assessment
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More on Assessment:an in-depth look at formative
and reflective assessment
by Carrie Abood
The Purposes of Assessment
To diagnose students’ strengths and
weaknesses To monitor students’ progress To assign grades To determine the teacher’s
effectiveness
from Popham’s Classroom Assessment: What Teachers Need to Know
Traditional and Fundamental Roles of Assessment
The Purposes of Assessment
To influence public perceptions of
educational effectiveness To help evaluate teachers To improve instructional intentions
from Popham’s Classroom Assessment: What Teachers Need to Know
Three New Roles for Assessment in Today’s Education
Assessment “Rumors”
Rumor: assessment is all about test-giving Truth: test-giving is only one of many, many
ways to assess learning Rumor: assessment is always formal
Truth: insight about a student’s learning can be found anytime you look for it
Rumor: assessment is separate from curriculum
Truth: curriculum design and assessment should be closely tied to learning goals
from Tomlinson’s “Learning to Love Assessment”
Assessment “Rumors” con’t.
Rumor: assessment is “the end” for a teacher Truth: studying assessment (what worked,
what didn’t) is the beginning of better instruction
Rumor: assessment is about finding weaknesses
Truth: assessment can be used to also accentuate student positives
Rumor: assessment is only for the teacher Truth: assessment can be used to teach
students self-monitoring and self-modifying
from Tomlinson’s “Learning to Love Assessment”
Formative Assessment
Hire
What is formative assessment?
“…a self-reflective process that intends to promote student attainment” -- Terry Crooks
“…the bidirectional process between teacher and student to
enhance, recognize and respond to the learning.” --
Cowie and Bell
“… a diagnostic use of assessment to provide feedback to teachers and
students over the course of instruction.” -- Carol Boston
“…assessments conductedduring learning to promote, not merely judge or grade, student
success.” -- Rick Stiggins
Formative Assessment
The Differences between Formative and
Summative Assessment
The results of summative assessments are used to make judgments on a student, measure program effectiveness,
or determine whether a school has made yearly progress.
Summative assessment is the assessment of learning.
Summative assessment typically documents how much learning has occurred at one point in time; its purpose is
to measure the level of a student, school, or program success.
from Chappuis and Chappuis, “The Best Value in Formative Assessment”
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
The Differences between Formative and
Summative Assessment
On the other hand, formative assessment gives information during the process of instruction, before the
summative assessment.
Both the teacher and student use formative assessment results to make decisions about future learning.
Formative assessment is an ongoing process that involves more than frequent testing.
Formative assessment is the assessment for learning.
Formative Assessment
Why state assessments are summative
from Chappuis and Chappuis, “The Best Value in Formative Assessment”
*The purpose of state assessments is to provide data to compare schools and districts.
*The results of state/standardized tests are communicated to teachers and students in ways that are difficult to interpret and understand.
*Results are often delivered several months after giving the tests.
*These types of tests cannot contribute much to the day-to-day instruction or help determine future learning goals of individual students.
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
Why state assessments are summative
Benchmark exams are often purchased by a school district in order to measure their school’s progress toward state or district goals. This type of assessment is NOT automatically formative. Why?
Although this type of state assessment is created for mid-year feedback, most administrators and teachers do not use the information formatively. Most teachers administer the benchmark, report the results, and continue on with previously planned instruction.
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
How does formative assessment support
learning?
Teachers can adapt instruction on the basis of evidence, making changes and improvements that will yield immediate benefits to student learning.
Students can use evidence of their current progress to actively manage and adjust their own
learning.
Formative Assessment
Formative assessment can be in many different forms. It
mainly consists of anything teachers do to help students
answer three questions:
Where am I going? Where am I now? How can I close the gap?
from Chappuis and Chappuis, “The Best Value in Formative Assessment”
What does formative assessment look like in
the classroom?
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
Where am I going? Discuss with students their learning targets,
written in student-friendly language Show students strong and weak examples
of the type of performance or product they are expected to create
Use Rubrics!for rubric help: www.rubistar.org; www.rubrics.com
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
Where am I now? Administer a non-graded quiz partway
through the learning to help understandwho needs to work on what
Have students identify their own strengthsand weaknesses
Have students keep a list of the learninggoals and check off the ones they have mastered
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
How can I close the gap? Give students feedback Have students graph or describe their
progress on learning goals Ask students to comment on their progress:
What changes have you noticed? What iseasy that used to be hard?
Formative Assessment
More Examples of Formative Assessment in the Classroom Use classroom discussion
Ask students reflective, thought-provoking questions
Think-pair-share
Have students write their understanding of a concept before and after instruction
Ask students to summarize the main ideas they’ve taken away from a lecture or assigned reading
Interview students individually or in small groups
Assign brief, in-class writing assignments
Use portfolios or collections of student work
from Boston’s “The Concept of Formative Assessment”
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
What is Feedback?
Feedback offers descriptive information about the work a student is doing.
Feedback avoids marks or comments that judge or grade.
Effective feedback focuses on the intended learning, identifying both strengths and areas for improvement.
Feedback models the type of thinking students should engage in when they self-assess.
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
Examples of Feedback
“you have interpreted the bar graph correctly, but
you need to make sure the marks on the x and y axes
are placed at equal intervals.”
“the good stories we have been reading have a
beginning, middle, and end. I see that your story
has a beginning and a middle. Can you draw and
write an ending?”
“what you have written is an hypothesis because it is a proposed explanation. You can improve it by writing is as an
‘if…then…’ statement.”
Formative Assessmentfrom Chappuis and Chappuis, “The Best Value in Formative Assessment”
Advantages of Formative Assessment The timeliness of results enables teachersto adjust instruction quickly, while learningis still in progress. The students who are assessed are the ones who benefit from the adjustments. The students can use the results to adjustand improve their own learning.
Formative Assessmentfrom Guskey’s “The Rest of the Story”
Using the Results of Formative AssessmentUsing formative assessments and giving feedback to students is very important, but equally important is what happens after the assessments. How will teachers and students use the results?
The answer: Teachers must plan and use corrective activities. Effective corrective activities give students an alternative pathway to learning success.
Corrective activities will present the concept differently, will engage the student differently, and will provide the student with a successful learning experience.
Formative Assessmentfrom Guskey’s “The Rest of the Story”
Types of Corrective Activities
Reteaching
Individual tutoring
Peer tutoring
Cooperative teams
Textbooks
Alternative textbooks
Alternative materials, study guide, workbooks
Academic games
Learning kits
Computer activities
Learning centers
Formative Assessmentfrom Guskey’s “The Rest of the Story”
What about the student who doesn’t
need corrective activities?On any given formative assessment, some students will demonstrate their mastery of a concept on the first try and will have no need for corrective activities.
Rather than sitting around and waiting for others to relearn, these students need enrichment activities.
Enrichment activities should not be busywork. Students should have some choice in selecting enrichments. Enrichment activities can include challenging academic games, various multimedia projects, and peer tutoring. Many teachers also turn to lessons designed for gifted students.
Reflective Assessment
What is reflective assessment?
Reflective assessment deals with metacognitive thinking and teaching.
Metacognition is a theory that states that learners benefit by thoughtfully and reflectively considering the things they are learning.
Metacognition is often referred to as “thinking about thinking”
from Ellis’ Teaching, Learning, and Assessment Together: The Reflective Classroom
Reflective Assessmentfrom Ellis’ Teaching, Learning, and Assessment Together: The Reflective
Classroom
What is reflective assessment?
Reflective assessments will ask students to do more than just repeat information. Reflective assessments want truth, meaning, purpose, and utility.
Reflective assessments will allow students to go deeper into the meaning of their learning. This type of assessment is created to help students figure out what has meaning and why.
Reflective Assessmentfrom Ellis’ Teaching, Learning, and Assessment Together: The Reflective
Classroom
What is reflective assessment?
“If your classroom were to become a place where time is given to reflect, to think, and to analyze, how would it be different? What would happen is you decided to
“cover” less ground and spent more time treating a few selected issues in depth? To what extent do you
think you would be willing to turn over much of the responsibility for the assessment of academic
achievement and the quality of classroom life to your students? What would happen if you did?”
-- Arthur Ellis, p. 4
Reflective Assessmentfrom Ellis’ Teaching, Learning, and Assessment Together: The Reflective
Classroom
What is reflective assessment?
Reflection is the vehicle for knowing to what extent connections are being made (notice the similarity to
formative assessment).
“Reflection, a quality so often missing in our hurry to ‘get things done,’ is like a ship’s compass. We need to turn to it regularly in order to ensure that we are steering the
true course.” Ellis, p. 32
Reflective Assessment
Class 1: They excitedly entered the museum running. After some time, this same group came back to the front, still at high speed. They put
their coats on left the building. One child exclaimed that she saw every exhibit in the museum! Obviously, they were in a hurry, but they did
manage to “cover it all.”
Class 2: They and their teacher are in no hurry. They all gathered
around several exhibits of ancient pottery. Each child had a sketch
pad and pencil. They took careful drawings of what they viewed. This group of students did not manage to
see every exhibit at the museum.
A Field Trip to the Museum…
Which class is the reflective classroom?
“All experiences teach us something, but only experiences of
quality teach us something worthwhile.”
from Ellis’ Teaching, Learning, and Assessment Together: The Reflective Classroom
Reflective Assessment
Perspectives on Reflective Thinking PracticesMetacognition: Through reflection, a student becomes aware of his own knowledge; he cannot monitor or regulate his own cognitive strategies if he is not aware of what those strategies are.
Problem Solving: John Dewey and Kitchener both proposed that individuals engage in reflection when they encounter problems with uncertain answers-when no authority figure has an answer, when they believe no one answer is correct, and when the solution cannot be derived by formal logic.
The Philosophical Mind: Reflective thinking requires continual evaluation of beliefs and assumptions against other interpretations. An individual engages in reflective thinking to "perceive the state of her own mind."
The Arts: The mind of the perceiver of art engages in reflective thinking.
from Ellis’ Teaching, Learning, and Assessment Together: The Reflective Classroom
Reflective Assessmentfrom Ellis’ Teaching, Learning, and Assessment Together: The Reflective
Classroom
Reflective Assessment Strategies
Strategy ActivityI Learned Statements Statements of personal learning during
closure of lesson
Clear and Unclear Windows Students sort what is and is not clear at the time
The Week in Review Students assess the week’s activities
Pyramid Rehearsal through gradually increasing group size
Talk About It Articulate learning out loud to self or another
Learning Illustrated Translate understanding into visual representation
Reflective Assessmentfrom Ellis’ Teaching, Learning, and Assessment Together: The Reflective
Classroom
Reflective Assessment Strategies, con’tStrategy Activity
Questioning Author Students construct questions about the content and skills
Post It Up Students post their understanding of the main point
I Can Teach Extending understanding through teaching
Thank You Specifically acknowledge the influence of another person
Parents on Board Invite parents to help
Get a Job Make a real world connection to an actual work experience
Works Cited
Boston, Carol. “The Concept of Formative Assessment.” Practical Assessment, Research, Evaluation, 8(9). 2002. Retrieved February 10, 2008 from http://PAREonline.net/getvn.asp?v=8&n=9 .
Chappuis, Stephen, and Jan Chappuis. “The Best Value in Formative Assessment.” Educational Leadership. Dec. 2007/Jan. 2008. Vol. 65 No. 4. 14-18.
Cowie, B., and B. Bell. “A Model of Formative Assessment in Science Education.” Assessment in Education. 1999. Vol. 6: 101-116.
Ellis, Arthur K. Teaching, Learning, and Assessment Together: The Reflective Classroom. New York: Eye on Education, 2001.
Guskey, Thomas R. “The Rest of the Story.” Educational Leadership. Dec. 2007/Jan. 2008. Vol. 65 No. 4. 28-35.
Popham, W. James. Classroom Assessment: What Teachers Need to Know. 3rd ed. Boston: Allyn and Bacon, 2002.
Tomlinson, Carol Ann. “Learning to Love Assessment.” Educational Leadership. Dec. 2007/Jan. 2008. Vol. 65 No. 4. 8-13.
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