AssessmentsMatching Assessments to Standards

Agenda● Welcome● What do you think of assessment?● Overview of all types of evidence● Performance Tasks● Other types of assessments

Learning OutcomesBy the end of our time together, you will…● understand the purpose of assessment

and how each type informs instruction● know what a performance task is and

how to use it to evaluate student progress

● know the four types of assessments

What comes to mind……when you hear the word assessment?

Beliefs about Mathematics Assessments

What would be considered unproductive beliefs about math assessment?What would be considered productive beliefs?

Creating A Park

                                        

Sound Classroom Assessment Practice

skill in gathering accurate information

+

effective use of information and procedures

=

sound classroom assessment practice

Student as User of Assessment Information

In order to answer the question:

Students must:

Where am I going? Know what high quality looks like

Where am I now? Be able to objectively compare their work to the standard

How can I close the gap? Have a store of tactics to improve work based on their observations

Putting the Pieces Together

Key 2: Clear Targets Assess What?

Key 2: Clear TargetsAssess what?

Learning Targets Any achievement expectations we hold

for students.

Statements of what we want students to learn.

Provide a clear statement of the learning target Convert complex or unfamiliar targets to

student-friendly language (keeping key vocabulary)

Post them or have students keep them

Connect the learning targets to specific activities

Teacher Decisions Design lessons that will lead to the

learning target. Use instructional strategies that will

best meet the needs of the students. Develop a set of formative assessments

for students to use to set goals (consider DOK and RBT)

Design a sound summative assessment based on what was taught

Clear Targets Know what kinds of targets are

represented in the curriculum

Know which targets each assessment measures

Without clear targets, we can’t… Know that the assessment adequately

covers and samples what we taught

Correctly identify what students know and don’t know and their level of achievement

Plan next steps in instruction

Without clear targets, we can’t… Give detailed, descriptive feedback to

students Have students self-assess or set goals

likely to help them learn more Keep track of student learning target by

target or standard by standard Complete a standards-based report card

Key 3: Sound Design Assess How?

Key 3: Sound DesignAssess How?Assessments fall into one of four basic categories:1.Selected response and short answer2.Extended written response3.Performance assessment4.Personal communication

Selected ResponseStudents select the correct or best response from a list provided:

Multiple choiceTrue/FalseMatchingShort AnswerFill-in Questions

For selected response questions, students’ scores are figured as the number or proportion of questions answered correctly.

Extended Written Response

Requires students to construct a written answer in response to a question or task rather than select one from a list and is at least several sentences in length:

Compare pieces of literature, solutions to environmental problems, or economic eventsAnalyze art work, forms of government, or solutions to problemsInterpret music or scientific information

Students are typically scored using a rubric.

Performance AssessmentStudents complete a performance or product:

Playing a musical instrumentCarrying out the steps in a science experimentDesigning a zoo with the maximum space for the animalsCreating a lab reportCreating a work of art

Students are typically scored using a rubric or scoring guide.

Personal CommunicationWe find out what students have learned by interacting with them:

Looking at and responding to students’ comments in journals and logsAsking questions during math gamesConferring with studentsListening to students as they participate in class

Students’ scores may be decided similarly to the other assessments depending upon the questions and communication.

AssessmentsFour categories:

1.Selected response and short answer2.Extended written response3.Performance assessment4.Personal communication

Performance TasksAuthentic Assessment

What is the “game” for each unit?

A performance task is not…● interviewing a family member and

“writing about it.”● summarizing the book you’ve read and

some kind of prop that you’ve created to represent the book

● making an igloo out of sugar cubes, or a fort out of popsicle sticks, or a diorama, or a mobile, or a mask, or a model of a castle...

Performance Task Traits● Read page 154 and the accompanying

vignettes.● Try to visualize a performance task for

one of the units you teach. How might that look in your classroom?

Wiggins, G. & McTighe, J. (2006). Understanding by design (2nd ed., pp.154, 158-160). Upper Saddle River, NJ: Pearson.

Performance tasks…...must be aligned to the essential

questions and demonstrate their enduring understanding.

...enable the students to demonstrate the knowledge and skills gained in the unit.

Personal Communication

Stage 2: Assessment ExpectationsEach unit will include:A performance task3 additional assessments in any combination of the other 3 types of assessment