bcamt-imc 2010 four purposes of assessment peter liljedahl, sfu
TRANSCRIPT
BC
AM
T-IMC
2010
FOUR PURPOSES OF ASSESSMENT
Peter Liljedahl, SFU
BC
AM
T-IMC
, 2010
FOUR PURPOSES OF ASSESSMENT
Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum.
Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity.
http://specialed.about.com/od/assessment/a/AandE.htm
BC
AM
T-IMC
, 2010
FOUR PURPOSES OF ASSESSMENT
Assessment provides students, parents, and teachers with valid information concerning student progress and their attainment of the curriculum.
Evaluation, on the other hand, occurs when a mark is assigned after the completion of a task, test, quiz, lesson or learning activity.
IGNORE!!!
BC
AM
T-IMC
, 2010
1. COMMUNICATION – two purposes
1. chance for students to communicate their learning to the teacher
2. chance for teacher to communicate a student's attainment of learning goals
BC
AM
T-IMC
, 2010
1. COMMUNICATION – hitting the target
Students can hit any target that they can see.
- Rick Stiggins
BC
AM
T-IMC
, 2010
1. COMMUNICATION – navigation
TWO PRINCIPLES OF NAVIGATION
• you need to know where you are going
• you need to know where you are now
BC
AM
T-IMC
, 2010
1. COMMUNICATION – for and of learning
TWO PRINCIPLES OF NAVIGATION
• you need to know where you are going– students need to know where they are going (for)
• you need to know where you are now– students need to know where they are now (of)
BC
AM
T-IMC
, 2010
1. COMMUNICATION – learning goals
Where are you going?• prescribed learning
outcomes• processes• habits of mind• classroom culture• classroom norms
BC
AM
T-IMC
, 2010
1. COMMUNICATION – learning goals
Where are you going?• prescribed learning
outcomes• processes• habits of mind• classroom culture• classroom norms
learning goals
TARGET
BC
AM
T-IMC
, 2010
1. COMMUNICATION – setting the target
Learning Goals – column addition and subtraction
• Be able to add 3 digit numbers without regrouping
• Be able to add 3 digit numbers with regrouping with the aid of a manipulative
• Be able to add 3 digit numbers with regrouping
• Use estimation to check the correctness of your answers
• Use effective group work skills when doing in-class activities− Attentive listening− Appropriate turn taking− Giving respectful feedback to peers
...
BC
AM
T-IMC
, 2010
1. COMMUNICATION – hitting the target
Anna Therone IC #1
HW #1
HW #2
Quiz #1
Be able to add 3 digit numbers without regrouping
Be able to add 3 digit numbers with regrouping with the aid of a manipulative
Be able to add 3 digit numbers with regrouping n/a n/a
Use estimation to check the correctness of your answers
n/a
BC
AM
T-IMC
, 2010
1. COMMUNICATION – hitting the target
Anna Therone (self assessment) IC #1
HW #1
HW #2
Quiz #1
Be able to add 3 digit numbers without regrouping
Be able to add 3 digit numbers with regrouping with the aid of a manipulative
Be able to add 3 digit numbers with regrouping n/a n/a
Use estimation to check the correctness of your answers
n/a
BC
AM
T-IMC
, 2010
1. COMMUNICATION – hitting the target
TWO PRINCIPLES OF NAVIGATION
• you need to know where you are going– students need to know where they are going (for)
• you need to know where you are now– students need to know where they are now (of)
BC
AM
T-IMC
, 2010
2. VALUEING – evaluating what we value
Evaluation is a double edged sword. When we evaluate our students they evaluate us ... for what we choose to evaluate shows what it is we value.
- Peter Liljedahl
BC
AM
T-IMC
, 2010
2. VALUEING – expansion of learning goals
• prescribed learning outcomes• processes [C, CN, ME, PS, R, T, V]
• habits of mind• classroom culture• classroom norms
learning goals
TARGET
BC
AM
T-IMC
, 2010
2. VALUEING – 1-1-1 correspondence
learning goals
what is taught
what is assessed
BC
AM
T-IMC
, 2010
2. VALUEING – 1-1-1 correspondence
2 3 8
+ 8 4 5
1 0 8 4
1
Anna Therone
BC
AM
T-IMC
, 2010
2. VALUEING – 1-1-1 correspondence
2 3 8
+ 8 4 5
1 0 8 4
1
Ty Pical
BC
AM
T-IMC
, 2010
2. VALUEING – 1-1-1 correspondence
learning goals
what is taught
what is assessed
BC
AM
T-IMC
, 2010
2. VALUEING – 1-1-1 correspondence
Students can hit any target that they can see and that holds still for them.
- Rick Stiggins
BC
AM
T-IMC
, 2010
3. REPORTING OUT – two purposes
1.Inform parents
2.Involve parents
BC
AM
T-IMC
, 2010
3. REPORTING OUT – inform parents
How is their child doing ...• vis-á-vis the learning goals• are they hitting the target• if not, in what ways are they missing it
BC
AM
T-IMC
, 2010
3. REPORTING OUT – involving parents
school
parentsstudent
ACTIVE PARTNERS IN LEARNING
BC
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T-IMC
, 2010
3. REPORTING OUT – involving parents
Can you answer the question –
what does this student need to do better?
such that:– it is true?– it is helpful?
ACTIVE PARTNERS IN LEARNING
BC
AM
T-IMC
, 2010
3. REPORTING OUT
The current method for reporting out is woefully inadequate ... but it is a floor, not a ceiling.
- everyone
BC
AM
T-IMC
, 2010
4. - implicit -
BC
AM
T-IMC
, 2010
4. NOT SORTING
Sorting is implicit within:• our society• our actions• our structures for reporting out• our parents' expectations• our students' expectations• our expectations
BC
AM
T-IMC
, 2010
4. NOT SORTING
Sorting is implicit within:• our society• our actions• our structures for reporting out• our parents' expectations• our students' expectations• our expectations
let go!
BC
AM
T-IMC
, 2010
4. NOT SORTING - differentiation
every student is in a different place
(has different targets)
differentiated instruction
differentiated assessment
BC
AM
T-IMC
, 2010
BC
AM
T-IMC
, 2010
DOWNSTREAM CONSEQUENCES
• When is a goal achieved?– most recent, most consistent, or on a test?
• When does assessment stop?– when do you take away a target?– when does learning stop?
• What about assessment as a stick?– zeros?