Taking a VOCAL Approach to Assessment validating observation

Taking a "VOCAL" Approach to Assessment: validating observation and conversation when assessing learning 4 Th. Annual Canadian Assessment for Learning Conference Saskatoon, May 5, 2017 Damian Cooper Plan Teach Assess website: www. planteachassess. com cell: 905 -460 -7109 email: damiancooper 11@gmail. com Twitter: @cooperd 1954

Session Outcomes We shall: n Consider what balanced assessment looks like n Explore why balanced assessment is essential n Examine challenges and solutions to gathering evidence of balanced assessment

Fair Means Same?

Balanced Assessment?

Balanced Assessment Means Triangulation Do (performance tasks) observations Valid & Reliable Picture of Student Achievement Write (tests, essays, projects, etc. ) products Say (oral defense, conferencing, conversations, etc. )

Triangulation: the what and why Definition Triangulation involves using multiple data sources in an investigation to produce understanding. Reasons to triangulate n A single method can never adequately shed light on a phenomenon. Using 2. multiple methods can help facilitate deeper understanding. n (Citation: Cohen D, Crabtree B. "Qualitative Research Guidelines Project. " July 2006. http: //www. qualres. org/Home. Tria-3692. html ) 1. 3.

Why is it necessary to triangulate assessment evidence? 2 Main Reasons: Write n The curriculum demands it n Students need it Do Say

Validating observation and conversation when assessing learning

“Backward Design” Program Planning Stage 1: Identify essential learnings Stage 2: Determine critical evidence (summative) of those learnings Stage 3: Plan learning experiences and instruction that make such learnings possible Adapted from Wiggins and Mc. Tighe, Understanding by Design

We must begin with the question, “What constitutes essential learning for students in the st 21. century? ”

Jack’s Story

Stage 1: Identify targeted understandings

Fair Assessment? ? ?

Stage 2: Determine appropriate assessment of those understandings & skills

Planning Assessment with the End in Mind

3 Critical Questions to Ask Before Assessment Occurs What is the purpose of this assessment? – Diagnostic? – Formative? – Summative? 2. Who is the primary user of the data? – Teacher? – Student? – Parent? Next grade teacher? Employer? – University/College entrance board? 3. What kind of data does the user need? – Feedback? – Score? – Percentage grade? – Anecdotal evidence? – Portfolio? 1.

Effective Assessment Planning: Full Year/Course or Per Unit Design summative assessment tasks first. These must provide evidence or one or more of the essential learning targets n Review to determine whether this set of summative tasks includes an appropriate balance of write, do, and say n Design smaller formative tasks to build understanding and skills towards the summative tasks n Design initial/diagnostic assessment tasks to determine students’ levels of understanding and skill before you begin teaching n

Summative Assessment: Helen Hills Grade 9 English Seminar

Helen’s Backward Planning

Helen’s Backward Planning n Key to success: gradual release of responsibility from teacher-directed to student autonomy

Helen Hills Grade 9 English Seminar n https: //www. youtube. com/watch? v=NZc Kup. Nzg. W 0

Assessment for Learning: Diagnostic Mathematics Assessment n (add video of Jeff interviewing Blake)

Co-constructed Assessment Criteria for Infomercial

Teacher Records Formative Performance

Students Discuss Feedback from Peer Assessment of Formative Performance

Time to Talk About Assessment n Share with a colleague your initial reactions to these examples of assessment through observation & conversation.

Triangulation of Evidence by Assessment Mode Do (performance tasks) observations Valid & Reliable Picture of Student Achievement Write (tests, essays, projects, etc. ) products Say (oral defense, conferencing, conversations, etc. )

Chris’s Story

Teach for Understanding and Assess for Transfer n When students are able to demonstrate a skill on cue, in a controlled situation, they have knowledge… BUT n When students independently make appropriate decisions by drawing on their knowledge and skills in response to new situations, they understand

Authentic Performance Tasks

Authentic Performance Tasks n n n n Are designed to provide evidence of learning of 1 or more overall expectations Require transfer or application of knowledge & skills Are relevant, meaningful, and therefore engaging for students Are challenging Often involve simulation or role-play Are accompanied by clear assessment criteria: a rubric and/or checklist Include realistic constraints: time, resources, etc. May require collaboration, and therefore include individual accountability

Backward Planning from an Authentic Summative Performance: The G 7

Stage 1: Essential Learning Targets Grade 12 - Economics Enduring Understandings (content) Students will demonstrate an understanding of the following economic concepts: n n n n n International trade Economic interdependence and convergence Specialization Exchange rates and their impact on trade Risk assessment and foreign expansion Infrastructure Relationship between money supply and interest rates Inflation Taxes and spending and their impact on national and global economies Essential Skills (competencies) Students will demonstrate the following skills : n n n n Collaboration Negotiation Application of knowledge of course concepts Decision-making Responsibility Problem-solving Critical thinking Self-reflection , self-montoring, and selfadjustment

Time to Talk About Assessment n Discuss the essential skills that Jeff can assess through the G 7 task that could NOT be assessed through the written examination.

Jeff’s Assessment Plan for His Grade 12 Economics Course Diagnostic (Pre) Assessments to Identify Strengths & Needs in Each Essential Skill & Concept Mid-Unit Formative Tasks to Identify Learning & Learning Gaps End-of-Course Summative Assessment Tasks G 7 Simulation: -performance -written report End-of-Unit Summative Tasks Summative Interview With Teacher Written Examination

Reliability is a measure of confidence in the data we are gathering.

Validity Does this assessment task actually provide evidence of the learning I’m looking for?

Reliability and Validity Reliability Validity

Summative Assessment and Reliability When students work in groups, the reliability of individual student assessment data will naturally be compromised n To counter this, you must plan for individual accountability: n – Independent student report – Individual student conferencing - Recording the evidence

Professional Judgment Decisions educators make, in light of their professional experience, with reference to public standards and guidelines (Cooper, Redefining Fair)

Triangulation of Evidence by Assessment Mode Do (performance tasks) observations Valid & Reliable Picture of Student Achievement Write (tests, essays, projects, etc. ) products Say (oral defense, conferencing, conversations, etc. )

Conversation as Assessment

Alan’s Story

Listening to Conversation to Assess Mathematical Understanding

Assessment as Learning: Using Conversation to Improve Reading Skills

Conversation: Jackie’s Grade 3 Reading Program n n n n Data-gathering Student oral reading Student viewing video of her reading performance Student setting goals for improvement Conference with peer coach Conference with teacher Teacher communication with parents Student meeting with parent and teacher

Conversation: Jackie’s Grade 3 Reading Program n https: //www. youtube. com/watch? v=t. HE 6 e. Rk 54 CI n https: //www. youtube. com/watch? v=Kfo 6 n. Diq. Aew

Planning for Conversations

Assessing Collaboration in the Primary Classroom

Assessing Collaboration in the Primary Classroom

Gr. 11 English - Writing How shall I assess this learning?

Of course …. Macbeth: Essay Topics 1) The supernatural plays an important role in Macbeth. To what extent does it motivate Macbeth's actions? 2) Discuss King Duncan and examine what contribution he makes to the play. 3) In constructing Macbeth, Shakespeare dramatically altered historical characters to enhance certain themes. Examine Shakespeare's sources and discuss why he made these radical changes. 4) Is Lady Macbeth more responsible than Macbeth for the murder of King Duncan? Is Lady Macbeth a more evil character than her husband and, if so, why?