GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

Evidence

What is Assessment?What is the relationship between

Curriculum, Assessment, & Instruction?

EQ’s

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DiagnosticFormativeSummativeBalancedAssessment

Vocabulary

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Vocabulary FramesDIRECTIONS: This strategy will help you to learn new vocabulary and concepts in class. Use the following format to create flashcards:  Top Right Corner: Write the word's definitionTop Left Corner: Write the word's opposite and

cross it outLower Left Corner: Write a silly sentence that uses

the definition of the wordLower Right Corner: Draw a graphic to help you

visualize the concept In the Center: Write the word

Quick WriteWhat is assessment?

Document strategy in Strategy Log.

Process of gathering dataThe ways instructors gather data about

their teaching and their students’ learningFormal and informal process teachers and

students use to gather evidence for the purpose of improving lessons.

A way of providing evidence for teachers to give feedback to modify teaching and learning activities and then redo, revise, or modify instruction

What is Assessment?

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Types of Assessments

Three Types of AssessmentsDiagnosticFormativeSummative

One-Sentence SummaryCount off by three’s.Read articles & use text coding (on next slide)Discuss your assigned assessment type with

your group.Draw a picture that represents your type.Write a One-Sentence summary of your

assessment type.

Document strategies (text codes & one-sentence summary) in your Strategy Log.

Diagnostic AssessmentHelps you identify your students’

current knowledge of a subject or skillClarifies misconceptions before

teaching takes placeKnowing students’ strengths and

weaknesses can help you better plan what to teach and how to teach it

Examples of Diagnostic AssessmentsPre-testsSelf-assessmentsInterviews (brief, private, 10-minute

interview of each student)

Formative AssessmentsProvides feedback and information

during the instructional processMeasures student’s progressMeasures teacher’s progress“What did you learn today?”

Formative AssessmentsInformationFlexible group formationRemediationRe-teachingGetting DATA and using that data to

drive instruction.

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Formative Assessments

Snapshots taken over time that reveal changes in the learning of students

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Formative Assessments

Multiple snapshots, taken from different angles and with different lenses, that may reveal additional information about the learning of students.

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Summative Assessment

A snapshot that reveals how the student learning looks at a specific point in time.

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Summative Assessment

Assessments that occur at the end of a learning experience

“What’s for dessert?”

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Two Types of AssessmentSummative Assessment Formative Assessment•Occurs when teachers use evidence of student learning to make judgments on student achievement against goals and standards.•Usually formal•Sums up student achievement at a particular point in time•Shows how the students are progressing against the standards•Provides evidence to inform long-term planning

•Provide evidence for teachers to give feedback to modify teaching and learning activities and then to redo, revise, or modify instruction•Used to adapt the instruction to address students’ learning needs•“provides feedback which leads to students recognizing the [learning] gap and closing it … it is forward looking” (Harlen, 1998)

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Two Types of AssessmentSummative Assessment

Formative Assessment

Examples:•Scholastic Aptitude Test (SAT)•Criterion Referenced Competency Test (CRCT)•End of Course Tests (EOCT•Benchmark assessments•End of unit assessments

Examples:•Classroom assignment•Observations of student work•Teacher commentary and feedback•Worksheets, test, projects•Classroom discussions and dialogues•Pre-test

Vocabulary Check ….Complete vocabulary cards for FormativeSummativeDiagnosticAssessment

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Same idea, different vocabulary

Summative assessment = Assessment of learning

Formative assessment = Assessment for learning

Final Word Protocol

Document strategy in Strategy Log.

Assessment for Learning Article

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Debrief Process ….Why are we using reading strategies

with articles?What applications does that have for

your classroom?

Assessment for Learning(Formative Assessment)

Assessment of Learning(Summative Assessment)

Checks learning to determine what to do next and then provides suggestions of what to do—teaching and learning are indistinguishable from assessment.

Checks what has been learned to date.

Is designed to assist educators and students in improving learning.

Is designed for the information of those not directly involved in daily learning and teaching (school administration, parents, school board, Alberta Education, post-secondary institutions) in addition to educators and students.

Is used continually by providing descriptive feedback.

Is presented in a periodic report.

Usually uses detailed, specific and descriptive feedback—in a formal or informal report.

Usually compiles data into a single number, score or mark as part of a formal report.

Is not reported as part of an achievement grade. Is reported as part of an achievement grade.

Involves the student. Does not always involve the student.

Adapted from Ruth Sutton, unpublished document, 2001, in Alberta Assessment Consortium, Refocus: Looking at Assessment for Learning (Edmonton, AB: Alberta Assessment Consortium, 2003), p. 4. Used with permission from Ruth

Sutton Ltd.

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Critical DistinctionSummative Assessment (of Learning):How much have students learned as of

a particular point in time?

Formative Assessment (for Learning):How can we use assessments to help

students learn more?

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A Balanced Assessment SystemAssessment of• Summative• Norm referenced,

standardized • A snapshot in time

Essential Question:• What have students

already learned?

Assessment for• Formative• Teacher-created• A moving picture

Essential Question:• How can we help

students learn more?

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Assessment Purpose

of Learning• Certify competence

and/or sort students• Punishments or

rewards• Administer, score,

report

for Learning• Inform students,

teachers, and parents about how to improve

• Transform, inform, build, and adjust

• Set goals, use results to improve

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Assessment Procedures

of Learning• End of teaching• Periodic• Limited formats• Standardized

for Learning• During teaching• Continuous• Full range of

methods and formats

• Variable

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Examples of Formative Assessments

Sample Formative AssessmentsSS7CG2 The student will explain the structures of the modern governments of Africaa. Compare the republican systems of government in the Republic

of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.

Pre-test Vocabulary check Ticket out the door (vocabulary check) Reading Check 1 Double Bubble Map Reading Check 2

MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons.

Vocabulary checkQuick Check 1Quick Check 2

You try …With your triangle partner design at least one formative assessment for the following standard (element):Demonstrate how water changes states from solid

(ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.

Your assessment does not have to assess the whole standard – it can just assess a piece of the standard.

Write your assessment on chart paper and post.

How would you assess?Students will BE ABLE TO DO:

What will students Be Able To Do that will lead them to understanding?

• Demonstrate water changing from solid to liquid to gas• Demonstrate water changing from gas to liquid to solid

Discuss with your table partners. How would you assess these “do statements”?

Would a worksheet be appropriate? Would a multiple choice or essay test be appropriate? Why or why not?

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Progress Check (Vocabulary Application)

Complete the statements –

Formative assessment is like a __________ because ____________.

Summative assessment is like a _________ because ___________.

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Questions???

Assessment Quick Check

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“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Dr. Rick Stiggins

Selected Response◦Multiple Choice◦Short answer◦Label a diagram

Extended ResponsePerformance Assessment

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Assessment Methods

Subject Multiple Choice ItemMathematics Which of the following fractions is equivalent to ¾?

A. 75/100B. 18/64C. 8/64D. 3.4

Language Arts

Which of the following sentences is punctuated correctly?A. He went to the store, because he needed milk.B. The sun was bright and Mike didn’t have any sunglasses.C. Because the power had gone out, no one was able to watch

television.D. Initially, Roger wanted to join the army, instead of going to

college

Science Which of the following is an accurate statement about Venus?A. It is composed mostly of carbon dioxide.B. It is covered by thick clouds of sulfuric acid.C. It is believed to have had water that has all boiled away.D. It is surrounded by rings.

Social Studies The best definition of immigration is:A. Entering a new country to settle permanentlyB. Moving from one neighborhood to anotherC. Driving through one state to get anotherD. Traveling from one country to another on vacation

Imagine going back in time to the early 1900s. How would the length of the school year, financial support for school, ages of children required to attend school, and racial segregation compare with those of today?

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Extended-Response Examples

There are seven multiplication problems below. All the work is shown, including the answers. Two of the answers are correct and five answers are incorrect.

Identify the five incorrect answers. Justify your response.

orIdentify and fix the five incorrect

answers. Justify your response.

Performance AssessmentsComplex challenges that mirror the

issues and problems faced by adults who work in real-life careers in that content area.

Yield one or more tangible products and/or performances.

Involve a real or simulated setting and the kind of constraints, background “noise”, incentives, and opportunities an adult would find in a similar situation (i.e. they are authentic)

Includes interdisciplinary skillsTypically require the student to address an

identified audience (real or simulated)Based on a specific purpose that relates to the

audienceAllow students greater opportunity to

personalize the taskNot secure: The task, evaluative criteria, and

performance standards are known in advance.

Performance AssessmentsCompleted at the end of the unit (or

throughout)MUST have a rubric for scoring!Students get a copy of the

assessment AND the rubric at the beginning of the unit

Examples …A group of nine foreign students is visiting your

school for one month as part of an international exchange program. (Don’t worry, they speak English!) The principal has asked your class to plan and budget a four-day tour of Virginia to help the visitors understand the state’s impact on the history and development of our nation. Plan your tour so that the visitors are shown sites that best capture the ways that Virginia has influenced our nation’s development. Your task is to prepare a written tour itinerary, including an explanation of why each site was selected. Include a map tracing the route for the four-day tour and a budget for the trip.

From the mountains to the seashore (history, geography: grades 6 – 8).

Argumentative/Opinion: You and your group will interview an adult (likely someone from the school or community) whom you all respect. Your goal is to determine who his or her heroes are, and what qualities he or she feels heroic people possess. Your completed project will be in video format (iMovie or MovieMaker), and must include: a title and a central message about heroes your scripted, recorded audio commentary at least 6 different images with effective transitions (video footage

of the person talking, still shots of the person, images or objects related to the person’s story, pictures of objects that relate to the person’s interview, pictures of heroes listed, etc.)

at least 2 sounds other than your commentary (a song that reflects heroism, a song the person you interviewed loves, a clip of him/her speaking, a favorite quotation relating to heroism, etc.)

9th ELA

Playing the role of a trainer at a health club, you will develop a fitness program, consisting of aerobic, anaerobic, and flexibility exercises, for a new client. The fitness plan needs to take into account the client’s lifestyle, age, activity level, and personal fitness goals. You will be given detailed descriptions of various clients.

Fitness plan (physical education and health, secondary level).

Task: Stores send out flyers to entice customers to come in and shop the deals. Your task is to create a brochure that compares the prices of items bought at different stores. You will find three different items that are in two different flyers and cut them out. On your brochure calculate the unit rate and say which store you should go to for the best buy. Think - How can you attend to precision?Middle Grades Math

How do you know what method of assessment to use?

Look at your standard …Knowledge – Knowing/Understanding

◦Describe the causes of the Civil WarReasoning – Using Knowledge to solve

problems◦Analyze the effects of the Sahara desert on

the population of EgyptPerformance – Must be seen/heard to assess

(NOT performance assessments)◦Students will read a passage fluently

Product – concrete evidence of proficiency◦Construct a pie graph to show ….

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Practice 1S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.

Practice 2MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons.

Practice 3SS7CG2 The student will explain the structures of the modern governments of Africaa. Compare the republican systems of

government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.

Practice 4Task: Stores send out flyers to entice customers to come in and shop the deals. Your task is to create a brochure that compares the prices of items bought at different stores. You will find three different items that are in two different flyers and cut them out. On your brochure calculate the unit rate and say which store you should go to for the best buy. Think - How can you attend to precision?

Now you do ….Look at the standard(s) you analyzed

and determine if they are knowledge, reasoning, performance, or product.

Outcome-Method Match

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Selected Response / Short Answer

Extended Written Response

Performance Assessment

Knowledge Good match for assessing mastery of elements of knowledge.

Good match for tapping

understanding of relationships among

elements of knowledge.

Not a good match – too time consuming to cover everything.

Reasoning Partial match – good match only for assessing understanding of some patterns of reasoning

Good match – Written descriptions of

complex problem solutions can provide

a window into reasoning proficiency.

Good match – Can watch students solve some problems and

infer reasoning proficiency.

Performance Not a good match – Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.

Good match – Can observe and evaluate

skills as they are being performed.

Products Not a good match – Can assess mastery

of knowledge prerequisite to the

ability to create quality products, but cannot use to assess

the quality of products themselves.

Partial match – strong match when the

product is written. Not a good match when the product is not

written.

Good match – Can assess the attributes of the product itself.

What assessment would you use?

S4E3. Students will differentiate between the states of water and how they relate to the water cycle and weather.

a. Demonstrate how water changes states from solid (ice) to liquid (water) to gas (water vapor/steam) and changes from gas to liquid to solid.

What assessment would you use?

MCC4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of the comparisons.

What assessment method would you use?SS7CG2 The student will explain the structures of the modern governments of Africaa. Compare the republican systems of

government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.

What assessment method would you use?Task: Stores send out flyers to entice customers to come in and shop the deals. Your task is to create a brochure that compares the prices of items bought at different stores. You will find three different items that are in two different flyers and cut them out. On your brochure calculate the unit rate and say which store you should go to for the best buy. Think - How can you attend to precision?

Now you practice …What assessment method would you

use for your standard?

Progress Check – Shape Reflection Log

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What questions are

circling around in my

head?

What squares with my beliefs?

Three points worth

remembering

Document strategy in strategy log.

Final thoughts on Assessment Never allow students to leave your

classroom until you assess what they have or have not learned.

Assessment UsesRead article on “Assessment Uses”Use coding on next slide to interact

with the text.

Share one thing you learned or were surprised about from the article with your elbow partner.

Monitor student learning using dataGive effective and timely feedback

Monitoring InstructionFormative assessments

◦Usually not “graded”◦So how do you track progress?

Individual Students? Class as a whole?

Student Data AnalysisMCC5.NF.1 Add and subtract fractions with unlike

denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

 MCC5.NF.3 Interpret a fraction as division of the

numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

With your Star partner, look at the student work samples.

Analyze the work samples:◦Which questions were missed by which

students?◦Overall, how did the class do on the

assessment?◦What would your next steps be with

instruction?

Quick CheckMuddiest Point:What is your muddiest point about assessment?

Document strategy in Strategy Log.

Feedback to StudentsRead handout on feedback

What does Danielson have to say about feedback?

Hattie

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Descriptive and Evaluative FeedbackEvaluative Feedback Often comes at the end of

learning Tells the learner how he or she

has performed compared to others or what was to be learned

Is communicated using numbers, letters, checks, or other symbols

Students usually understand whether or not they need to improve.

Students do not have enough information to understand what they need to do differently to improve.

Descriptive Feedback Comes during as well as after

the learning Is easily understood and

relates directly to the learning Is specific so performance can

improve Is part of an ongoing

conversation about the learning

Is in comparison to models, exemplars, samples, or descriptions

Is about the performance or the work, not the person

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Let’s Practice …At your table, decide if the statements

on the next slide are feedback (think back to Danielson’s definition).

Remember: Global comments such as “very good” do not qualify as feedback.

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1. I know you are capable of better work.2. Your solution is correct. What

supporting evidence can you include with your work?

3. Is your solution unique? If so, can it be generalized for all cases? If not, please demonstrate another solution.

4. I really liked your work.5. You need to make your explanation

longer.6. Good job on this task.

Apply what you have learned:

With your Star partner:Choose one of the student work

samples and provide effective feedback for the student.

Quick writeRespond to the following in your Reflection Log (5 minutes):Assessment is a vital part of every

classroom because ______.

Writing Sequence Descriptions (Vocabulary Strategy)DiagnosticFormativeSummativeBalancedAssessment