12 13 assessment workshop booklet - hs

Seoul Foreign School 1 High School Session

HIGH SCHOOL 1:45- 3:15 REQUESTS

1. Ideas on developing practice guidelines. 2. From the HS assessment Policy - consider a balance between

Assessment for learning; Assessment of learning; Assessment as learning.

WHAT IS ASSESSMENT? ASSESSMENT IS…

Fundamentally…

What are the concerns?


REFRESHER ON AS, OF, FOR

Type Definition & Examples

AS Your policy: SELF – ASSESSMENT Opportunities for student to record and track their own learning Self- reflect, self-monitor elf adjust, challenge their own thinking Additional thoughts

FOR Your policy: FORMATIVE ASSESSMENT Give regular specific feedback to students Provides feedback to teachers to modify teaching Additional thoughts

OF Your policy: SUMMATIVE ASSESSMENT Determine achievement level at the end of a unit and course Additional thoughts

FOR STUDENTS to learn through engaging in the task, both about the content and their own learning processes?

FOR YOU, THE TEACHER to gather data for your next stage of teaching?

FOR ‘OFFICIAL’ REASONS – you needed to make a ‘fixed’ judgment for reporting or other official purposes


AS, OF, FOR?

What might be the teacher’s prime (and perhaps subsidiary) purpose for the below assessment activities?

AS- FOR -OF

1 A teacher gives a pre-test to find out where the kids are before starting to teach a unit

2 A teacher observes students working in groups in order to generate data to evaluate a report card grade for a disposition of effective collaboration

3 A teacher gives an end of year exam worth 20% of the final grade

4 A teacher completes running records for reading

5 A teacher asks students to use different colored cups (red/amber/green) to indicate their understanding of a topic as the teacher is doing a mini lecture.

6 A teacher asks students to peer assess the work of a classmate

7 A teacher asks students to write down the most important thing they learned in class today and leave it on the door as a post-it as they exit the class

8 A teacher involves students in a deep contextual task which is used in the generation of a final grade and/or report card comments

9 A test is used to determine which group students should work in for the next activity within a small flexible group model

10 The teacher tells students that she does not want them to raise their hands in class – she will call on students at random

11 The teacher asks all the students in the class to write the answer to the question on a personal whiteboard and hold it up

12 The teacher asks students in a math class to work in groups on large and visible whiteboards around the room

13 A teacher assigns a final written task at the end of a unit and grades it prior to moving on to the next unit

14 A teacher gives a group of students their marked draft work with the grades received – but does not tell the students which piece of work received which grade. She asks them to work out which is which – and then

15 A student sits a final 3 hour paper at the end of her AP course

16 A teacher leaves grades off a piece of marking and gives only comments

17 A teacher gives students 10 minutes at the start of class to respond to the comments she has written in last night’s homework – and then responds in turn to those comments when next marking the books

18 A student takes a proficiency test to be allowed to utilize the expensive sound and light equipment unsupervised in the school’s new auditorium

19 A student takes an assessment task, the results of which will be used in determining which Math level she will be entered for in next year’s class groupings

20 A teacher gives students examples (ranging from excellent to poor) of a task and then asks them to develop a rubric to evaluate the task

21 A music teacher assesses a student giving her final recital to parents

22 A kindergartener creates rectangular and triangular prisms using play dough and cocktail sticks

23 A teacher designs a creative, aligned task as one of the main assessments for her unit

Some big ideas: 1. The design principle for any assessment should be ALIGNMENT first, rather than

balance. Does the assessment provide BEST evidence of the intended leaning? 2. Self-assessment is essential on EVERY assessment. 3. Homework is not an effective assessment. 4. ALL assessment should contribute to learning in some way. 5. A culture of penalty can significantly alter the value of assessment in the learning

process.


ASSESSMENT PRACTICES RUBRIC

SUPPORT LEARNING FOR FEW STUDENTS SUPPORT LEARNING FOR SOME STUDENTS SUPPORT LEARNING FOR MOST STUDENTS

COLLECTING EVIDENCE OF LEARNING

1. The majority of assessments are a poor match for the learning being assessed.

2. There is rarely reference to specific intended learning on chunk assessment tasks.

3. Written tests are the norm even for learnings which are not readily assessed this way.

4. Assessment tasks are rarely differentiated. 5. Assessments tasks are misaligned with what

was taught in the classroom. 6. Common assessments are non-existent. 7. Assessment takes are often design only after

a unit has been taught. 8. Pre-assessment is non-existent. 9. There is little or no ongoing-assessment.

1. There is a general sense that assessment should align with learning but the practice is random.

2. While not a required practice, most teachers list the learning standards to be assessed on each ‘chunk’ assessment.

3. Assessments may occasionally assess learning that was not taught...

4. There is a wide range of assessment in use, but more for the sake of variety than alignment.

5. Differentiated tasks are evident in some classrooms. 6. Some grade level teams and departments are using

common assessments, but there are few guidelines. 7. Contextual tasks are in use only sparingly. 8. Pre-assessment is administered only very occasionally –

no policy requires it. 9. On-going assessment is in place by some teachers, but

the deeper understanding that it is an enabler for learning is not widespread.

1. All assessments are aligned with the intended learning (standards/benchmarks).

2. Tasks routinely collect evidence of the most important learning.

3. Assessments tasks are routinely designed ahead of teaching.

4. Many tasks assess ‘in context’. 5. Curriculum documents include a full repertoire of on-going

assessment tasks for teacher to select from. 6. All ‘chunk’ assessments are clearly tagged with the

intended learning, drawn from the school wide set of intended leaning (standards/benchmarks).

7. Assessment tasks are regularly differentiated. 8. There is a clear ‘map’ of common assessment tasks. 9. Pre-assessment is routine. 10. Most teachers use on-going assessment strategies (no

hands up, exit cards, one minute essay, etc.) routinely and show from their practice that they understand it essential role; policy is in place and monitored that commits all too routine use.

FEEDBACK TO LEARNERS

1. There are no protocols guiding the timing, type of required use of feedback.

2. Assessment is viewed largely as a way to audit learning, not as an improvement process.

3. Grades are viewed as adequate feedback for most learning.

1. The role of feedback is understood by some. 2. Some protocols are in place to guide its use. 3. A suggested time frame for the return of work may be in

place. 4. Some teachers may be recording anecdotal evidence from

their informal feedback. 5. There may be a list of suggested ways of offering

feedback. 6. Grades are often a preferred form of feedback, with other

forms used at teacher discretion.

1. There are clear protocols guiding the timing and type of required feedback.

2. Clear guidelines for the return of work are in place. 3. Teachers fully understand that learning cannot happen

without feedback. 4. Learners are consistently given feedback they can act on

and are permitted by policy to do so WITHOUT PENALTY. 5. Feedback is at the center of the discussions about

improving assessment.


EVALUATING EVIDENCE 1. Learners typically are unaware of learning

expectations. 2. Learners are heavily reliant on teachers to know

if and to what extent they are learning. 3. Teachers use their own criteria to determine

‘grades’. 4. Grade averaging and the use of zeros are

widespread. 5. Although there is a school-wide grading scheme,

there is no common understanding of what each grade represents

6. Only academic, easy to assess learning is evaluated.

7. 'No second chances' is the predominant theme. 8. ‘Penalty’ is a strong part of the assessment ethos.

1. Many teachers use criteria and rubrics, but there are no school wide guidelines.

2. Self assessment is occasionally a feature on tasks. 3. Exemplars are inn use but there is disagreement about

whether they stifle creativity. 4. Department and grade level teams have established some

guidelines for what grades mean. 5. Individual teaches may give learners ‘second chances’ but

there are no guidelines, 6. Many learners would say that teachers are pretty much in

charge of the evaluation process. 7. Most of the learning evaluated is based in the curricular

standards. 8. Learners occasionally have second opportunities to show

their learning, but it is not routine. 9. There is a sense that learning is less successful in a culture

of penalty, but practice is random.

1. Learners are fully aware of what is expected of them. 2. Learners are full participants in the evaluation process. 3. Exemplars, rubrics and criteria are in routine use and given

to students ahead of teaching. 4. There are shared rubrics for trans disciplinary outcomes. 5. There are clear guidelines on what is meant by each ‘grade’

and continual examination of work products and processes to refresh understanding.

6. There is no grade averaging or use of zeros in grading. 7. There is as much emphasis student dispositions as on

academic learning. 8. Self-assessment is a standard, required feature for all

assessment. 9. Evaluation is ALWAYS criteria-based – comparing learning

to the curricular standards. 10. Learners routinely, by policy, have second and third

opportunities to show evidence of their learning WITHOUT PENALTY.

RECORDING EVIDENCE

1. There is no systematic process for recording evidence of learning. Teachers feel they need to generate grades just to have something to report on.

2. Records are kept according to types of tasks rather than types of learning.

3. Records are often sparse. 4. Records are often just mechanical. 5. Assignments are often considered full assessments

1. Grade levels/departments have agreed on similar ways to record learning.

2. Many teachers may keep anecdotal records. 3. Teacher may still be struggling with how much to record. 4. Teachers are recording evidence of learning primarily by

task type, not specific learning. 5. Records of dispositions and big understandings are sparse

but attempted.

1. There is a full, systematic, shared process for recording evidence of learning.

2. Teachers record only the evidence which fully supports progress.

3. Records are kept according to learning standards. 4. There are a variety of forms of record keeping addressing

the four types of learning. 5. There is a clear distinction between work that is strong

evidence of learning and work that is practice.

COMMUNICATING EVIDENCE

1. Results of learning are given on single subjects. 2. Reports are frequently made when it is too late

to make adjustments 3. Results of assessment are commonly misused. 4. Learning results are typically not used to adjust

teaching,

1. Traditional reporting processes are in place (report cards at set time, progress reports, parent conferences.)

2. Set report times, rather than learner needs, drive the reporting practice.

3. Most reporting processes are aimed at parents, possibly next schools.

1. All forms of reporting are based on specific learning. 2. Learning results are communicated when then is still time

to act on them. 3. Learning results are consistently used to modify teaching. 4. All reports are’ action’ oriented, suggesting next steps for

learners and teachers.

12 13 assessment workshop booklet - hs

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