balanced assessments january 16, 2009 petoskey plc/professional development day

Balanced AssessmentsBalanced Assessments

January 16, 2009January 16, 2009

Petoskey PLC/Professional Petoskey PLC/Professional Development DayDevelopment Day

Penny for Your ThoughtsPenny for Your Thoughts

How often have you held a penny?How often have you held a penny?

Please draw or list the front and back Please draw or list the front and back of a penny including as many details of a penny including as many details as possible.as possible.

FrontFront Lincoln’s profileLincoln’s profile ““In God We Trust”In God We Trust” LibertyLiberty Year mintedYear minted DD

BackBack United States of United States of

AmericaAmerica One CentOne Cent Lincoln MemorialLincoln Memorial E Pluribus UnumE Pluribus Unum

Classroom assessment, like pennies, is done so often that we don’t really examine it.

Let’s look at assessment through new eyes!

Points to Ponder….Points to Ponder….

Think about your Think about your best assessment best assessment experience as a experience as a studentstudent

Think about you Think about you worst assessment worst assessment experience as a experience as a studentstudent

Discussion TopicsDiscussion Topics

What is a balanced assessment What is a balanced assessment system?system?

What purposes to they serve?What purposes to they serve?

What does it look like in practice?What does it look like in practice?

Classroom Assessments(Formative)

Interim/Benchmark Assessments(Summative)

MEAP /MME/SCAS EOC/Unit/Chapter(Summative)

Comprehensive Balanced Assessment Comprehensive Balanced Assessment SystemSystem

Aligned to State Content StandardsAligned to State Content Standards

Today’s Learning TargetsToday’s Learning Targets

Balance needed between assessment Balance needed between assessment for for and assessment and assessment of of learning learning

Keys to sound classroom assessment Keys to sound classroom assessment and the relationship between and the relationship between assessments and student motivationassessments and student motivation

Step by step process of unpacking Step by step process of unpacking standards into student friendly standards into student friendly language.language.

Today’s Learning TargetsToday’s Learning Targets

Strategies for involving students in Strategies for involving students in the ongoing assessment of their own the ongoing assessment of their own achievementachievement

Power of learning team as a PD Power of learning team as a PD development strategy for assessment development strategy for assessment literacy and ideas sharing to improve literacy and ideas sharing to improve student assessment skillsstudent assessment skills

90/90/9090/90/90Characteristics of High Achievement Schools:Characteristics of High Achievement Schools: Focus on academic achievementFocus on academic achievement Clear curriculum choicesClear curriculum choices Frequent assessment of student Frequent assessment of student

progress and multiple opportunities for progress and multiple opportunities for improvementimprovement

Collaborative scoring of student workCollaborative scoring of student work An emphasis on nonfiction writingAn emphasis on nonfiction writing

Douglas ReevesDouglas Reeves

Improving a SchoolImproving a School

Clearly defined essential outcomes for every Clearly defined essential outcomes for every unitunit

Close, frequent monitoring of each student’s Close, frequent monitoring of each student’s learninglearning

Systematic plan to give students extra time Systematic plan to give students extra time and support for learningand support for learning

Teachers working in collaborative teams that Teachers working in collaborative teams that focus on learningfocus on learning

Frequent information to each teacher on how Frequent information to each teacher on how well his or her students are achieving essential well his or her students are achieving essential outcomes in comparison to similar studentsoutcomes in comparison to similar students

Rick DuFourRick DuFour

Improved ResultsImproved Results

Powerful proven structures for improved Powerful proven structures for improved results already exist. They begin when a results already exist. They begin when a group of teachers meet regularly as a team group of teachers meet regularly as a team to:to:

Identify essential and valued student learningIdentify essential and valued student learning Develop common assessmentsDevelop common assessments Analyze current levels of achievementAnalyze current levels of achievement Set achievement goalsSet achievement goals Share and create lessons and strategies to Share and create lessons and strategies to

improve upon those levelsimprove upon those levels

Mike SchmokerMike Schmoker

School ImprovementSchool Improvement

Assessment for learning, when done Assessment for learning, when done well, is one of the most powerful, well, is one of the most powerful, high-leverage strategies for high-leverage strategies for improving student learning that we improving student learning that we know of. Educators collectively know of. Educators collectively become more skilled and focused at become more skilled and focused at assessing, disaggregating, and using assessing, disaggregating, and using student achievement as a tool for student achievement as a tool for ongoing improvement.ongoing improvement.

Michael FullanMichael Fullan

Student InvolvementStudent Involvement

When students are involved in the When students are involved in the assessment process they are assessment process they are required to think about their own required to think about their own learning, articulate what they learning, articulate what they understand and what they still need understand and what they still need to learn and achievement improvesto learn and achievement improves

Black and Wiliam, 1988, Black and Wiliam, 1988, Young 2000Young 2000

As educators our goal is to create As educators our goal is to create and maintain a balanced assessment and maintain a balanced assessment system that includes high-quality system that includes high-quality assessments assessments ofof and and forfor student student learninglearning

Balanced Assessment SystemBalanced Assessment System

Summative AssessmentsSummative Assessments Assessment Assessment ofof student learning at the student learning at the

conclusion of a phase of learningconclusion of a phase of learning Key Question: Did the student learn Key Question: Did the student learn

what they should have?what they should have? Types: MME, MEAP, MI- Access, ELPA, Types: MME, MEAP, MI- Access, ELPA,

unit, chapter tests, final examsunit, chapter tests, final exams


Summative Interim/Benchmark Summative Interim/Benchmark AssessmentsAssessments Provide periodic snapshots of student Provide periodic snapshots of student

achievement at the district levelachievement at the district level Key Question: Are students in each Key Question: Are students in each

school on track for proficiency?school on track for proficiency? Types: district-constructed, Types: district-constructed,

commercially-available assessments commercially-available assessments


Formative AssessmentsFormative Assessments Assessment Assessment for for LearningLearning Supports on-going student learning in Supports on-going student learning in

the classroomthe classroom Key question: How can we help Key question: How can we help

students learn more?students learn more?

Rick StigginsRick Stiggins

““New Missions, New Beliefs”New Missions, New Beliefs”

As you view, be thinking about…As you view, be thinking about…

What are your “a-ha’s”?What are your “a-ha’s”? Whether or not Dr. Stiggins’ premise Whether or not Dr. Stiggins’ premise

of a balanced assessment system of a balanced assessment system makes sense for teachers? For makes sense for teachers? For students?students?

Where is your school, grade level, Where is your school, grade level, content area, classroom in creating a content area, classroom in creating a balanced assessment system?balanced assessment system?

BreakBreak

Stiggins DebriefStiggins Debrief

What were the most compelling What were the most compelling aspects of Dr. Stiggins’ presentation?aspects of Dr. Stiggins’ presentation?

How will a balanced approach to How will a balanced approach to classroom assessment affect you, classroom assessment affect you, your students, your colleagues, and your students, your colleagues, and your school?your school?

Rick Stiggins, 2002Rick Stiggins, 2002

““If we wish to maximize student If we wish to maximize student achievement in the U.S., we must pay achievement in the U.S., we must pay greater attention to the improvement greater attention to the improvement of classroom assessment. Both of classroom assessment. Both assessment of learning and assessment of learning and assessment for learning are essential. assessment for learning are essential. But one is currently in place, and the But one is currently in place, and the other is not.”other is not.”

CCSSO Draft Definition of CCSSO Draft Definition of Formative AssessmentFormative Assessment

Formative assessment is a process Formative assessment is a process used by teachers and students used by teachers and students during instruction that provides during instruction that provides feedback to adjust ongoing feedback to adjust ongoing teaching and learning to improve teaching and learning to improve students’ achievement of intended students’ achievement of intended instructional outcomes.instructional outcomes.

FAST/SCASS Austin, Texas October 2006FAST/SCASS Austin, Texas October 2006

Formative AssessmentFormative Assessment

Teachers are engaged in the assessment Teachers are engaged in the assessment process by:process by: Identifying the standardIdentifying the standard Deconstruct it to enabling targetsDeconstruct it to enabling targets Transform to student friendly languageTransform to student friendly language Create accurate classroom assessmentsCreate accurate classroom assessments Use with students to track growthUse with students to track growth

Assessment Training Assessment Training InstituteInstitute


Teachers continued:Teachers continued: Observing studentsObserving students Examining and evaluating student workExamining and evaluating student work Providing descriptive feedback to Providing descriptive feedback to

studentsstudents Determining instructional implications of Determining instructional implications of

assessmentsassessments Conferencing with students, other Conferencing with students, other

teachers and parentsteachers and parents


Students are actively engaged in the Students are actively engaged in the assessment process by:assessment process by: Learning what is expected of themLearning what is expected of them Taking responsibility for their own learningTaking responsibility for their own learning Actively participating in the learning processActively participating in the learning process Participating in how students document what Participating in how students document what

they have learned and how they learned itthey have learned and how they learned it Demonstrating their learning to peers, Demonstrating their learning to peers,

educators and their parents educators and their parents

Uses of Formative AssessmentUses of Formative Assessment

Guide student learning on a daily basis by Guide student learning on a daily basis by providing information about what critical providing information about what critical skills were and were not learnedskills were and were not learned

Provide extra learning opportunities to Provide extra learning opportunities to students who are struggling academicallystudents who are struggling academically

Provide additional learning opportunities Provide additional learning opportunities for students who are doing well for students who are doing well academicallyacademically

Report student progress to students, Report student progress to students, parents, and other educatorsparents, and other educators

Clarifying the Purposes of AssessmentClarifying the Purposes of AssessmentAssessment Assessment FORFOR Learning Learning

(Formative)(Formative)Assessment Assessment OFOF Learning Learning

(Summative)(Summative)Checks learning to decide what to do next Checks learning to decide what to do next then provides suggestions of what to dothen provides suggestions of what to doTeaching and learning are Teaching and learning are indistinguishable from assessmentindistinguishable from assessment

Checks what has been learned to dateChecks what has been learned to date

Is designed to assist educators and Is designed to assist educators and student in improving learningstudent in improving learning

Is designed to provide information to Is designed to provide information to those not directly involved in daily those not directly involved in daily learning and teaching in addition to learning and teaching in addition to educators and studentseducators and students

Provides continual specific and Provides continual specific and descriptive feedback as formal or informal descriptive feedback as formal or informal communicationcommunication

Compiles data into a single number, Compiles data into a single number, score, mark or comment as a formal score, mark or comment as a formal periodic reportperiodic report

Uses ongoing assessments that focus on Uses ongoing assessments that focus on the full range of learner outcomes for a the full range of learner outcomes for a grade levelgrade level

Uses fewer assessments that focus on Uses fewer assessments that focus on learner outcomes of enduring importance learner outcomes of enduring importance – think of a formal snapshot– think of a formal snapshot

Focuses on improvement and compares a Focuses on improvement and compares a student’s current performance with his/her student’s current performance with his/her previous best based on the learner previous best based on the learner outcomes for a grade leveloutcomes for a grade level

Compares a student’s performance to the Compares a student’s performance to the learner outcomes for a grade levellearner outcomes for a grade level

Actively involves the student as a partner Actively involves the student as a partner in learningin learning

May not actively involve the students as a May not actively involve the students as a partner in learningpartner in learning

Not used for grading purposesNot used for grading purposes Used for grading purposesUsed for grading purposes

At this point examine your own At this point examine your own thoughts about assessment OF thoughts about assessment OF learning and assessment FOR learning and assessment FOR learning:learning: How do you see yourself currently using How do you see yourself currently using

assessment OF learning (summative) in assessment OF learning (summative) in your classroom?your classroom?

How do you see yourself currently using How do you see yourself currently using assessment FOR learning (formative) in assessment FOR learning (formative) in your classroom?your classroom?

Talk with your neighborTalk with your neighbor

1. Clear PurposeWhy assess?

What’s the purpose?Who will use the results?

2. Clear TargetsAssess what?

What are the learning targets?Are they clear?Are they good?

3. Good DesignAssess how?

What method?Sampled how?

Avoid bias--how?

4. Sound CommunicationCommunicate how?

How do we manage information?How do we report?

Accurate Assessment – “Doing It Right”

Effectively Used – “Using It Well”

5. Student InvolvementStudents are users, too.

Students need to understand learning targets, too.Students can participate in the assessment process, too.

Students can track progress and communicate, too.

Keys to Quality AssessmentKeys to Quality Assessment

Key 1: Clear PurposeKey 1: Clear Purpose• Why assess?Why assess?• What’s the purpose?What’s the purpose?• Who will use the results? Who will use the results?

© 2007 ETS/ATI www.assessmentinst.com


Key 2: Clear TargetsKey 2: Clear Targets• Assess what?Assess what?• What are the learning targets?What are the learning targets?

• I can statementsI can statements• Are they clear? Are they good?Are they clear? Are they good?


Where are We Going?Where are We Going?

Before Before instructioninstruction and and assessmentassessment can be developed, all educators need can be developed, all educators need a clear understanding of what the a clear understanding of what the standards look like in student work standards look like in student work and what measurable learning and what measurable learning targets are required for students to targets are required for students to achieve masteryachieve mastery

What Are The Learning What Are The Learning Targets?Targets?

A A learning targetlearning target is any achievement is any achievement expectation we have for students expectation we have for students on the on the pathpath toward mastery of a standard. toward mastery of a standard.

It It clearlyclearly states what we want the students states what we want the students to learn and should be understood by to learn and should be understood by teachers and students.teachers and students.

Learning targets should be Learning targets should be formatively formatively assessedassessed to monitor progress toward a to monitor progress toward a standard.standard.

Kinds of Learning TargetsKinds of Learning Targets

KnowledgeKnowledge Facts and concepts we want students to Facts and concepts we want students to

knowknow ReasoningReasoning

Students use what they know to reason Students use what they know to reason and solve problemsand solve problems

SkillsSkills Speaking a second languageSpeaking a second language Giving an oral presentationGiving an oral presentation Using a science processUsing a science process

Kinds of Learning TargetsKinds of Learning Targets

ProductsProducts Writing samplesWriting samples Term projectsTerm projects Artistic productsArtistic products Research reportsResearch reports Industrial arts projectsIndustrial arts projects Science exhibitsScience exhibits

Six Steps To Developing Learning Six Steps To Developing Learning TargetsTargets

Step 1 in Unpacking Standards: Step 1 in Unpacking Standards: Student-Friendly LanguageStudent-Friendly Language As a team, identify the verb(s) in the As a team, identify the verb(s) in the

standard.standard.(Tip: Use a highlighter and find similar verbs (Tip: Use a highlighter and find similar verbs

– are they really the same?)– are they really the same?)

Common Verbs in StandardsCommon Verbs in Standards

DescribeDescribe ExplainExplain IdentifyIdentify

IllustrateIllustrate TraceTrace CompareCompare

ContrastContrast PredictPredict ApplyApply

SortSort JustifyJustify AnalyzeAnalyze

EvaluateEvaluate DiscussDiscuss DefineDefine

ListList DifferentiateDifferentiate DistinguishDistinguish

DefendDefend ConcludeConclude CategorizeCategorize

Six Steps To Developing Learning Six Steps To Developing Learning Targets Continued…Targets Continued…

Step 2Step 2 Use a dictionary or thesaurus as a Use a dictionary or thesaurus as a

starting point, first define the verbs for starting point, first define the verbs for educators. Remember to ask yourselves educators. Remember to ask yourselves “What does this look like in student “What does this look like in student work?”work?”

(Tip: Try “fist to five” in order to keep (Tip: Try “fist to five” in order to keep the pace and the peace.)the pace and the peace.)

Verb to be Verb to be defineddefined

DefinitionDefinition Student-Friendly Student-Friendly LanguageLanguage


Step 3Step 3 Define the verb for students by rewriting Define the verb for students by rewriting

it in student-friendly language.it in student-friendly language.

(Tip: Try to define verbs in the same (Tip: Try to define verbs in the same way within a grade level and content way within a grade level and content area to limit confusion on behalf of both area to limit confusion on behalf of both the teacher and the student.)the teacher and the student.)


Step 4:Step 4: Rewrite the standards as an “I can…” Rewrite the standards as an “I can…”

(or I am learning to …”) statement. Be (or I am learning to …”) statement. Be sure it is in terms that students will sure it is in terms that students will understand.understand.

(Tip: Post the “I can” statements (Tip: Post the “I can” statements around the classroom as reminders for around the classroom as reminders for focused lessons and student goal focused lessons and student goal setting.)setting.)

Verb to be Verb to be DefinedDefined

DefinitionDefinition Student-Friendly Student-Friendly LanguageLanguage

CompareCompare To state a To state a likeness of (one likeness of (one thing to thing to another)another)

I can look at two I can look at two things and things and decide how they decide how they are alike.are alike.

This means that This means that I can look at I can look at pictures and pictures and text and find text and find likenesses likenesses between two or between two or more people, more people, places, or places, or things.things.


Step 5:Step 5:Duplicate this process for content and Duplicate this process for content and skills in the standard. Define both the skills in the standard. Define both the content and skills for teachers first and content and skills for teachers first and then, when needed, rewrite the then, when needed, rewrite the definition in student-friendly specifics.definition in student-friendly specifics.

Term(s) to be Term(s) to be Defined/ClarifiedDefined/Clarified

Definition/ Definition/ ClarificationClarification

Student-Friendly Student-Friendly SpecificsSpecifics

CompareCompare

Southwest American Southwest American IndiansIndians

Pacific Northwest Pacific Northwest American IndiansAmerican Indians

AdaptAdapt

ModifyModify

American Indians American Indians that lived…..that lived…..

American Indians American Indians that lived….that lived….

To make more To make more suitable by alteringsuitable by altering

To change to some To change to some extent but not extent but not completelycompletely

I can show how SW I can show how SW Am. Indians made Am. Indians made their environment their environment more suitable to more suitable to their needs by their needs by changing it a little.changing it a little.

I can show how PN I can show how PN Am. Indians made Am. Indians made their environment…their environment…

I can show how I can show how some of those some of those changes by both changes by both groups were the groups were the same.same.


Step 6:Step 6:Share the unpacked version with grade Share the unpacked version with grade level and/or content area colleagues and level and/or content area colleagues and refine as needed.refine as needed.

Share the unpacked refined version with Share the unpacked refined version with grade span colleagues and then have it grade span colleagues and then have it reviewed as part of the K-12 alignment reviewed as part of the K-12 alignment process.process.


Key 3: Good DesignKey 3: Good Design• Assess how?Assess how?• What method?What method?• Sampled how?Sampled how?• Avoid bias—how? Avoid bias—how?


Target-Method MatchHow well does your method of assessment match your target?

Target to Target to be be

AssessedAssessed

Assessment MethodAssessment Method

SelectedSelected ResponseResponse EssayEssay Performance Performance

AssessmentAssessment

Personal Personal CommunicatioCommunicatio

nn

KnowledgeKnowledge

ReasoningReasoning

Performance Performance SkillsSkills

ProductsProducts

Target-Method MatchHow well does your method of assessment match your

target?

Target to Target to be be

AssessedAssessed

Assessment MethodAssessment Method

SelectedSelected ResponseResponse EssayEssay Performance Performance

AssessmentAssessment

Personal Personal CommunicatioCommunicatio

nn

KnowledgeKnowledge Good matchGood match Good matchGood match Not a good Not a good matchmatch Partial matchPartial match

ReasoningReasoning Partial matchPartial match Good matchGood match Good matchGood match Good matchGood match

Performance Performance SkillsSkills

Not a good Not a good matchmatch

Not a good Not a good matchmatch Good matchGood match Partial matchPartial match

ProductsProducts Not a good Not a good matchmatch Partial matchPartial match Good matchGood match Not a good Not a good

matchmatch


Key 4: Sound CommunicationKey 4: Sound Communication• Communicate how?Communicate how?• How do we manage information?How do we manage information?• How do we report?How do we report?



Key 5: Student InvolvementKey 5: Student Involvement• Students are users and can participate Students are users and can participate

in the assessment process.in the assessment process.• Students are actively involved in every Students are actively involved in every

part of the teachingpart of the teaching, , learning, and learning, and assessment process.assessment process.


What could this look like in What could this look like in your classroom?your classroom?

Assessment FOR Learning – Starting PointsAssessment FOR Learning – Starting Points Key Teaching Strategy: Before Key Teaching Strategy: Before

Testing, Get Students Thinking About Testing, Get Students Thinking About Their LearningTheir Learning Traffic Light: Traffic Light: Before a test, provide Before a test, provide

students with a list of key concepts, students with a list of key concepts, words, or topics. Ask students to words, or topics. Ask students to determine their level of confidence with determine their level of confidence with each concept or idea by deciding if the each concept or idea by deciding if the concept is a red, yellow or green light concept is a red, yellow or green light for them. The plan should enable for them. The plan should enable students to work with learning students to work with learning resources, including textbooks, class resources, including textbooks, class notes and peers, so that they can turn notes and peers, so that they can turn yellow and red lights into green ones.yellow and red lights into green ones.

Self-EvaluationSelf-Evaluation I missed thisI missed this I know I know I still don’t I still don’t I would like I would like on the unit on the unit what I what I understand understand some help some help

assessment. assessment. did wrong. this. did wrong. this. with this. with this.

I can develop an opinion on a I can develop an opinion on a given topic, write that opinion given topic, write that opinion

clearly as a complete sentence, clearly as a complete sentence, and start my paragraph with this and start my paragraph with this

sentence. sentence.

I can find at least 3 different andI can find at least 3 different and valid reasons to support my valid reasons to support my

opinion.opinion.

I can write each reason clearly inI can write each reason clearly in a complete sentence, using a complete sentence, using

vocabulary appropriate to thevocabulary appropriate to the topic and to my reader. topic and to my reader.

I can put these reasons in my I can put these reasons in my paragraph in an easy-to-follow, paragraph in an easy-to-follow, logical order with logical order with transitions.transitions.

I can see the opposition’s I can see the opposition’s viewpoint and acknowledgeviewpoint and acknowledge

it in my writing.it in my writing.

I can indent the first line of myI can indent the first line of my paragraph.paragraph.

I can write complete sentences, I can write complete sentences, making sure I include some thatmaking sure I include some that are short, some medium, and are short, some medium, and some longer. some longer.

Informing InstructionInforming Instruction

Perform item analysis, look for class Perform item analysis, look for class trends.trends.

Compare with results in other classes.Compare with results in other classes. Change how I teach?Change how I teach? Work individually with students who Work individually with students who

need and ask for help in specific areas.need and ask for help in specific areas. Give those students another chance to Give those students another chance to

show grade level mastery of the show grade level mastery of the standard.standard.

Assessment Assessment for for Learning – Starting PointsLearning – Starting Points

Key Teaching Strategy: Show Key Teaching Strategy: Show Examples of Student Work and Share Examples of Student Work and Share CriteriaCriteria When student look at examplars and When student look at examplars and

compare them with their own work, they compare them with their own work, they develop a shared concept of qualitydevelop a shared concept of quality

Assessment Assessment for for Learning – SaraLearning – Sara

Following video clip talk with a colleague:Following video clip talk with a colleague: What evidence did you see that Sara What evidence did you see that Sara

was involved in her own learning?was involved in her own learning? How do you know she was aware of the How do you know she was aware of the

criteria for success?criteria for success? What did she say that indicates she is What did she say that indicates she is

aware of where she is in her progress?aware of where she is in her progress? What did she say that indicates where What did she say that indicates where

she is headed in her learning?she is headed in her learning?

Q & AQ & A

Contact InformationContact Information

Kimberly YoungKimberly Young

Ionia ISD/OEAAIonia ISD/OEAA

517-373-0988517-373-0988

[email protected]@michigan.govgov

Rebecca BushRebecca Bush

Ionia ISDIonia ISD

616-522-1407616-522-1407

[email protected]@ioniaisd.orgg

Common Concerns about Assessment FOR Common Concerns about Assessment FOR LearningLearning

What if I don’t do it right?What if I don’t do it right? Anne Davies (2002) “Constructing new Anne Davies (2002) “Constructing new

learning takes time as we try things out, learning takes time as we try things out, make mistakes, get feedback and self-make mistakes, get feedback and self-assess in our pursuit…It is a messy assess in our pursuit…It is a messy process that is not accomplished process that is not accomplished overnight. It requires a sustained overnight. It requires a sustained commitment to classroom assessment as commitment to classroom assessment as a priority for learning and practice and a priority for learning and practice and continued support for the differentiated continued support for the differentiated professional development to achieve it.”professional development to achieve it.”


What about state achievement What about state achievement tests and the new curriculum tests and the new curriculum standards? I have to get my standards? I have to get my students ready for those.students ready for those. Research clearly shows that assessment Research clearly shows that assessment

forfor learning makes a significant positive learning makes a significant positive impact on students’ to perform impact on students’ to perform successfully…Your students will be more successfully…Your students will be more successful on those (tests) than if thy successful on those (tests) than if thy had spent time practicing a hundred old had spent time practicing a hundred old exams (Newmann 2001)exams (Newmann 2001)


How do I make sure I have How do I make sure I have enough scores to come up with a enough scores to come up with a grade each term?grade each term? ““Use only a modest number of major Use only a modest number of major

classroom (assessments), but make sure classroom (assessments), but make sure these measure learner outcomes of these measure learner outcomes of indisputable importance” (Popham indisputable importance” (Popham 2001) Remember assigning grades is 2001) Remember assigning grades is about informed professional judgment, about informed professional judgment, not about crunching numbers. What is not about crunching numbers. What is important is that there is a body of important is that there is a body of evidence that will allow you to make an evidence that will allow you to make an honest and consistent judgment about honest and consistent judgment about student learning”student learning”


How will I ever have enough time?How will I ever have enough time? The concerns about insufficient time to The concerns about insufficient time to

focus on focus on AAffLL comes from the a paradigm comes from the a paradigm where learning and teaching are separate where learning and teaching are separate from assessment. In from assessment. In AAffLL, learning and , learning and teaching are indistinguishable from teaching are indistinguishable from assessment. Finding time is about choices assessment. Finding time is about choices and making smart ones. Take the time to and making smart ones. Take the time to identify the “learner outcomes”. These will identify the “learner outcomes”. These will lead to a few meaningful summative lead to a few meaningful summative assessments rather than many less assessments rather than many less significant ones.significant ones.

balanced assessments january 16, 2009 petoskey plc/professional development day

Documents

ongoing assessment

assessment process

assessment literacy

assessment of learningkeys

student achievement

worst assessment experience

best assessment experience

sound classroom assessment