Principles & Practical Tools Improving Classroom Assessment

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Principles & Principles & Practical Tools f f or Improving Classroom Assessment Presented by Tr Harvey F Silver EdD 1 Tr . Harvey F . Silver , EdD

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Microsoft PowerPoint - Tools for Thoughtful Assessment Webinar Final (2-27-13)1
We know it… But how do we do it?
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PRINCIPLES
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Assessment: It’s not just for teachers anymore! It s not just for teachers anymore!
SHIFTSHIFT:  A teacherdirected process
A process where students play an active role
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This segment:This segment: Tools you can use to engage students in the assessment  process at all stages of an instructional sequence
MiddleBeginning End
Beginning
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What is my TASK? 
DOING goals?
Task
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CLASSROOM EXAMPLE:CLASSROOM EXAMPLE:  A high school student’s analysis of a culminating assessment task  on renewable/nonrenewable energy…
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A 1ST GRADE EXAMPLE: Completed as a class vs. individually
What is my task?
Make a poster that could teach someone the difference between books that tell stories p and books that give you information. It should show examples of both kinds of books.
What do I need to know? What do I need to be able to do?
I need to know what a story book is. I need to know what an information book is.
Explain the difference between a story book and an information book. Find examples of both kinds of books. Make a poster.
• This tool like others in the book can be modified for use• This tool, like others in the book, can be modified for use  with younger students –e.g., by having them work as a class.
• This tool, like others, can be used to target Common Core 
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Backwards LearningBackwards LearningBackwards LearningBackwards Learning
REFLECTION: How might students benefit from using this tool?
Understand the  goals more deeply
Gives purpose                 and meaning to  upcoming tasks
Gets students in              the habit of analyzing  tasks and setting goals upcoming tasks tasks and setting goals for achieving them
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Backwards Learning promotes success byBackwards Learning promotes success by              helping students identify learning goals/targets              at the beginning of an instructional sequenceBeginning
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Another way to promote success is to help  students understand what quality looks likestudents understand what quality looks like            before they start working on an assignmentBeginning
Two ways to do this:
GIVE STUDENTS  CRITERIA FOR  HIGHQUALITY 
WORK (E.G., A RUBRIC)
“StudentGenerated  Assessment Criteria”
StudentStudent--Generated Generated Assessment CriteriaAssessment Criteria
A tool that prepares students to produce highquality work by  showing them examples of what it looks like and helping themshowing them examples of what it looks like and helping them  identify its essential attributes
HighPerformance Approach ThreeLevel Approach
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Independently, in groups, as a class
The beginning of a strong narrative…
Is interesting and makes you want to read more Is interesting and makes you want to read more
Tells you what event or experience the writer is going to  be writing about
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Average
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You just saw two tools for engaging students in the   l i i i l
Beginning
“Student Generated“StudentGenerated  Assessment Criteria”
“Backwards Learning”
What about engaging students in the middle of an   i i l i i i h i ?instructional sequence…as instruction is happening?
Middle
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Stop, Slow, Go!Stop, Slow, Go! Invites students to give realtime feedback about the pace and 
Stop, Slow, Go!Stop, Slow, Go!
effectiveness of instruction by holding up colored index cards
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g
Just right? 3 X 3 = ?
During a presentation or while working independently During a presentation or while working independently
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Test FeedbackTest Feedback
E t d t i th t t th d f
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Test FeedbackTest Feedback
Engages students in the assessment process at the end of an  instructional sequence by inviting them to reflect on and learn  from their endofunit tests
Test Feedback Form:
A teacherdirected process
Backwards Learning: It’s the studentswho establish the learning goals.
StudentGenerated Assessment Criteria: It’s the students, with help 
Backwards Learning
StudentGenerated Assessment Criteria from their teacher, who uncover the criteria for highquality work.
Stop, Slow, Go!: It invites students to give feedback to the teacher. It  also trains students to be more proactive by teaching them to monitor Stop, Slow, Go! also trains students to be more proactive by teaching them to monitor  their understanding and speak up when they’re confused.
Test Feedback: It invites students to assess their performance, study  Test Feedback
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p y habits, and the degree to which instruction prepared them to succeed.
Assess for 21st century success Assess for 21st-century success.
SHIFT:  A focus on facts and memorizationA focus on facts and memorization
A focus on 21stcentury skills & understandings,  particularly those highlighted in the Common Core
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What would assessing for 21stcentury success g y look like in the context of vocabulary instruction?
Can you MEMORIZE?
Common Core Connections:
Ideal for developing and testing students’ grasp of Ideal for developing and testing students  grasp of  general and contentspecific vocabulary terms               (CC Language Anchor Std 6)
Can be used with nonvocabulary standards as well
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AMATH i lA MATH triangle Classifying shapes  according to their acco d g to t e attributes  (CC 3.G.1, 4.G.2)
A LITERATURE triangle Recounting the plot and g p determining the central  message of a fable (CC RL 3 2)
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MiddleBeginning End
p knowledge understanding Endofunit test
Association Triangles: Vocabulary knowledge and skillsg y g
h k ll421 Summarize: Other Common Core Skills Summarizing, writing, collaboration, identifying main ideas
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44--22--1 Summarize1 Summarize A tool that solidifies and tests students’ grasp of what they’ve 
44 22 1 Summarize1 Summarize g p y
learned from readings, lectures, etc., by having them identify,  discuss, and summarize the key points with their classmates
Summarizing skills: Emphasized in the Common Core Positive impact on student achievement
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44 22 1 Summarize1 Summarize
Record the 4most important ideas.
Share, compare, agree on the 2most important.
Share, compare, identify the 1most important.
Write a summary paragraph focused on the main idea.
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Common Core Connections:
Develops students’ ability to identify  & summarize key ideas from a text
Common Core Connections:
Builds explanatory writing skills (CC Writing Anchor Std 2)
& summarize key ideas from a text  (CC Reading Anchor Std 2)
Builds explanatory writing skills (CC Writing Anchor Std 2)
Teaches students to develop and strengthen their writing  via planning (CC Writing Anchor Std 5)via planning (CC Writing Anchor Std 5)
Engages students in peertopeer conversations about  gradeappropriate texts & topics (CC Speaking & Listening 
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Anchor Std 1)
The only real similarity between The only real similarity between aiding & grading is that they rhyme.
SHIFT:SHIFT:  Assessment as a means of evaluating learning
A means of advancing teaching and learning
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There are a lot of different ways to aid…y
BEGINNING: Cl if l d t ti
“Backwards Learning”
Clarify goals and expectations Teach students what quality looks like
“Checklists”
“Stop, Slow, Go!”
Give students feedback that helps them improve
“Glow & Grow” END: Let students learn from endofunit assessments Promote productive reflection
“Test Assessment”
“Test Feedback”
ChecklistsChecklistsChecklistsChecklists Beginning
A tool that improves students’ performance on assigned  tasks by spelling out what students need to do or include  in order to complete those tasks successfullyin order to complete those tasks successfully. 
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When I am giving an oral presentation…
I make a conscious effort to speak slowly loudly and clearlyI make a conscious effort to speak slowly, loudly, and clearly.
I use visual displays like charts/graphs to try and clarify my points.
I d i i i h ifi id / lI support my statements and positions with specific evidence/examples.
I stop at various times to address people’s comments/questions.
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PRINCIPLE 1: Students as
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Common Core skills (Speaking & Listening Stds)
Glow & GrowGlow & GrowGlow & GrowGlow & Grow Middle
A tool that boosts achievement by focusing more on aidingA tool that boosts achievement by focusing more on aiding than grading
k f f b kTwo kinds of feedback:
GLOW GROW
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Glow & GrowGlow & GrowGlow & GrowGlow & Grow A high school history example: Documentbased essay feedback
Which is more likely to raise achievement?                 vs.  
The oftenuntapped power of the “Glow”
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Test AssessmentTest Assessment
A tool that aids students by encouraging them to analyzeA tool that aids students by encouraging them to analyze  their performance, not just look at their grades
Which learning targets did I miss?
What can I do to hit them?
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One size doesn’t fit all!
SHIFT:SHIFT:  Onesizefitsall assessment and instruction
Differentiated assessment and instruction
MiddleBeginning Endg g
Assessing & addressing  differences
Designing differentiated  assessments
46“From Topics to Top Picks” “Task Rotation”
“To teach a student well, a teacher must , know that student well.”
Tomlinson and Imbea (2010)—Tomlinson and Imbeau (2010)
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Fr m T pics t Fr m T pics t ““T p PicksT p Picks””From Topics to From Topics to ““Top PicksTop Picks”” Beginning
A i i t tAssessing interest               is important!
Doesn’t have to be  complicated!complicated!
Bonus: Previews theBonus: Previews the  learning to come
48*Inspired by Tomlinson’s (2001) Interest Questionnaire 
H did hi h How did this teacher  ASSESS students’  interests?interests?
How did this teacher  ENGAGE student  interest?
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“But it’s important for students to learn all theBut it s important for students to learn all the  material – not just the stuff they’re interested in!”
The idea isn’t to skip. 
USE t d t ’ i t t BROADEN t d t ’ i t tUSE students’ interests. BROADEN students’ interests.
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Assess & Address Design differentiated assessments  that let all students shine
“Task Rotation”
Task RotationTask RotationTask RotationTask Rotation End
FOUR ASSESSMENT TASKSSINGLE ASSESSMENT TASK A task for you… And you…A task for you…
And you… And you…
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assess students’ ability       to demonstrate factual
INTERPERSONAL TASKS
assess students’ ability       to relate personally to theto demonstrate factual 
knowledge and procedures.  to relate personally to the  content and to others.
“Remembering” “Relating”
“Remembering” “Relating”
UNDERSTANDING TASKS
SELF EXPRESSIVE TASKS
explain, and justify. , p ,
Task RotationTask Rotation End
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TASK ROTATION Remembering Relating
Personalizing
Challenge for all students
Analyzing data Thinking divergently
Practice answering different kinds of questions
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How critical is this kind of                          differentiated approach?
Sternberg and Grigorenko (2004) note that students  who fail to fulfill their academic potential often failwho fail to fulfill their academic potential often fail  because we have failed to teach and assess them in  ways that are consistent with their individual talents  and styles of thinking.
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You can’t build quality You can’t build quality in at the end of the line.
SHIFT:  A t thi th t hAssessment as something that happens                      
at the end of the line
Something that happens throughout the instructional process
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p
MiddleBeginning End
From Topics to Top Picks Stop, Slow, Go! Task Rotation
Backwards Learning
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