ASSESSING to BRIDGE LEARNING and UNDERSTANDING EDCP 331

ASSESSING to BRIDGE LEARNING and UNDERSTANDING EDCP 331 Adapted from a workshop by Paula Rosehart & Jas Uppal

We are learning to: n Explain the difference between Assessment and Evaluation And Summative and formative assessment Explain the difference between Assessment for learning Assessment of learning Assessment as learning

Shape of the Class n n Powerpoint is on the website Remember to take notes! Handouts with rubric examples coming later Using all modalities we will be looking at: n Summative and Formative Assessment n Assessment as/for/of Learning n Rubrics

Checking Prior Knowledge n n n What are some words that come to mind when you think about your own experience as a student with assessment? Using the Rally Robin strategy, take turns to share ideas back and forth with a partner…try to use one word to express your feelings (first person to start is according to alphabetical order). “Whip Around” to hear different responses

Chopstick Relationships n n n Get in to trios. Send one person up to get three chopsticks Next place the chopstick in the palm of your hand and, with your partners, balance your relationships silently. Now try doing it while talking. Try different things when you are asked to do so: move clockwise, stand on one leg, jump, etc. Try it while being silent too.

Chopstick Relationship Debrief n n What did you have to do in order to build a relationship with your colleagues? Think about assessment, who are three members of the assessment triangle? In other words, which people are responsible for assessing student learning? Which three aspects of assessment should be included in the learning process? What are the different ways you assess student learning/understanding?

Assessment Vs Evaluation n n Assessment: the collection of information about student achievement and performance (feedback); Assessment provides teachers with information of what a student knows, understands and can demonstrate which aids in further planning and decision making in the teaching/learning process. "Assessment always has more to do with helping students grow than with cataloguing their mistakes. -Carol Ann

Evaluation n Evaluation: a judgment about the quality or value of student performance, response or product based on curriculum objectives; Evaluation provides information on how well students are meeting outcomes for the purpose of reporting marks to students and family. http: //www. saskschools. ca/curr_content/mathcatch/mainpages/ assess_tools/

Task A n In pairs discuss what you feel might be the difference between summative and formative assessment (think of the root words: sum and form)

Summative Assessments n n Given periodically at a particular time to determine what students do know and do not know; Occurs after the instruction has taken place…a sum of the students’ total learning and happens at the end; Assesses the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the outcomes. ASSESSMENT OF LEARNING

Examples (Evaluative): n n n n n Test; Provincial or Government exams; Final project; Final Portfolio; Final Presentation; Exhibition; Performances; Multimedia projects; Quiz that counts for final mark Essay…

Heads or Tails n n n n Get a coin that has two different pictures on each side; Have students stand up and place their hands on their heads if they think the coin will land on heads once flipped; Have the students put their hands on their bottoms (tails) if they think it will land on tails; Flip the coin and call out the picture that is facing upwards; If students chose the correct picture, they remain standing, if incorrect, they sit down; Continue having students choose heads or tails and flipping the coin until there is one winner; Keep track of the ‘flips’ on the board and discuss probability.

Heads or Tails Debrief n n n How is this activity a metaphor for summative assessment/assessment of learning? What are the disadvantages of this type of assessment? How might you adapt this activity so that it is allows for feedback as a way to improve students’ chances of success?

TASK B n n In pairs, brainstorm a list of what you think the purpose of a summative assessment and Another list outlining what are the limitations of summative assessment?

Summative Assessment (Assessment of Learning) PURPOSE: to be accountable to the government, public, parents and students; n To certify or inform parents or others of student’s proficiency in relation to curricular outcomes. n It often contributes to pivotal decisions that will affect students’ futures. It is important, then, that the summative assessment be credible and defensible

Limitations of Summative Assessments Limitations: Summative assessments (assessment of learning) happens too far down the learning path to provide information at the classroom level to make adjustments or interventions to the learning process.

SUMMATIVE ASSESSMENT Assessment of Learning

Formative Assessment n n Happens during the learning and teaching process; Designed to make each students’ understanding visible, so that teachers can decide how to support student’ progress; Assessment for learning is used as an investigative tool to find out what students know, can do, and what confusions or gaps they might have; Informs students and teachers about student understanding at a time when timely adjustments can be made;

Examples (feedback): n n n Quiz that does not affect final grade; Exit slips; Value Lines; Traffic Lighting; Journal Entries; Review questions; Self-assessment; Peer-assessment; Descriptive feedback; Observations and anecdotal notes; conferencing…

TASK C In pairs, discuss what is the purpose of formative assessment n What are the implications of formative assessment? n

Formative Assessment n n n PURPOSE: to probe student understanding and to make adjustments to lesson plans accordingly; Identify learning needs of individuals or groups of students; Create differentiated teaching strategies and learning opportunities for helping individual students move forward in learning process (Multiple Intelligences).

Formative Assessment IMPLICATIONS: promotes learning and understanding; n Includes assessment for learning and assessment as learning; n

FORMATIVE ASSESSMENT Assessment for Learning Assessment as Learning

Brain Break! Number Circle n n n Stand in a circle Students take turns stepping into the middle of the circle to say a number in order of counting (1 s, 2 s, 3 s, odds, evens etc) Students may say more than one number If two students step (or attempt to step) into the circle at the same time, or say the same number, the game must begin again Practice getting higher each time game is played.

Number Circle Debrief n n n What strategies did you employ to improve after each attempt? How does this activity connect to assessment? How is this game a metaphor for assessment? What information can it give you about feedback as a way to support students’ learning? How are students involved in this process of ‘assessment’, achieving a higher goal?

Assessment as Learning n n n Students think about, monitor, and critically reflect on their own learning and identify next steps; Assessment as a process of metacognition (knowledge of one’s own thought processes)…an active process of cognitive restructuring that occurs when individuals interact with new ideas; Active engagement of students in learning process, creating their own understanding Students monitor, make adjustments and changes in learning process; Assessing one’s own learning process

Examples (Reflective): n n n n n Self-assessment criteria check-list; Self-assessment rubric with comments; Student-created ‘reports’; Portfolio with ‘goal’ setting; Group assessment; Peer assessment; Journal entries/learning logs Exit Slips; Student-led conference;

Rubric Definition n n n A rubric is a scoring guide or a set of expectations used to judge student performance. It measures a stated objective, using a range to rate performance. Characteristics are arranged in levels, indicating the degree to which a standard has been met. Rubrics are especially useful for assessing complex and subjective subjects. They provide working guides for both teachers and students and are handed out before the assignment so that students know what is expected. http: //www. saskschools. ca/curr_content/bestpractice/rubrics/index. html

Rubric Reflection (handouts) n n n Look closely at the rubrics and discuss the format with a partner; What is being assessed or could be assessed using this framework? What is effective about this type of assessment? What is challenging about this type of assessment? How could you adapt these rubrics for your classroom?

Assessment For Learning Graphic Organizers FISHBONE

Admit Slips and Exit Slips n n n Exit Cards are a quick and efficient way to informally assess whether students understand a concept that has been taught; Exit cards are written student responses to questions posed at the end of a class, learning activity, day or unit; They may be used at any grade level and every subject area.

Exit Cards are useful to: n n n n n Act as a part of ongoing assessment Reveal important information about student understanding of a concept Diagnose misconceptions early in the learning process when an intervention would have greatest impact Provide regular review of major concepts of a curricula Tap into higher level thinking on a regular basis Exit Cards are not: Formal Evaluation (not for marks) A one correct answer proposition Long and drawn out (5 minutes to complete)

Forms of Assessment For Learning n n n n Exit Slips; Placemat; Fishbone; Four Corners; Traffic Lights; I can sheets; Heart Matching; Value Line…

Many methods of assessment? Question: How do I select which method of assessment I should use? 1. Clarify the purpose of the assessment 2. Select the method that best serves the purpose in the particular context

Assessment for Learning One strategy that can be used in the classroom is ‘Traffic Lighting’ cards (TASK : traffic light given questions using the cards) n What could the colours represent in terms of student’ understanding? n

Task D n n n Traffic light the ‘I can’ assessment sheet Can use highlighters to denote understanding or cards. Discuss: how can this tool be used in the classroom? What is the tool’s purpose? What is the student’s role or teacher’s role?

Housekeeping n n Anyone interested in purchasing any of Roland Case’s Critical Challenges. Today’s the day… You have this class to work on your unit. I am available to meet with you and will circulate. Assessment check in~ Traffic Light

Looking Forward n n Unit Plans – we are working towards your group submitting a fully completed unit plan. You should be using a template (such as the ones on our website). You should also include your group’s name, grade and cohort. Is the process we are using formative or summative?

Due Dates n n Unit Grid – Due Sunday, November 20 th at 12 noon. Lesson Plan- Due Friday November 25 th at midnight Completed Unit plan template and potential issues due on the last class. Please bring headphones for next class!

Ask me some Questions? ? ?