So . . . What is Assessment? The informal and formal gathering of student data to

assess student learning. “Classroom Assessment helps individual college

teachers obtain useful feedback on what, how much, and how well their students are learning” (Angelo & Cross, 1998)

Partner Prediction: Predict the relationship between assessment and student learning in the classroom.

“The research reported here shows conclusively that . . . assessment does improve learning.”

“The gains in achievement appear to be quite considerable . . . among the largest ever reported for educational interventions.” (Black, P., William, D.,1998)

Why Assessment?

Marzano, R.M. (2006)

Assessment

Assessment, ContinuedFORMATIVE ASSESSMENT: Used before or while instruction is occurringInformation gathered by teacher to inform instructionSUMMATIVE ASSESSMENT:Information gathered at the end of “an instructional episode”(Marzano, 2010) for purpose of judging outcome

Formative vs. Summative(in the classroom)

Formative AssessmentsQuestions (no hands, teacher randomly calls on students) Item Analysis (after homework grading, quizzes, etc.)Clickers (periodically after key points in presentations)Homework (if teacher uses to assess whether students learned the objective)Quizzes Mini-whiteboardsPretestsScanning the class to assess comprehension (Radar!)Discussion board responsesNote sheets incorporating periodic comprehension checks

Summative AssessmentsEnd of unit testsMid-Term and final examsState and national testsAccreditation tests

Which is More Powerful – Formative or Summative? In Black and Williams (1998) meta-analysis of some 250

studies . . .The most powerful feedback/assessment strategy is

FORMATIVE

And it is at it’s strongest when it informs the teacher and the student.

Formative Assessment – A Brain Tickler! Do you know the difference between obtrusive and

unobtrusive formative assessment?

Obtrusive vs. Unobtrusive

(Marzano, et. al., 2013)

Obtrusive Assessment

Purposeful interruption of flow of instruction Paper-and-pencil test or quiz Demonstration (teacher or student) Oral report (student) Constructed conversation Presentation (teacher or student) Use of mini-whiteboards Note-taking interruption with task (e.g. Cornell Notes) In-class item analysis Use of clickers in Ppt presentations

Unobtrusive AssessmentDoes not interrupt flow of instruction Teacher observation Use of proximity Questioning with random selection Observation of individual student or student interactions in

groups, with feedback Importance of teacher circulation

Teaching Assessment Tip – Circulate! Break the plane Full access required Engage while circulating Move systematically but unpredictably Position for powerLemov, D. (2009)

Bottom line about circulation Necessary component of unobtrusive assessment Effective classroom management tool

Formative Assessment Jigsaw

Groups of three, numbering off 1, 2, 3 (Home Groups) Use the Angelo and Cross “Classroom Assessment

Techniques” packet in your folder: #1 – Minute Paper; #2 – Muddiest Point; #3 – Concept Map

Break into “Expert Trios” – all the 1’s in one group, 2’s in one group, 3’s in one group

Expert groups read, discuss, and fill out their section of Categorizing Group

Back in Home Groups Person #1 relates their subject, other Home Group members

fill their grid out, then #2, then #3

What about student Self-Assessment?

When students track their own progress:Marzano Research Laboratory: meta-analysis of 14 different studies in which teachers had students chart their progress on specific learning goals. The results?Effect Size (the larger the ES, the more powerful) = .92Percentile Gain = 32Marzano, R.J. (2010)

Self-Assessment Strategies

Self-Assessment StrategiesOther Ideas:Student “Grade Checks” at regular intervalsLogs or Journals of gradesLow grade student responses (for major projects, assessments, etc.)

Identify why they got the grade they got Resubmit assignment after correcting mistakes Identify what they need to do for next unit assessment or

assignment

Student Self-Assessment Activity Choose one of the classes that you teach. Create/Identify a student self-assessment activity for that

class. When called on, share!

Authentic Assessment Assessment technique “most consistent with the

Learning College” (Shugart, 2012) “Authentic learning mirrors the tasks and problem

solving that are required in the reality outside of school“ (Ormiston, 2011)

Authentic Assessment Activity Choose an objective or outcome that you teach from one of

your classes. Create/identify an authentic assessment project that you plan

on implementing for this class. When called on, share!

Assessment

The EMCC Assessment Cycle