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
Transcript of Principles & Practical Tools Improving Classroom Assessment
Principles & Principles & Practical Tools
f for Improving Classroom
Assessment
Presented byTr Harvey F Silver EdD
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Tr. Harvey F. Silver, EdD
We know it… But how do we do it?
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PRINCIPLES
PRACTICALPRACTICALTOOLS
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Assessment: It’s not just for teachers anymore! It s not just for teachers anymore!
SHIFTSHIFT: A teacher‐directed 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
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Backwards LearningBackwards LearningBackwards LearningBackwards Learning
Beginning
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Backwards LearningBackwards LearningBackwards LearningBackwards Learning
What is my TASK?
What are my KNOWING goals? What are my
DOING goals?
Task
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CLASSROOM EXAMPLE:CLASSROOM EXAMPLE: A high school student’s analysis of a culminating assessment task on renewable/non‐renewable 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 pand 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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, , gState Standards (in this example, RL.1.5).
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 goalsfor 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 HIGH‐QUALITY
WORK(E.G., A RUBRIC)
“St d t G t d13
“Student‐Generated Assessment Criteria”
StudentStudent--Generated Generated Assessment CriteriaAssessment Criteria
A tool that prepares students to produce high‐quality 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
High‐Performance Approach Three‐Level Approach
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High‐Performance Approachg pp
Common Attributes?
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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be writing about
Three‐Level Approachpp
Excellent BelowAverage
Average
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You just saw two tools for engaging students in the l i i i l
Beginning
assessment process early in an instructional sequence.
“Student Generated“Student‐Generated 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 real‐time feedback about the pace and
Stop, Slow, Go!Stop, Slow, Go!
effectiveness of instruction by holding up colored index cards
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Pace Level of understanding
Too fast? Too slow? 32 X 3-5 = ?
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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 end‐of‐unit tests
Test Feedback Form:
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You’ve learned 4 tools for accomplishing this shift…
A teacher‐directed process
A process where students play an active role
Backwards Learning: It’s the studentswho establish the learning goals.
Student‐Generated Assessment Criteria: It’s the students, with help
Backwards Learning
Student‐Generated Assessment Criteriafrom their teacher, who uncover the criteria for high‐quality 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 yhabits, 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 21st‐century skills & understandings, particularly those highlighted in the Common Core
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What would assessing for 21st‐century success g ylook like in the context of vocabulary instruction?
Can you MEMORIZE?
Do you UNDERSTAND?MEMORIZE? UNDERSTAND?
“Association Triangles”
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Association TrianglesAssociation TrianglesAssociation TrianglesAssociation Triangles
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Association TrianglesAssociation TrianglesAssociation TrianglesAssociation Triangles
Common Core Connections:
Ideal for developing and testing students’ grasp of Ideal for developing and testing students grasp of general and content‐specific vocabulary terms (CC Language Anchor Std 6)
Can be used with non‐vocabulary standards as well
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AMATH i lA MATH triangleClassifying shapes according to their acco d g to t eattributes (CC 3.G.1, 4.G.2)
A LITERATURE triangleRecounting the plot and g pdetermining the central message of a fable(CC RL 3 2)
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(CC RL.3.2)
Association TrianglesAssociation TrianglesWhen to use it?
Association TrianglesAssociation TrianglesWhen to use it?
MiddleBeginning End
Assess prior Check for End of unit test28
pknowledge understanding End‐of‐unit test
Association Triangles: Vocabulary knowledge and skillsg y g
h k ll4‐2‐1 Summarize: Other Common Core SkillsSummarizing, writing, collaboration, identifying main ideas
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44--22--1 Summarize1 SummarizeA tool that solidifies and tests students’ grasp of what they’ve
44 22 1 Summarize1 Summarizeg 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 SummarizeWhat are the basic steps?
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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On your own
With a partner
In groups of four
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44--22--1 Summarize1 Summarize44 22 1 Summarize1 Summarize
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 peer‐to‐peer conversations about grade‐appropriate 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”
MIDDLE: Assess learning and respond accordingly
“Stop, Slow, Go!”
Give students feedback that helps them improve
“Glow & Grow”END: Let students learn from end‐of‐unit assessments Promote productive reflection
“Test Assessment”
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“Test Feedback”
ChecklistsChecklistsChecklistsChecklistsBeginning
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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ChecklistsChecklistsChecklistsChecklistsBeginning
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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ChecklistsChecklistsChecklistsChecklistsBeginning
Student Self‐Assessment Teacher Feedback
PRINCIPLE 3:Aiding vs grading
PRINCIPLE 1: Students as
PRINCIPLE 2: Common Core skills
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Aiding vs. grading Students as active players
Common Core skills(Speaking & Listening Stds)
Glow & GrowGlow & GrowGlow & GrowGlow & GrowMiddle
A tool that boosts achievement by focusing more on aidingA tool that boosts achievement by focusing more on aidingthan grading
k f f b kTwo kinds of feedback:
GLOW GROW
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Glow & GrowGlow & GrowGlow & GrowGlow & GrowMiddle
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Glow & GrowGlow & GrowGlow & GrowGlow & GrowA high school history example: Document‐based essay feedback
Which is more likely to raise achievement? vs.
The often‐untapped power of the “Glow”
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Test AssessmentTest AssessmentEnd
Test AssessmentTest Assessment
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Test AssessmentTest AssessmentEnd
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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Test AssessmentTest AssessmentEnd
Test AssessmentTest Assessment
Learning Targets/Goals
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One size doesn’t fit all!
SHIFT:SHIFT: One‐size‐fits‐all assessment and instruction
Differentiated assessment and instruction
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What does differentiation mean in the context of assessment?
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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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What does differentiation mean in the context of assessment?
Assess & Address Design differentiated assessments that let all students shine
“Task Rotation”
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Task RotationTask RotationTask RotationTask RotationEnd
FOUR ASSESSMENT TASKSSINGLE ASSESSMENT TASKA task for you… And you…A task for you…
And you… And you…
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MASTERY TASKS INTERPERSONAL TASKSMASTERY TASKS
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”
UNDERSTANDING TASKS SELF‐EXPRESSIVE TASKS
“Remembering” “Relating”
UNDERSTANDING TASKS
assess students’ ability to reason, analyze,
SELF EXPRESSIVE TASKS
Assess students’ ability to create, speculate, , y ,
explain, and justify., p ,
and think originally.
“Reasoning” “Creating”
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Reasoning Creating
Task RotationTask RotationA kindergarten example:
Task RotationTask RotationEnd
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“Remembering” task
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“Reasoning” task
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“Creating” task (creating a hypothesis)
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“Relating” task
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A mathematics example:
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What advantages does the four‐style approach offer?
TASK ROTATIONRemembering Relating
Retelling Personalizing
Reasoning Creating
Retelling
A l i d t
Personalizing
Thi ki di tl Comfort for all students
Challenge for all students
Analyzing data Thinking divergently
Practice developing different kinds of thinking & learning skills
Practice answering different kinds of questions
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A more comprehensive picture of what our students know
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 throughoutthe instructional process
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Tools for all stages…g
MiddleBeginning End
From Topics to Top Picks Stop, Slow, Go! Task Rotation
Backwards Learning
Checklists
Association Triangles
4‐2‐1 Summarize
Test Assessment
Test Feedback
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Student‐Generated Assessment Criteria
Glow & Grow
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