16.jpg)
Unit tests
16
![Page 17: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/17.jpg)
MAP tests (Measures of Academic Progress from NWEA)
17
![Page 18: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/18.jpg)
Continuous assessment is NOT:
• End-of-Course assessments
•Mid-term or final exams
•Unit exams
18
![Page 19: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/19.jpg)
Continuous assessment is:
• Observing oral language, retelling
• Questioning techniques that include
–understand, apply, analyze, evaluate, create
• Following up questions with scaffolding
• Quick write
• Graphic organizer
19
![Page 20: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/20.jpg)
Continuous assessment is also:
• Watching non-verbal cues
• Response cards
• Audience response systems
• Write-Pair-Share, Think-Pair-Share
• Exit slip
• Hand signals
• Socratic Seminar
20
![Page 21: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/21.jpg)
Continuous assessment might be: Rubrics for any of the following
• Essay items
• Performances
• Presentations
• Projects
BUT only when…
– used for practice
– students know criteria
– students receive specific, constructive feedback
21
![Page 22: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/22.jpg)
Continuous assessment might be:
Group of multiple-choice items
– if purpose is practice, rather than grading
– if distractors represent misconceptions
– if used to give feedback & adjust instruction
22
![Page 23: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/23.jpg)
Interim tests
MAP testing may inform continuous assessment, but teachers must follow up with additional formative assessment to plan customized instruction.
Tests that predict performance on accountability tests can inform a continuous assessment program, but they are usually aggregated beyond the classroom and may not give enough information to allow teachers to design appropriate learning activities.
23
![Page 24: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/24.jpg)
![Page 25: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/25.jpg)
Foundational research…
Black, P & Wiliam, D 1998,
Inside the black box: Raising standards through classroom assessment, School of Education, King’s College, London, United Kingdom.
http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
(14 pages)
25
![Page 26: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/26.jpg)
What is quality formative or continuous assessment?
Black and Wiliam conclude that “assessment becomes formative assessment when the evidence is actually used to adapt the teaching to meet student needs. . . . Formative assessment is at the heart of effective teaching.”
26
![Page 27: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/27.jpg)
Teachers need feedback to plan and adjust instruction.
•Who knows this now?
•Who is beginning to struggle?
•Who needs a little help?
•Who needs a lot of support? 27
![Page 28: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/28.jpg)
Is the solution a more sophisticated data analysis and reporting system?
• In Checking for Understanding 2nd edition (2014) Fisher and Frey
quoted Breakthrough (2006) by Fullan, Hill, and Crevola.
28
![Page 29: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/29.jpg)
Here’s what they said:
“Even if the data are better analyzed,
teachers do not know
how to translate the information
into powerful, focused instruction
that responds to individual students’
needs.”
29
![Page 30: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/30.jpg)
Teachers must
• Understand learning progressions
• Find the student’s growing edge or “zone of proximal development”
• Design or select learning appropriate learning activities
30
![Page 31: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/31.jpg)
Can a computer program do this?
Sometimes… –Measurement error –Incorrect diagnosis –Poor prescriptions –Rigid sequences
Computer programs can support teaching, but not replace teachers entirely.
31
![Page 32: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/32.jpg)
What do students need in order to improve?
Specific, constructive feedback
32
![Page 33: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/33.jpg)
Specific, constructive feedback
What do I need to do differently?
• Mistake?
• Error?
• Other gaps?
• Already understand?
33
![Page 34: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/34.jpg)
Feedback for mistake
I understand, but I was careless or rushed. I didn’t do what I know how to do.
Not “Try harder.”
Give me a different way to • Check my work • Evaluate what I’ve done
34
![Page 35: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/35.jpg)
Feedback for error
I don’t understand the concept. Find my misconception! Give me a different way to • think about the problem • organize my work • gather information • evaluate sources 35
![Page 36: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/36.jpg)
Feedback for other gaps
I don’t have this information.
I don’t know this strategy.
Design opportunities for new learning and guided practice
36
![Page 37: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/37.jpg)
Feedback for further improvement
I understand the concepts. What now?
Not more practice Help me think like an expert.
Offer me a creative challenge.
Encourage me to explore an area in depth.
Let me move on to other topics.
37
![Page 38: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/38.jpg)
Continuous assessment is not about giving a grade.
It’s about what to do next.
![Page 39: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/39.jpg)
Continuous Assessment takes place during the learning process and not after the
learning!
![Page 40: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/40.jpg)
Handy 20-page how-to guide
Learning Point Associates (2009, December) Connecting Formative Assessment Research to Practice: A Guide for Educators
http://www.learningpt.org/pdfs/FormativeAssessment.pdf
40
![Page 41: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/41.jpg)
High quality formative (continuous) assessment must
• be relevant to learning goals, • provide specific, constructive
feedback to the student • avoid comparison to other students • include teaching students how to
self-assess.
(Source: Wiliam & Black)
41
![Page 42: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/42.jpg)
Formative (continuous) assessments must: • Identify the gaps in what students know and what
they need to know.
• Provide constructive, descriptive feedback between the teacher and student.
• Empower students to monitor their own learning and needs.
• Include learning progressions that break down the learning goals into smaller subgoals needed to master learning standards.
Heritage (2007) Formative assessment:What do teachers need to know and do. Phi Delta Kappan, 89(2), 140-146 cited in Fisher & Frey (2014) Checking for Understanding.
42
![Page 43: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/43.jpg)
Do most of your teachers routinely …
• Break learning progressions into subgoals
• Identify gaps
• Provide specific, constructive feedback
• Help students self-assess
Yes No
43
![Page 44: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/44.jpg)
Where’s the evidence?
Teachers
• adapt instruction to meet student needs.
• give specific ideas for making progress.
Students
• know their learning goals.
• recognize examples of good work.
• know how they are progressing.
![Page 45: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/45.jpg)
Pros & Cons Pros
• Quickly reinforces or corrects learned responses
• Assists in pacing learning
• Customizes learning to students’ needs
• More feedback results in faster learning and less confusion.
Cons/Issues
• Labor intensive for students & teacher (record-keeping and feedback)
• Misconceptions re: definitions of formative, summative, interim assessments
• Unfamiliar process for many teachers
45
![Page 46: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/46.jpg)
Continuous Assessment
Formative assessment methods: Snake oil? Magic potion?
Or something else?
X X
![Page 47: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/47.jpg)
Continuous Assessment
Formative assessment methods:
Expert professional practice
![Page 48: Continuous Assessment - SC Council on Competitiveness€¦ · •Empower students to monitor their own learning and needs. •Include learning progressions that break down the learning](https://reader033.fdocuments.net/reader033/viewer/2022051920/600d3ea8b140363ec01c2388/html5/thumbnails/48.jpg)
Thank you for attending our session on continuing assessment and competency-based progressions.
Did you find the presentation worthwhile?
Yes No
If not why not?
How well do your teachers use the information gleaned from continuous assessment for adapting instruction?
Which areas of the presentation would you like to know more about? What should a principal consider before deciding to implement competency-based progressions?
What supports would be needed if SC schools want to implement competency-based progressions on a large scale?
What further comments would you like to make?
48