Using Assessment to Nurture Critically Thoughtful Learners Garfield

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Using Assessment to Nurture Critically Thoughtful Learners Garfield Gini-Newman Lecturer, OISE/UT ggininewman@oise. utoronto. ca

Using Assessment to Nurture Critically Thoughtful Learners Garfield Gini-Newman Lecturer, OISE/UT ggininewman@oise. utoronto. ca

Brain Walk Activity Gathering our thoughts on assessment 2

Brain Walk Activity Gathering our thoughts on assessment 2

Brain Walk Statement 1 Assessments can be a source of motivation and engagement for

Brain Walk Statement 1 Assessments can be a source of motivation and engagement for students. 3

Brain Walk Statement 2 Assessment for learning is one of the most powerful tools

Brain Walk Statement 2 Assessment for learning is one of the most powerful tools in a teacher’s repertoire. 4

Brain Walk Statement 3 Use of formative assessment is essential to nurturing critical thoughtful

Brain Walk Statement 3 Use of formative assessment is essential to nurturing critical thoughtful students who become active, engaged, and critical assessors of their own learning. 5

Brain Walk Statement 4 There are many right ways to support student learning through

Brain Walk Statement 4 There are many right ways to support student learning through classroom assessment. There are no hard and fast rules, only ideas to be thoughtfully explored and decisions to be made. 6

Brain Walk Statement 5 Becoming is more important than being. We live in a

Brain Walk Statement 5 Becoming is more important than being. We live in a culture characterized by expectations of entitlement. In this culture, students learn to value what they have more than who they are, and success is measured by how much they have, not by how much personal effort and growth it takes to achieve 7 something.

Brain Walk Statement 6 Curriculum and assessment planning are analogous to travel planning. Travel

Brain Walk Statement 6 Curriculum and assessment planning are analogous to travel planning. Travel planning should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country. The best curriculum and assessment designs are derived backward from the learning sought. 8

Identify Learning Targets Plan scaffolding Determine appropriate evidence Five Step Assessment Planning Process Consider

Identify Learning Targets Plan scaffolding Determine appropriate evidence Five Step Assessment Planning Process Consider evidence to determine level of achievement Interpret results to determine next steps

Three Keys to an Assessment Rich Classroom Assessments measure what matters Assessments nurture growth

Three Keys to an Assessment Rich Classroom Assessments measure what matters Assessments nurture growth Assessments are a source of motivation and engagement

Principles of Effective Assessment: The Primary purpose of assessment and evaluation is to improve

Principles of Effective Assessment: The Primary purpose of assessment and evaluation is to improve student learning. Students receive feedback and guidance on how to improve work and have the opportunity to implement the suggestions. Student grades are to be determined by their most consistent level of achievement with consideration for more recent work. Assessment methods should be appropriate for and compatible with the purpose and context of the assessment. Assessment methods are suited to the backgrounds and prior experiences of students. Assessment clearly reflects the degree of student success in meeting curriculum outcomes. Care is taken to ensure that results are not influenced by factors that are not relevant to the purpose of the assessment. Students and parents are given clear definitions of excellence and clear directions for improving student work. The directions provided to students are clear, complete, and appropriate for the ability, age and grade level of the students.

Navigating the Paradigm Shift in Assessment Requires a Parallel Shift in Curriculum Design The

Navigating the Paradigm Shift in Assessment Requires a Parallel Shift in Curriculum Design The most important shift in assessment is not how but why we assess – primarily to nurture student learning

Putting the Paradigm Shift in Perspective The heart of the paradigm shift in assessment

Putting the Paradigm Shift in Perspective The heart of the paradigm shift in assessment is: l To gather rich, complex pieces of evidence l To provide the necessary scaffolding, practice, feedback and guidance to students to help them to reach their fullest potential l To consider most consistent to garner an accurate picture of the student l To acknowledge that students have various learning styles and other factors may impact on their performance

Rather than seeing assessments as formative or summative, we should consider whether the uses

Rather than seeing assessments as formative or summative, we should consider whether the uses of assessments are formative or summative. 14

“Everything students say, write or do is evidence of learning” Anne Davies, Grande Prairie

“Everything students say, write or do is evidence of learning” Anne Davies, Grande Prairie airport, February 22, 2008 15

Targets vs Methods Assessment Targets Assessment Methods

Targets vs Methods Assessment Targets Assessment Methods

Six Key Questions to Assessment Planning 4. How will I use the evidence I

Six Key Questions to Assessment Planning 4. How will I use the evidence I 1. What are my key gather to determine the learning targets for student’s final grade? the course? 5. How will I determine the 2. What evidence of student’s grade if they do not student achievement provide a complete body of will I gather? evidence? 3. How will I provide 6. How will I clearly students with communicate grading feedback, guidance practices to parents and an opportunity to students? improve their work?

What resides at the core of my program? How will I know if students

What resides at the core of my program? How will I know if students have been successful in my course? l What will success look/sound like? l 18

What Evidence of Student Achievement will I gather? Consider Grade level – build on

What Evidence of Student Achievement will I gather? Consider Grade level – build on prior learning and prepare for future learning l Consider Subject Area – each subject area is unique – honour the distinctiveness of the subject l

Menu of Summative Assessments l l l l Tests Quests Seminars Debates Essays/Reports Processfolios

Menu of Summative Assessments l l l l Tests Quests Seminars Debates Essays/Reports Processfolios Learning Portfolios Writing Portfolios l l l MI Journal Authentic Performance Tasks Labs

How will I provide students with feedback, guidance and an opportunity to improve their

How will I provide students with feedback, guidance and an opportunity to improve their work? l l Quizzes as practice Rubrics Conference with students Written Anecdotal responses l l l Peer Assessment Self Assessment Checklists

How will I use the evidence I gather to determine the student’s final grade?

How will I use the evidence I gather to determine the student’s final grade? l l How will you ensure a balance between the various assessment targets? Are each of the summative assessments of relative equal weight? l l Will you record marks as percentage grades, levels of achievement or other? How will you use the evidence gathered to determine the student’s most consistent level of achievement?

Create A Summative Assessment Plan l l l Consider what evidence will provide reliable

Create A Summative Assessment Plan l l l Consider what evidence will provide reliable information about student achievement design down - plan summative assessments first Decide how much evidence is enough evidence Make sure all areas of the curriculum are adequately addressed

Base Your Assessment of Student Achievement on Fewer, but Richer Pieces of Evidence l

Base Your Assessment of Student Achievement on Fewer, but Richer Pieces of Evidence l l Use Authentic Assessment (performances which provide practical applications of learning often to an audience beyond the classroom) Use portfolios as appropriate Provide students with clear criteria for each required demonstration of learning Teach to the task and provide formative feedback, opportunities to practice and a chance to revise work

Base Assessment on Pieces of Evidence Which are of Relative Equal Importance l Determining

Base Assessment on Pieces of Evidence Which are of Relative Equal Importance l Determining most consistent is complicated by a body of evidence which contains minor assignments, unit tests, and major projects l Remember, quizzes are formative and pop quizzes have no sound pedagogical basis

Mark Student Performances, Not their Learning Separate learning from demonstrations of achievement l Students

Mark Student Performances, Not their Learning Separate learning from demonstrations of achievement l Students need to have an opportunity to “muck” around with what they are learning before being asked to perform l Worksheets, homework, cooperative learning exercises are all part of the learning process l

Consider the Best Formative Assessment Tools to Support Students in Their Learning l l

Consider the Best Formative Assessment Tools to Support Students in Their Learning l l l Well written rubrics can be an invaluable tool to assist students and reduce teacher workloads Quizzes, conferring with students, checklists are other useful tools formative assessment Remember Level One is the bare minimum you would accept for a pass

A Clear, well thought-out Summative Assessment Plan Makes Getting to the Grade Much Easier

A Clear, well thought-out Summative Assessment Plan Makes Getting to the Grade Much Easier l Calculating grades is manageable when teachers: • Work with fewer, but richer pieces of evidence • Gather evidence which is of similar importance • Ensure all areas of the curriculum are addressed

So, what is critical thinking? n n n A complex activity, not a set

So, what is critical thinking? n n n A complex activity, not a set of generic skills, Concerned with judging or assessing what is reasonable or sensible in a situation, Focuses on quality of reasoning, Depends on the possession of relevant knowledge Can be done in endless contexts and is required whenever the situation is problematic Is effortful but not necessarily negative

When is someone thinking critically? A person is thinking critically only if she is

When is someone thinking critically? A person is thinking critically only if she is attempting to assess or judge the merits of possible options in light of relevant factors or criteria. Critical thinking is criterial thinking— thinking in the face of criteria.

A Definition of Critical Thinking TC 2 defines critical thinking as the thinking through

A Definition of Critical Thinking TC 2 defines critical thinking as the thinking through of a problematic situation about what to believe or how to act where thinker makes a reasoned judgment that reflects competent use of the intellectual tools for quality thinking.

Community of Thinkers Critical Challenges TC 2 Model of Critical Thinking Teach and Assess

Community of Thinkers Critical Challenges TC 2 Model of Critical Thinking Teach and Assess the Intellectual Tools Background Knowledge Criteria for Judgment Critical Thinking Vocabulary Thinking Strategies Habits of Mind

Three Types of Questions Type 1 Type 2 Type 3 What are the ingredients

Three Types of Questions Type 1 Type 2 Type 3 What are the ingredients in Bertie Bott’s Every Flavor Beans? What is your favourite Should Bertie Bott’s Every flavour of Bertie Bott’s Every Flavour Beans be sold in school Flavour Beans? cafeterias? What are three activities in Smiths Falls? Would you like to move to Smiths Falls? Identify several natural disasters that impact on the environment? Which natural disaster creates Which natural disaster poses the most fear for you? great threat to the Ontario economy? List three types of exercise. What is your favourite type of Which sport would best meet the exercise? needs of someone with asthma – diving, soccer or tennis? What did the Inuit use to make What geographic feature of Nunavut do you like the tools? most? Would your family’s needs be better met in Ottawa or Smiths Falls? Which natural resource – diamonds or fish – are most important to northern society?

Come up with your own examples! Type 1 Why do people go shopping? Type

Come up with your own examples! Type 1 Why do people go shopping? Type 2 Do you like shopping? What is your favourite genre of movie? Type 3

Criteria defined Criteria are the factors or attributes that help us recognize whether something

Criteria defined Criteria are the factors or attributes that help us recognize whether something is what we say it is. We use criteria to make reasoned judgments about issues in social studies and to make judgments about the quality of student work.

Criteria Data Set: Assessment List A List B Research notes are 4 -5 pages

Criteria Data Set: Assessment List A List B Research notes are 4 -5 pages in Research notes are length and draw upon 3 -4 comprehensive and reflect a sources variety of perspectives Bibliography contains 8 -10 sources Bibliography is comprised of a variety of relevant and reliable sources providing multiple perspectives Essay contains three arguments Essay thesis is supported by the with supporting evidence use of sufficient arguments that are convincing, relevant and insightful Title page includes a title, name, Title page is informative and course and date visually appealing Poster includes 3 visuals, titles and a 30 -word caption Poster is visually appealling, informative and convincing or provocative.

Defining our Assessment Targets In a critically thoughtful classroom our targets are the intellectual

Defining our Assessment Targets In a critically thoughtful classroom our targets are the intellectual tools for quality thinking.

Consider this framework for assessment targets l Background Knowledge: Ø Ø l do students

Consider this framework for assessment targets l Background Knowledge: Ø Ø l do students know and understand the important concepts, facts and ideas? are students able to select relevant and important information to meet the challenge? Criteria for Judgment: Ø Ø Ø are students able to identify important and relevant criteria? do students use criteria to guide their thinking? are student judgments consistent with the criteria and the available evidence? 38

Assessing critical thoughtful responses Critical Thinking Vocabulary Ø do students demonstrate an understanding of

Assessing critical thoughtful responses Critical Thinking Vocabulary Ø do students demonstrate an understanding of key vocabulary? Ø are student responses consistent with the demands of the critical challenge?

Thinking Strategies are students able to effectively organize information to guide their thinking? Ø

Thinking Strategies are students able to effectively organize information to guide their thinking? Ø are students able to select relevant information and connect the information to the criteria for judgment? Ø Habits of Mind do students demonstrate the habits of an effective thinker through the process of gathering and weighing evidence? Ø do students demonstrate the habits of an effective thinker in the process of their deliberations? Ø do students demonstrate the habits of a an effective thinker through the manner in which they attack a challenge? Ø

Differentiation in a Critically Thoughtful Classroom Product Critical Challenges Process Clear Learning Targets Teach

Differentiation in a Critically Thoughtful Classroom Product Critical Challenges Process Clear Learning Targets Teach and Assess the Intellectual Tools Background Knowledge Groupings Community of Thinkers Background Knowledge Habits of Mind Criteria for Judgment Thinking Strategies Critical Thinking Vocabulary