designing assessments for learning (rather than of learning)
DESCRIPTION
Designing Assessments for Learning (rather than of learning). EDC448 Dr. Julie Coiro. Today’s Objectives: You will be able to. Differentiate between a learning objective and an educational standard and identify/generate examples of each - PowerPoint PPT PresentationTRANSCRIPT
Designing Assessments for Learning
(rather than of learning)
EDC448
Dr. Julie Coiro
Today’s Objectives: You will be able to
Differentiate between a learning objective and an educational standard and identify/generate examples of eachIdentify the characteristics of a holistic and analytic rubric scoring systemDiscuss the benefits and the impact of a well-designed/well-defined assignment and companion rubric
Standards Vs. Objectives
Educational Standard: defines the knowledge and skills students should possess at critical points in their educational career (e.g., at each grade level); provides common expectations for all students to measure up to these standards
Learning Objective: a detailed description that states the expected change in student learning, how the change will be demonstrated, and the expected level of change as a result of a specific course of instruction
Are Standards A Curriculum?
Curriculum: Scripted day-to-day lesson plans that include your learning objectives; materials for measuring performance of those objectives; links to learning standards; teaching practices; and key learning experiences students will engage in
Recently, the Common Core Standards has raised red flags for some who fear the entire curriculum is being mandated
Each discipline has a professional set of standards
ELA: National Council of Teachers of English (NCTE)
History: National Council for the Social Studies (NCSS); C3 Framework (College, Career, & Civic Life)
Science: Next Generation Science Standards
For. Lang: Standards for Foreign Language Learning
Common Core State Standardsin English Language Arts, History/Social Studies,
Science & Technical Subjects
Literature; Informational Text; Literacy in History/Soc Studies; Literacy in Science & Technical Subjects– Key ideas & details; Craft & structure; Integration of knowledge &
ideas; Complex texts at grade level
Writing:– Texts and Purposes: Write arguments with sound reasoning &
evidence; write informative/explanatory texts– Produce & Distribute (with both traditional & digital tools)
Speaking and Listening: – Comprehension and Collaboration (solve problems in groups)– Presentation of knowledge and ideas (transfer to new problems)
Language (Conventions, Use, and Vocabulary)
Which is which? And why?(educational standard vs. learning objective)
ENGLISHUsing a graphic organizer and working in groups, students will be able to make inferences about the symbols found in Lord of the Flies.
Students will determine the meaning of words as they are used in the text including figurative & connotative meanings
Which is which? And why?(educational standard vs. learning objective)
HISTORYStudents will analyze and interpret individual texts, citing evidence as appropriate by explaining connects about information within a text, across texts, or to related ideas.
Students will demonstrate an understanding of how individuals and groups exercise (or are denied) their rights and responsibilities by identifying and explaining how an action taken by an individual or groups impacts the rights of others.
Students will evaluate the impact of Andrew Jackson’s passage of the Indian Removal Act of 1830 on the Cherokee Indians.
Which is which? And why?(educational standard vs. learning objective)
SCIENCEAfter reading The Great Kapok Tree, students will discuss in small groups examples from the book that illustrate the different ways that deforestation affects the environment.
Students will cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of descriptions.
Students demonstrate an understanding of how humans are affected by environmental factors by provide an explanation of how the human species impacts the environment and other organisms.
Your turn…Craft a relevant learning objective that addresses these standards
CCSS: Students determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another.
History:
Language Arts:
Foreign Language:
CCSS: Students translate quantitative or technical information expressed in words into visual form (e.g., a table or chart)
Science:
Math:
Part 2: Standards or Objectives?
Identify the characteristics of a holistic and analytic rubric scoring system
Discuss the benefits and the impact of a well-designed/well-defined assignment and companion rubric
What is a rubric?
A scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical scoresA working guide handed out BEFORE the assignment begins to enhance quality of student’s work and teacher’s instructionExpectations vary according to one’s level of expertise (along a continuum of sorts)
Evaluating Chocolate Chip Cookies
Categories
1.2.3.4.
Levels High Medium Low
You get to determine which quality level is “passing”.
Evaluating Fictional Writing
Is this an ANALYTIC rubric or a HOLISTIC rubric? Why?
Analytic vs. Holistic Rubrics
Analytic rubrics identify and assess components of a finished product.
Holistic rubrics assess student work as a whole– Holistic rubrics are sometimes easier to provide a
“big picture” while extra detail of analytic rubrics helps guide instruction in each component and increases consistency among multiple-scorers (many teachers)
Holistic Rubric
How do rubrics shape learning (and quality of products)?
Grade 7: Data Collection Project vs. “Make a campaign poster” ProjectBetter Examples (see handouts) Friedman (2000) - staff study groups for enhancing student performance in reading and writing in the content area by revising the assignment prompts/directions & rubrics – Writing in Science: Solar System– Writing in Social Studies: Colonial America
The project that “failed”
• needs more color• no “statistics” • no particular issue
(of the 3 selected)
Design a poster that includes an important message from one of the presidential candidates and include a carefully drawn visual.
Friedman (2000) Initial Assignment: ScienceThe sun is one of the most important stars in the solar system. How does the sun affect our lives and how would the lives of people in the future change if the sun suddenly disappeared?
Students helped develop initial rubric, teachers modeled and reflected as wrote draft with students > revised 4 times to improve! Students were involved in rating as well.
Designing a Rubric for Writing in Science
Rubric elements: – Note score on each part (Excellent, good,
just passing, and not acceptable) – Analytic components
• Content – Background information -- Thesis Statement– Supporting Paragraph(s) -- Conclusion
• Organization• Mechanics
Revising the Assignment: History
Prompt: Colonial America: How were people dependent on one another for survival?
The teachers had specific expectations, but even the most sophisticated writers had difficulty creating the desired response
So…they restructured the content-focused prompt to provide clear expectations and encourage them to tell what they learned
How would you restructure the prompt?
The Revised Prompt
Comparing the Ratings from Prompt 1 to Prompt 2
So…how does your own assessment prompt and the companion rubric compare? Could either be more precise in eliciting the knowledge/behaviors you want?
Homework
Finish your lesson plan
Make sure all the materials are included
Complete the cover sheet checklist (both sides) and attach to the front
See APA format links for ideas – we’ll cover more about APA on Thursday
APA Formatting – references at the end and in-text citations
Pass back diverse text sets at the end of class
Teaching Content Area Literacy Conference: Theory Into Practice
Locate and read a research-based article related to content area literacy in your discipline
Submit a conference proposal form with copy of article (Due April 18)
Make a presentation (poster or technology) and prepare a handout
Share at our conference on April 30
How might you use assessments to inform your teaching (and modifications
you make to differentiate instruction)?
Relationship between assessment and instruction
Assessment of Learning (happens after the fact primarily for teachers) Assessment for Learning (involve the students in the process too) Assess to discover learner’s strengths and needsPlan instructionTeach and monitor progressReflect on learning and response to instruction
Formative Assessment: The Rest of the Story (Guskey, 2008)
Formative assessments designed to I________ ; (what learned well and what problems still exist?)
It’s not the act of formative testing itself, but what happens after the assessment that’s key!!
Some will know it > they need ________________Others will not know it > they need _____________
What can you do for both groups tomorrow???
Give feedback and offer corrective activities (Guskey, 2008)
Regular feedback and corrective activities (specific remediation) - first guided, then eventually self-regulated (e.g., monitoring!)
Three principles of effective corrective activities– Present concepts differently! – Engage students differently! – Provide students with successful learning
experiences!
Types of Corrective Activities - Think different, not louder!
Three groups: with teacher, with a friend, by self (think “different”) Reteaching with different approach or different example (good for review>transfer) Individual tutoring with different models and check to see where understanding falters (try other tutors for variety!) Peer tutoring can be effective for both the learner and the tutor for new perspectives if the match is a good one and a specific purpose is clear. Textbooks- focus on specific examples/passages or alternative textbooks / diverse [different] texts
Alternative Materials for Corrective Activities
Workbooks and Study Guides (extra practice) Academic Games (application) Learning Kits (manipulatives) Learning Centers and laboratories (hands-on) Picture books (introduce difficult concepts to develop knowledge) --- DIVERSE TEXTS Computer activities (interactive tutorials, a different medium/format) -- DIVERSE TEXTSEnrichment activities (valuable, challenging, rewarding, and student choice) – DIVERSE TEXTS AND PRODUCTS
Managing Corrective and Enrichment Activities
Cooperative teams grouped by proficiency (or sometimes partnered to tutor peers) Corrective activities can/should still be engaging, if not enriching Move review time to after formative assessments to help students monitor their own need for correction or enrichmentTaking time sooner to correct typically results in less time down the road
Apply and Reflect
How might I use formative assessment data to inform/design my next day’s instruction?– Work in groups of 3-4 students. – Share your homework ideas for corrective
activities and enrichment activities. – Get feedback and exchange ideas with others in
your group. – Five minutes each person.
Homework
Create a solid typed draft of your lesson plan to share with a partner on Thursday Come prepared to give feedback to your partner and ask questions about your own lesson plan
Partners for Lesson Plan Work
Marissa and Laura
Nicole, Jay, and Lenny
Eric and Mark
Deborah and Ryan
John and Stephanie
Amanda and Andrew