module iv 5.13.2011.ppt
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BREVARD EFFECTIVE STRATEGIES
FOR TEACHING (B.E.S.T.)
Module IV
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B.E.S.T.
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Review
What is B.E.S.T.? Why is it important?
What are the three goals of B.E.S.T.?
What are the first three modules of
B.E.S.T., and one key concept
from each?
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Learning
Spark
Learning
Cycle
Learning
Environ-
ment
Learning
Measure-
ment
Learning
Strategies
Learning
Plan for
All
Student
Engagement
Student
Achievement
Continuous
Teaching
Improvement
Module 1 Module 2 Module 3 Module 4 Module 5 Module 6
Serving every student with
excellence as the standard
Inclusion
RtI
SSNP
Differentiated
Accountability
Model
Differentiated
Instruction
National and
State
Standards
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BREVARD EFFECTIVE STRATEGIES
FOR TEACHING (B.E.S.T.)
Module IV
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Reflect and Share
Reflect on Once Upon a Time, a Tale
of Excellence in Assessment
With a partner, share how you feelabout the story e.g., did you
experience a paradigm shift?
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Module IV
LEARNINGMEASUREMENT:
Using Assessment toDrive Learning
How will I know if my
students are learning/have
learned?
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Effectiveness in teaching
is not defined on the basis
of what they do as teachers,
rather, it is defined by what
their students are able to do.
--Thomas Guskey
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Desired Outcomes
By the end ofModule IV, we willhave
A foundation for using assessment
as a critical component of theteaching/ learning experience for us
and our students
Examples of formative
assessments
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Desired Outcomes
A means for using assessment datato track student progress,
differentiate instruction, and
celebrate successA list of criteria for both traditional
and standards-based grading
systems
An awareness of assessment with
RtI
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Putting the Pieces Together
A metaphor or simile ( )
A song or rap ( )
An acronym (A.S.S.E.S.S.)
A skit ( )
A drawing ( )
A formula ( )
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Module IV Agenda
Purpose and
definitions ofassessments
Examples ofassessments
RtI correlation
Grading issues
Creatingdifferentiatedassessments
Sorting andlabelingassessments
Discussinggrading
Welcome What & Why
Ideal SchoolAssessment
Evaluation ofcreated
assessments Follow-up:
Implementation offormative,differentiatedassessments inthe classroom
Q IV:
If?
Q I:
Why?
Q II:
What?
Q III:
How?
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Agreements
Take responsibility for yourlearning
Listen as an ally
Everyone participates; no one
dominates
Honor time limits Silence cell phones
Have fun!
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Assessments
At your table:
Brainstorm different assessments
you use Write one per sticky note
Whole table places notes under pre-
assessment, formative, andsummative on chart paper
Three minutes
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Why Assess?
Reflect on your current assessment
practices.
Using the speedy round robin
technique, begin with the personwhose birthday is closest to this day
and move around the table for each
person to share (5 seconds or less) areason why we assess learning.
Continue until time is called.
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Why Assess?
To determine student readiness.
To plan instruction.
To monitor student progress.
To modify instruction.
To determine mastery of content.
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Q3Doing Type:
Hands-onProblem solver
Goal-oriented
Active
Q2Thinking/Analytic Type:
ConceptualFactual
Analytical
Rational
Q1Feeling Type:
EmpatheticReflective
Caring
Sensitive
Q4Performing Type:
SpontaneousAdventurous
Dramatic
Creative
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Your Task
Select a Quadrant 2 learner(thinking/analytic type) to be
your representative.
Draw on your paper a picture
of the ideal school culture.
You have 4 minutes.
Designate a Quadrant 1
learner (feeling type).
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Assessment is NOT
Always a grade
Always pencil and paper
An end-all
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What is Assessment?
The word assess comes from the
Latin verb assidere meaning to sit
with.
In assessment one is supposed to sit
with the learner. This implies it is
something we do with and forstudents and not to students.
--Green 1999
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Assessment is todays means of
understanding how to modify
tomorrows instruction.
Assessment has more to do with
helping students grow than with
cataloging their mistakes.
--Carol Tomlinson
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Nature is like a radio band
with infinite stations;the reality you are
now experiencing
is only one station on the band,completely convincing
as long as you stay tuned to it,
but masking the other choicesthat lie on either side.
--Deepak Chopra
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23
A Shift in the Use of Assessments
FROM TO
Infrequent summative
assessments
Frequent common formative
assessments
Assessments to determine
which students failed to
learn by the deadline
Assessments to identify
students who need
additional time and support
Assessments used to reward
and punish students
Assessments used to inform
and motivate studentsFocusing on average scores Monitoring each students
proficiency in every essential
skill
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24
A Shift in the Use of Assessments
FROM TO
Individual teacher
assessments
Assessments developed
jointly by collaboration
Each teacher determining
the criteria to be used inassessing student work
Collaborative teams clarifying
the criteria and ensuringconsistency among team
members when assessing
student work
An over-reliance on onekind of assessment
Balanced assessments
Assessing many things
infrequently
Assessing a few things
frequently
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Three General Types
of Assessment
Assessment beFORe learning =
Pre-assessment
Assessment FOR learning=
Formative or Ongoing Assessment
Assessment OF learning =Summative evaluation
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Formative
Sources of Assessment InformationWhat should I use to assess my students?
Observations
Cooperative learning
teams, working with
manipulatives,
role-plays,
demonstrations,
performances,
experiments
Conversations
Student-teacher
conferences,
oral presentations,
peer conferences,group work
FDLRS/FIN training manual on Differentiated Instruction, Assessment
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When assessment and
instruction are interwoven,
both the students and the
teacher benefit.
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On-going Assessment:
A Diagnostic Continuum
Screening Checking for Unit test or
Diagnostic understanding semester exam
Pre-test Guided practice data FCATSurvey Progress monitoring Final grade
Pre-assessment Formative Summative
(Finding out) (Keeping track (Making a& checking up) judgment)
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Any method, strategy or process
used to determine a students
current level of readiness, prior
knowledge, or interest in order to
plan for appropriate instruction
PRE-ASSESSMENT
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Assessment BeFORe Instruction
Allows teachers to understand
each students starting point
Guides initial planning
Drives differentiated instruction
PRE-ASSESSMENT
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Pre-Assessment
PURPOSE To determine what studentsalready know, understand, and
can do.
WHEN Before instruction and duringinitial planning.
HOW TEACHERS USERESULTS
To guide initial instruction, tomake grouping decisions, and to
differentiate learning
experiences.
HOW STUDENTS USERESULTS
As a preview of what they need
to know, understand, and be
able to do.
WHAT Products, conversations,
observations to assessreadiness rior knowled e or
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Pre-Assessment Examples
Pre-assessmentWhat Do You
Know?
FormativeWhat Are You
Learning?
SummativeWhat Have You
Learned ?
ScreeningPre-test
Diagnostic
KWL
InventoriesObservation
Anticipation Guide
Concept Map
Questioning
Other
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The single most important thing tochange in teachers practice is
the minute to-minute and day-by-
day use of assessment to adjust
instruction.--Wiliam 2007
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Formative Assessment
A processused by teachers and
studentsduring instruction that
provides feedback to adjust
ongoing teaching and learning to
improve students achievement of
intended instructional outcomes.
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Formative Assessment
Assessment FOR learning
Uses data to inform and alter
instruction along the way towards
student mastery
Serves to promote student success
Helpsstudentsadvance their learning
with enthusiasm (in control)
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Formative Assessment
An ongoing process with both studentsand teachers where they:
Focus on learning goals
Take stock of current student work inrelation to the learning goals using
formal or informal assessment
processes
Take action to move closer to thelearning goals (i.e teachers may adjust
teaching methods; students may adjust
learning methods.)
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Effective Formative
Assessment Must
Be used by both teacher and students
Be aligned with instruction
Measure what is important and notjust what can be easily assessed
Be practiced frequently to provide
direction for instruction
Reveal the students knowledge and
cognitive strategies for solving
problems
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Q IV:
If?
Q I:
Why?
Q II:
What?
Q III:How?
Formative Assessment
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the frequency of (formative)
assessments is related
to student
academic achievement.
--Bangert-Downs and Kulik 1991
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# of Formative
Assessments
Percentile
Gain1 13.5
5 20.0
10 22.5
15 24.5
20 26.0
25 28.5
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Providing two (formative)assessments
per week
resulted in a percentile gain
of 30 points.
--Fuchs and Fuchs
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The Teachers Paradigm
1. Clearly communicate learningexpectations with students
2. Help students make connectionsbetween the learning expectationsand the work they do
3. Get information from students aboutwhere they are and how they learn
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The Teachers Paradigm
4. Give feedback to students orsuggestions about how they might
move closer to learning expectations
5. Facilitate students self-assessment
and goal-setting
6. Use assessment information to fine-tune lessons in progress and plan
further lessons
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Benefits to Students
Understanding and articulation of
their individual learning targets
Monitoring and reflection on learning
Using feedback to make adjustments
for understanding
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Benefits to Students
Increased achievement
Increased understanding of how
they learn
Increased control over their own
learning
Increased engagementand empowerment
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There is a diagnostic aspect to
all formative assessment, and
diagnostic information caninform both students studying
and teachers teaching...
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The key is having a concept of
the goal or learning target,which originally is the
teachers, but which ideally the
student will internalize,eventually setting his or her
own goals and monitoring
progress toward them.
--Sadler 1989; Gipp 1994
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Students who could identifytheir learning scored 27
percentile points higher than
those who could not.
--Marzano 2005
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Three Essential Questions
Where
are you
now?
How can
we get
there?
1 23
Where do
you need
to go?
h
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The Seven Strategies
of AssessmentforLearning
Where am I going? (what
standard?)
1. Provide a clear statement of thelearning goal, expectation
2. Use examples and models
Where is the student now?
3. Offer regular descriptive feedback
4. Teach students to self-assess and
Th S S i
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The Seven Strategies
of AssessmentforLearning
How can I close the gap?
5. Design targeted lessons
6. Teach students focused revision
7. Engage students in self-reflection;
let them keep track of and share
their learning
Planning for Meaningful Differentiation:
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1. Assessment
2. Pre-Assessment
3. On-going (Formative)
Assessment
Identify
Desired
Results
(KUD)Determine
Acceptable
Evidence
1
2
PlanLearning
Experiences
3
Planning for Meaningful Differentiation:Examining the Assessment Sequence
FDLRS/FIN training manual on Differentiated Instruction, Assessment
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The effect of assessmentfor
learning on student
achievement is some four to
five times greater thanthe effect of reduced
class size.--Stiggins2006
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Improvedformative assessment
helps low achievers more than
other students and so reduces
the range of achievement while
raising achievement overall.
--Black and Wiliam 1998
Formative Assessments
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Formative AssessmentsPURPOSE To guide and adjust instruction and
provide student feedback.
To provide evidence of progressand learning over time.
WHEN Regularly and frequently duringlessons and units.
HOW TEACHERSUSE RESULTS
To adjust and differentiateinstruction.
HOW STUDENTS
USE RESULTS
To self-monitor understanding and
progress.
WHAT Rubrics, exit slips, self-assessmentchecklists, conferences/anecdotal
records, questions, conversations,
observations, feedback from
guided practice
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Formative Assessment Examples
Pre-assessment
What Do YouKnow?
Formative
What Are YouLearning?
Summative
What Have YouLearned ?
Screening
Pre-testDiagnostic
KWL
Inventories
ObservationAnticipation Guide
Concept Map
Questioning
Other
Checking for
Understanding
Portfolio
Journal
*Quiz
ObservationAnecdotal Notes
Exit Slips
Data from
Guided Practice
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Formative Assessment
Exit Slip Teacher Checklist
Student Self-Assessment Checklist
Question and Answer during Lesson
Thumbs up/Thumbs down
Classroom Performance System
(CPS)-clickers
Heart Rate Monitors in P.E.
Formative Assessment and 21st
http://www.usc.edu/hsc/dental/ccmb/usc-csp/studassm.htmhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.readwritethink.org/lesson_images/lesson1123/checklist.pdfhttp://www.usc.edu/hsc/dental/ccmb/usc-csp/studassm.htm -
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Formative Assessment and 21st
Century Skills
Reflect (student) regarding content
mastery
Release responsibility for learning to
learner (heutagogy)
Build capacity of teacher and learnerto compete in a 21st century global
society
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Authentic Assessment (AA)
A form of assessment in which
students are asked to perform real-
world tasks that demonstratemeaningful application of essential
knowledge and skills
--Jon Mueller
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Traditional Assessment (TA)
1. A school's mission is to develop
productive citizens.
2. To be a productive citizen an
individual must possess a certain
body of knowledge and skills.
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Traditional Assessment (TA)
3. Therefore, schools must teach this
body of knowledge and skills.
4. To determine if it is successful, the
school must then test students to
see if they acquired theknowledge
and skills.
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Authentic Assessment (AA)
1. A school's mission is to developproductive citizens.
2. To be a productive citizen anindividual mustbe capable of
performing meaningful tasks in the
real world.
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Authentic Assessment
3. Therefore, schools musthelpstudents become proficient at
performing the tasks they will
encounter when they graduate.
4. To determine if it is successful, the
school must then ask students to
perform meaningful tasks that
replicate real world challenges to
see if students are capable of
doing so.
Formative Assessment: Grouping
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Formative Assessment: GroupingIndividual
Response
(Think)
Partner
Processing
(Pair)Learning Group
Processing
(Share)
(Final Word)(Chalk Talk)
Learning Group to
Learning Group
Processing(Share)
(Chalk Talk)
(Critical Friends)
Whole Group
Sharing
(Share)(Carousel)
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Summative Assessment
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Summative Assessment
Assessment OFLearning
is a means to determine a
students mastery of information,knowledge, skills, concepts, etc.
after the unit or learning activity
has been completed.
Summative Assessment
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Summative Assessment
Assessment OFLearning
Should parallel the formative
assessments that were used
during the learning process May determine an exit grade or
score
Is tied to a conclusion about a
students mastery of a standard
Summative Assessment
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Summative Assessment
Assessment OFLearning
Serves accountability purposes
Evaluates the overall success ofstudent achievement, teacher
instruction and instructional
programs on a long-term basis
Summative Assessment
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PURPOSE To determine if students have masteredwhat they should know, understand and
be able to do.WHEN End of lesson, unit, course, year
HOW TEACHERS
USE RESULTS
To determine a grade that represents
what the student knows, understands,
& is able to do. To evaluate a yearswork and serve as a needs assessment
for the next year
HOW STUDENTS
USE RESULTS
To gauge their progress towards course
or grade-level expectations
WHAT Projects, portfolios, paper/pencil tests,FCAT, semester/end of course exams,
district assessments, final performances
Summative Assessment Examples
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Summative Assessment Examples
Pre-assessment
What Do YouKnow?
Formative
What Are YouLearning?
Summative
What Have YouLearned?
Screening
Pre-test
Diagnostic
KWL
Inventories
ObservationAnticipation Guide
Concept Map
Questioning
Other
Checking for
Understanding
Portfolio
Journal
*Quiz
ObservationAnecdotal Notes
Exit Slips
Data from
Guided Practice
Evaluation
ProjectTests/Exams
Demonstration
Portfolio Review
Final Performance
Composition
Other
Geography Unit Assessment Plan
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Geography Unit Assessment Plan
Purpose Assessment Task Assessor
Formative
Summative
First draft of map
Revised draft of
map
Supported opiniondraft essay
Quiz(zes)
Map
Supported opinion
short essay
Test
Student
Peer
Peer/Student
Teacher/Student
Teacher
Teacher
Teacher
d ??
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Ive Assessed: NOW WHAT??
Assessment results guide decisions todifferentiate and to adjust Content
Process
Product Learning Environment
To support students in their
Readiness Interest
Learning PreferencesTo encourage maximum growth and
individual student success.
Differentiation of Instruction
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Readiness Interests Learning profiles
based on students
Teachers can differentiate
Tomlinson, The Common Sense of Differentiation, ASCD, 2005 OPTIONS, FDLRS Action Resource Center
Differentiated Instruction is
a teachers response to a learners needs
clear
learning goals
respectful tasks
flexible groupingpositive
lrng. environment
Content Process Product
guided by general principlesof differentiation, such as
ongoingassessment &
adjustment
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Differentiated Assessment
Angie Nellis
Atlantis Elementary
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The idea that a single teacher,
working alone, can know and do
everything to meet the diverse
learning needs of [all] students
every day throughout the school
year has rarely worked
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and it certainly wont meet the needsof learners in years to come.
--Carroll 2009
In learning teams teachers work
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In learning teams, teachers work
collectively to develop a
guaranteed and viable curriculum
to ensure that students have
access to the same essential
knowledge and skills, regardless of
the teacher to whom they are
assigned.
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The team gathers ongoing
information regarding the learning
of their students through a
comprehensive, balanced
assessment process that includes
common assessments developed
by the team.
The team then jointly analyzes the
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The team thenjointly analyzes the
evidence of student learning from
the assessments and uses the
information to improve the
professional practice of individual
members and collective
effectiveness of the team.
--Rick Dufour 2011
C F ti A t
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Common Formative Assessment
Typically created collaboratively
by a team of teachers responsible
for the same grade level orcourse
Created before teaching the
course
Used frequently throughout the
year to
C F ti A t
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Common Formative Assessment
Identify individual students who needadditional time and support
Utilize teaching strategies most
effective in helping students acquirethe intended knowledge and skills
Address any program concerns
Set improvement goals for individual
teachers and the team
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Common
Assessment
St d t A St d t B
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Student A vs. Student B
Student A: Quizzes (maximum 100) 75, 65, 85,
80, 65, 70
Tests (maximum 100) 85, 65 Homework (maximum 20) 5, 10, 10,
10, 10, 10, 5, 10
Extra Credit (maximum 20) - 15, 20Using your individual grading policy in
your classroom, determine a final
GRADE.
Student A vs Student B
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Student A vs. Student B
Student B: Quizzes (maximum 100) 95, 90, 95,
100
Tests (maximum 100) 90, 95, 100 Homework (maximum 20) 20, 20, 20,
20, 20, 0, 0, 0
Extra Credit: 0Using your individual grading policy in
your classroom, determine a final
GRADE.
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Grade for Student A
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1 = A 2 = B 3 =
C
4 = D 5 = F
Grade for Student A
Grade for Student B
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1 = A 2 = B 3 =
C
4 = D 5 = F
Grade for Student B
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Grading Systems
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Traditional Standards-Based
Based on assessmentmethods (hmwk., quizzes,
tests, etc.). One grade for
each subject.
Based on learning goalsand performance
standards. One grade is
given per learning goal.
Score everything
regardless of purpose.
Use only summative
assessments for grading
purposes.
Assessments are based onpercent correct. Criteria
are often unclear.
Standards are criterion-referenced and
proficiency-based. Criteria
are known to all.
Key Concepts
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Key Concepts
Normreferenced tests determinea students placement on a normal
distribution curve. Students
compete against each other and areranked on this type of assessment.
The Stanford 10, GRE, and SATare examples of norm-referenced
tests.
Key Concepts
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Key Concepts
Criterion-referenced tests assessconcepts and skills students have
learned from a segment of instruction
Measure how well a student performsagainst an objective or criterion rather
than another student
Examples: classroom quizzes andexams based on standards/courseobjectives, FCAT
Grading Systems
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Traditional Standards-Based
Include every score.
Assessments record the
average.
Emphasize the most recent
evidence of learning when
grading.
Calculate grades using themean.
Use median, mode, andprofessional judgment to
determine grades.
Assessments vary inquality. Behavioral
evidence is included.
Use only qualityassessment and carefully
record data.
Grading Systems
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Traditional Standards-Based
The teacher makesdecisions about grading
and announces those to
students.
Discuss all aspects ofgrading with students and
parents.
Use an uncertain mix of
assessment of attitude,
achievement, effort, and
behavior. Use penaltiesand extra credit. Include
group scores.
Measure only
achievement. No penalties
or bonuses. Individual
evidence only.
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What we assessdefines
what we value.
--Wiggins 1990
We know that
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We know that
grading and reporting are not
essential to the instructional
process. Teachers teach and
students learn in the absence
of grades. You need to decide
the purpose.--Guskey, 2010
Grading in a
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Differentiated Classroom
Grades are based on clearly specifiedlearning goals that are communicated
to students.
Measurement is based on theselected objective or standard taught.
Grades are criterion-referenced rather
than norm-based. Grades are not curved.
Grading on a Curve
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Grading on a Curve
A student might receive an A forbeing the best performer in a group
of low performers = an A is the
best worst.
A student might make a C despite
quality work because the group is
so strong. A C = knows thecontent, but doesnt look so great
compared to others.
Grading in a
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Differentiated Classroom
Avoid averaging zeros into final
grades.
ZEROS in the Gradebook
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ZEROS in the Gradebook
Student scores: 85, 0, 98, 100, 89,95=78
Student scores: 85, 59 (failing), 98,
100, 89, 95 = 88
Which score more accurately reports
the students mastery?
Alternatives to Giving Zeros
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Alternatives to Giving Zeros
Change Grading Scales.Use integers (A=4, B=3, C=2, )
instead of percentages.
Report Behavioral AspectsSeparately.
Separate Product (Achievement)
from Process and Progress. Assign I or Incomplete Grades.
Include specific and immediate
conse uences
Good Sparky
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Bad Sparky
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Assessments of learning
that contribute to a report card
grade can affect studentsmotivation to learn.
--Stiggins 2006
Decisions students make
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Decisions students make
about theirassessment results
exert far greater influence
on their success as learners
than do the decisions
made by the adults.
--Stiggins 2007
Putting the Pieces Together
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Putting the Pieces Together
A metaphor or simile ( )
A song or rap ( )
An acronym (A.S.S.E.S.S.)
A skit ( )
A drawing ( )
A formula ( )
Follow-Up/Connections
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p/
Work in learning teams to developcommon assessments.
Implement two new formative
assessments in your classroom and
share the results in learning teams.
Work collegially as a department/faculty to determine a consistent
grading policy.
Follow-Up/Connections
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p/
Determine which of your assessmentsare authentic or traditional, and why.
Work in depts. or grade levels todevelop differentiated content, process
and/or assessments.
Whats Next
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What s Next
PDD February 20, 2012 Module V: We will discuss and practice
various instructional strategies and ways
to incorporate them in learning plans.
Module VI: We will begin with the end in
mind and develop learning plans that
encompass the instructional model andcommon language of B.E.S.T.
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B.E.S.T.
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What Do You Think?
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At your table:
Using your handout, reflect on each
statement
Mark the ones you would like to
address
Speak whole table - five minutes
We are convinced that the first attempt
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at a common formal assessment by a
collaborative team of teachers who
make a collective effort to gather
evidence of their students learning
will be superior to the formal
assessments those same teachershave developed working in isolation.
--Richard and Rebecca Dufour, Robert Eaker
2008
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Think about the purpose of
grading. Dont use grades
as weapons. They do not
serve that purpose well and
never will.
Too often educational tests
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Too often, educational tests,
grades, and report cardsare treated by teachers
as autopsieswhen they should be viewed
as physicals.
--Reeves 2000