Finally !

Finally!

Utilizing Student Involvement to

Prepare for Final ExamsPresented by: Jessica Drogos, Jeremy Vrtis,

Marie Gillespie & Kurt Johns

Workshop Objectives

Understand the power of involving students in assessment.

Obtain methods involving students in assessment including independent reflection and peer review.

The word assessment means to ‘sit beside’ someone.

We ‘sit beside’ our students and let them know the things they know/do

well.“Certain formative assessment practices

increased the achievement of low-performing students to the point of approaching that of high-achieving

students.”Classroom Assessment for Student Learning , Second Edition p. 22

Formative or SummativeFormative

To inform ongoing learning Summative

To summarize final learning

Classroom Assessment for Student Learning , Second Edition

Formative or Summative Formative Examples

Summative Examples

Final Projects

Unit Exams

Quizzes

Reflection Forms

Journal Entries

Exit Slips

Classroom Assessment for Student Learning , Second EditionTerm PapersFinal Exams

Think of a Classroom UnitHow do you express the clear purpose of your topic?

How do you maintain student centered lesson?

How do you assist students in achieving their goal?

How do you present objectives in student friendly language?Fill in Topics (First Column)

Use student centered language

Keys to Quality AssessmentClear Purpos

eClear

TargetsSound Design

Effective Communicatio

nStudent

Involvement

Clear Purpos

e

Clear PurposeFor students to be able to improve, they must have the capacity to monitor the quality of their own work.

To do so students must ask…

Where am I going?

Where am I now?

How can I close the gap?


eClear

TargetsSound Design


nStudent

Involvement

Clear TargetsStudents can hit any target they

can see and that holds still for them.Are learning

targets clear to teachers?

What kind of achievements

are to be assessed?

Are these learning targets the focus of

instruction?

Fill in Subtopics (Second Column)


eClear

TargetsSound Design


nStudent

Involvement

Sound DesignAssessments are aligned to match the targets they are intended to

measureDo assessment methods match learning targets?Are items, tasks, and scoring rubrics of high quality?Does the assessment control for bias?

Possible Assessment Methods

Selected Response Written Response

Performance Assessment

Personal Communication

Target-Method Match

Strong match: The method works for all learning targets in this type.Good match: The method works for many of the learning targets of this type.Partial match: The method works in some instances for learning targets of this type.Poor match: The method never works for learning targets of this type.

Selected Response

Written Response

Performance Assessment

Personal Communicatio

n

Knowledge

Reasoning

Skill

Product

Good Strong Partial Strong

Good Strong Partial Strong

Partial Poor Strong Partial

Poor Poor Strong Poor

? ? ? ?

Classroom Assessment for Student Learning , Second Edition

Disposition


eClear

TargetsSound Design


nStudent

Involvement

Effective CommunicationOnce the purpose and targets are clear and the assessments are soundly designed, then they must be effectively communicated to

the students.Can assessment results be used by students to guide their learning?

Do formative assessments give students effective feedback?

Do students see the connection between their targets and their results?

Do grades tell students if they hit their target?


eClear

TargetsSound Design


nStudent

Involvement

Student InvolvementThe decisions that contribute the most to

student learning success are made, not by adults working in the system,

but by students themselves.Are learning targets clear

to the students?Can students use the results to self-assess and set goals?Are students tracking and

communicating their evolving learning?

Our Third Column

3 Methods of Involving Students in Assessment

Independent Reflection Prior

to an Assessment

Peer Review

Independent Reflection


to an Assessment

Independent Reflection Prior to an Assessment

Your Forms



to an Assessment

Peer Review


Peer ReviewVocabulary/concept review for the Marketing unit

Instead of the teacher grading their work they graded each other on:

ConceptEye contactEngaged audience

The average score increased from last semester by 4%



to an Assessment

Peer Review


Independent ReflectionQuiz or Test Tracking Forms

Assessment:Date:Things I know really well (knowledge target):Things I can do really well (skill target):

Things I need to know better (knowledge target):Things I need to do better (skill target):

What simple things did I do wrong? How do I not do it again?

Know

Learning Target(examples) Date What I did well What I need to

work on1. I can explain

the constitutional structure of our government.

2. I can describe the processes that have been used to create, amend, and repeal laws.

Independent ReflectionTo Track Growth

Learning Target 1: I can explain the constitutional structure of our government.Assignmen

tDate

Score

What I did well What I need to work on

Learning Target 2: I can describe the processes that have been used to create, amend, and repeal laws.Assignmen

tDate

Score What I did well What I need to work on

Do Assessment: Skill Objective Course: ENGLISH II: Interpersonal Communication

Skill Activity

PRACTICING

FINAL SPEECH OUT

LOUD in class

Date

5/21

Score

10/10 for

each

What did I do well with this skill?

What do I need to practice with this

skill?

What is my plan for practicing?

Pitch; not being

monotone7/10

I used some pitch changes at the

beginning.

I used some pitch changes at the

beginning.

I will practice the counting/pitch

activity at home tonight.

Rate; not rushing,

using pauses,

not having filler

words

8/10 I used some good pauses.

I was rushing at the beginning. I know that my timing was

45 seconds this time through.

I will practice at home and time

myself and make sure it takes me 55

seconds

Finally, the Final!

We’re done!

Finally !

Documents

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