Assessment EDUC 511February 15-16, 2013

Assessment Plan for Units of Instruction

Pre-Assessment

BenchmarkFormative

Summative(End of Unit)

BenchmarkFormative

“Informative” Formative Assessments (i.e., check for understanding, inform instructional planning) to determine when students are ready for common formative assessment

Summative (End of Unit) AssessmentWith your content alike team, select

one team member’s essential learning outcomes.

As a team, determine how you would want your students to document their understanding in a meaningful and complex way.

Then develop a checklist of the specific criteria your students would need to document to communicate their understanding.

Summative Assessment Checklist Aligns with the essential learning outcomes Aligns with the learning targets (knowledge, skill,

reasoning, and product) and I Can statements Details criteria that students need to demonstrate Requires rigorous demonstration of understanding

(addresses upper 4 levels of Bloom’s) Group items (expectations) logically to scaffold

(support) student understanding Be certain selected response items are plausible Be certain constructed response items communicate

criteria Limit the number of assessment questions Be certain items are not redundant

Self and Peer AssessmentUse the summative assessment

checklist to assess your own summative assessment.

Join another member of your content alike group and complete a peer assessment of each other’s summative assessment.

Differentiating Assessments

Using one of the assessments generated, develop differentiated assessment options using one of the following: ◦ A “tic-tac-toe” assessment matrix that

would provide options based on learner interest, preferences.

◦ A menu that includes an appetizer, an entrée, two sides, and dessert (optional).

◦ A tiered assessment (scaled assessment) where a “3” is proficient.

Developing Checklists

Focus questions for developing your assigned checklist:

What does quality work look like for __________________?

What do we need to document, demonstrate to communicate our understanding?

Developing a Blog: Defining ExpectationsReview the expectations for

developing effective checklists.Based on our discussion of

developing a blog for your learning and for assigned and self-selected excerpts from the text, collaboratively generate a list of expectations you would have…if you were the course instructor.

Developing ChecklistsUsing the checklist about developing

checklists, brainstorm criteria for one of the following assessments:◦ Assessment plan for unit of instruction

Pre-Assessment 8 Formative and Differentiated Assessments

2 Common Formative (Benchmark) Assessments End of Unit Test (Summative) Performance Assessment Checklist and/or Rubric Development Plan for Documenting and Reporting Grading

◦ Assessment literacy and philosophy reflective summary

◦ Post-assessment on assessments

From Excerpts to ExpertsRead your assigned excerpt on

pre-assessment and respond to the reflective prompts.

Join others excerpt-like members and discuss the excerpt and reflective responses.

Be prepared to share your expertise with other groups.

Developing Pre-AssessmentsUsing the identified selection

from Rigorous Curriculum Design on Pre-Assessment, discuss the different positions that Ainsworth describes.

Essential Question:◦What did we discover about

developing pre-assessments from Ainsworth that will shape our practice?

Developing Pre-AssessmentsUsing what we have learned

about developing pre-assessments and with your summative assessment, discuss the components of a pre-assessment that you plan to develop with other members of your content-alike work group.

Understanding Formative AssessmentUsing one of the definitions of formative

assessment, identify the most essential aspect of the definition that all teachers need to know.

Join others who have the same definition (same color of paper).

Reintroduce yourselves and then generate a brief summary of the definition that all teachers need to know.

Be prepared to share with the whole group.

“Every Day in Every Classroom”: Clarifying Our Understanding of Formative Assessment

Read the introductory paragraphs and the numbered sections in the article, “Every Day in Every Classroom” from Educational Leadership.

Use the “Details—Main Idea” template to record the most essential information from the excerpt.

Don’t complete the Main Idea summary section of the template, however.

Learning Line UpForm two lines that face each other.When prompted, briefly share what

you summarized for the introductory paragraphs.

When prompted, one line will rotate 3 people and then share the summary from excerpt #1.

Repeat for the remaining excerpts.After the last rotation, join three other

people and record a “main idea” that can be shared with the rest of the group.

Developing Assessment LiteracyAside from the introduction and

definition, read your assigned excerpt from Attributes of Effective Formative Assessments.

Use the split-page note taking process to document what you found essential on the right side of the page.

When prompted, join others who were assigned to the reading.

Developing Assessment LiteracyAs a core group, decide what is

most essential that everyone should know.

Document additional concepts, interpretations on the left side of the page.

Be prepared to teach your attribute to another group.

When prompted, form mixed groups.

Defining the AttributesReturn to your base group and

create a visual representation to document the essential attributes of an effective formative assessment.

Be prepared to share your group’s representation.

Creating Formative AssessmentsIn your content area work group…Select an essential learning outcome that you

would teach (from someone’s unit of instruction).Individually…Generate a few assessment options and record

them on the template provided.When prompted, rejoin your group members and

share the assessment options you have identified.

Collaboratively…Share the assessment options you have created.

Developing Formative Assessments

Learning Target

Assessment Option 1

Assessment Option 2

Assessment Option 3

Assessment Option 4

Document the learning target/I Can statement that you want students to learn.

Create, document a variety of assessment options to check for and demonstrate student understanding

Developing Formative Assessments

Learning Target

Assessment Option 1

Assessment Option 2

Assessment Option 3

Assessment Option 4

I can communicate my understanding of character development

Record what you learned about each of the main characters using a fishbone diagram.

In small groups, discuss the character traits that are the most important for helping us understand the story; create a list to share with the rest of the class.

Talk with another class member about what you think the character will do—predict his actions, and then briefly write why you made the predictions you did.

Write a paragraph about the most essential character traits that have been demonstrated and what they reveal about the meaning of the story.

From Learning Targets…and Beyond!Developing Assessments, Interventions, Enrichments

“A shared learning target unpacks a ‘lesson-sized’ amount of learning—the precise ‘chunk’ of the particular content students are to master” (Leahy, Lyon, Thompson, & Wiliam, 2005).

Learning Targets

Proactive Interventions, Enrichments

Differentiated Assessments

Self-Assessment

Formative Assessments

Accommodations

Essential Question:Proactive Intervention, EnrichmentAs I plan instruction to teach the learning

target, how can I proactively define instructional interventions, enrichments to support the specific concepts or skills students need to learn?

• Pre-teaching • Re-teaching• Remediation

Intervention

Essential Question: Formative AssessmentsAs I plan instruction to teach the learning

target, what are the multiple ways that I will assess students’ understanding of the learning target?

Learning Target

Formative Assessment Option #1

Formative Assessment Option #2

Formative Assessment Option #3

Formative Assessment Option #4

Essential Question:Differentiated Instruction and Assessments

As I plan instruction to teach the learning target, how will I differentiate instruction? Are there options for differentiating how students demonstrate their understanding?

•How will I differentiate content and/or process?

Differentiating Instruction

•How will I differentiate product?

Differentiating Assessment

Essential Question:Accommodations

As I plan instruction to teach the learning target, what modifications or accommodations do I need to provide to ensure students with an identified disability have access to core instruction?

Essential Question:◦ Given my instructional context (who my

students are and what their needs are), what accommodations do I need to consider for the learning target?

Essential Question:Self-AssessmentAs I plan instruction to teach the learning

target, how can I incorporate self-assessment strategies to support the transfer of responsibility and to deepen metacognition?

Learning Targets—I Can Statements

What can I do? How am I moving toward mastery?

When did learn about the concept? What materials and resources do I have?

Connecting Our Work, Deepening Our Understanding:

Using a BlogWith a partner, determine what

and how you plan to develop your blog and contribute to others’ learning through your blog postings and online collaboration.