student involved assessment for learning ppt by hiba armouche
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Student involved assessment for learningTRANSCRIPT
Student-Involved Assessment For Learning Workshop
Presented by Hiba ArmoucheMay 2013
Introduction
• Audience: K-12 Math teachers• Goals: this workshop will help the teachers 1- begin to think about the ideas and practices of
formative assessment and the benefits it can offer to them and to their students.
2- get ready to shift assessment practices
Major Shift in Assessment Practice(From National Council of Teachers of Mathematics (N?CTm) 1995, p.83)
Away From Towards
•Comparing students’ performance with that of other students.
•Comparing students’ performance to established criteria.
•Using assessment to filter and select students out of the opportunities to learn mathematics.
•Using assessment results to ensure that all students have the opportunity to achieve their potential.
•Viewing students as the objects of assessment.
•Viewing students as active participants in the assessment process.
•Making the assessment process secret, exclusive, and fixed
•Making the assessment process public, participatory, and dynamic
Major Shift in Assessment Practice(From National Council of Teachers of Mathematics (N?CTm) 1995, p.83)
Away From Toward
•Treating assessment as independent of curriculum or instruction
•Aligning assessment with curriculum and instruction
•Developing assessment by oneself
•Developing a shared vision of what to assess and how to do it
•Basing inferences on restricted or single sources of evidence
•Basing inferences on multiple sources of evidence
•Restricting students to a single way of demonstrating their mathematical knowledge
•Giving students multiple opportunities to demonstrate their full mathematical power
Assess Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In
assessment, one should sit with the learner. This implies it is something we
do with and for students and not to students (Green, 1998)
Definition
1- A) Mark the points A3, B2, B4 C1, C2, C4 C5, D2, D4 B) Connect these points using a ruler C) Color the interior of the obtained figure in green. 2- Complete by using the words: Shorter – Larger
The red strip is …………….Than the blue strip.The Blue strip is …………..Than the red strip.
Red Strip Blue strip
A
BC
D
1 2 3 4 5 6
Read the following classroom assessment scenario
1- Alan is having his students score each other’s quizzes and then call out the scores so he can enter them in hisgradebook.
2-Catherine has just received back a grade on a Math test. She got a D. There were no comments.
3- Mira’s teacher tells her that her test scores have been So dismal so far that no matter what she does from then on, she will fail the class
“It is simply madness to keep doing the same thing, and expect different results”
Albert Einstein
Reliability
Reliability refers to the extent to which the assessments are consistent.
Validity
Validity refers to the accuracy of an assessment; whether or not it measures what it is supposed to measure.
1- Clear PurposeWhy assess?
2- Clear Targets
Assess What?Are the targets clear to us?Who will use the results?
3- Sound DesignAssess how?What method(s)?Is Assessment of high quality?
4- Effective Communication
Why communicate?To support or report learning?
Report to whom and how?
How will they use them?
Involve students.
1- Purpose
We assess for 2 reasons:
1- to gather information about student achievement to help us make instructional decisions that will enhance learning
2- to motivate students by keeping them in touch with their learning success
Level of Assessment
Classroom Interim/Benchmark
Annual
Who is the decision maker?
Key decisions to be informed?
Which standards are /are not being mastered by students
What comes next in the learning
Determine whether enough students are meeting standards
Students and teachers
Teacher teams, principals and curriculum developers
School and districts
An easy distinction between formative and summative assessment:Formative assessment is assessment for learning. Its focus is on future achievement. Formative assessment: supports student learning
Summative assessment is assessment of learning. It assesses what has been learnt in the past. Summative assessment: verify that learning has been attained
2- Clear Targets
We Need Clear Targets to
•Know if the assessment adequately covers what we taught
•Identify what students know and do not know.
•Allow students to self-assess and set goals for future study
•Keep track of student learning by targets and standards and complete a standards-based report card.
Defining Learning Targets
1- should be created for each unit. They reflect what is truly important for students to learn2- Learning targets must be clear and concrete.
3- Students should be continuously asked to monitor their own progress toward achieving those targets
1- .Where am I going
2. Where am I now
3. How do I close the gap?
Classifying TargetsTarget ExplanationKnowledge and Understanding
Knowledge or facts to be learned, or knowing how to find information
Reasoning The ability to use that knowledge and understanding to figure things out and to solve problems: analysis, synthesis, comparison, classification, Inference, evaluation
Performance Skills Using knowledge and reasoning to perform, do, or demonstrate.
Products Using knowledge, reasoning, and skills to produce a product
Dispositions The development of the attitudes, interests, and motivational intentions that support learning success in school
Check the unit on fractions toChoose a purpose for the test and
generate learning targets
Activity
3- Sound Design
4 categories of assessment methods
1- Selected Response
2-Essay
3-Performance
4-Personal Communication
Matching Methods with Learning TargetsTarget to be Assessed
Selected Response
Essay(Written Response)
Performance Assessment
Personal Communication
KnowledgeMastery + + - Partially
ReasoningProficiency
Partially + + +
Performance - - + +
Ability to create products
- - + -
Dispositions + + + +
Selected Response Assessment
•Multiple Choice items
• True/ false items
•Matching exercises
•4-Short answer fill-in terms
Objective in scoring
Subjective in test learning targets, number of questions,Number of correct answer…
3- Sound Design
Essay (written response)
Subjective in their scoring
Disadvantageous for poor writers
3- Sound Design
Performance Assessment
Prey of sources of bias
3- Sound Design
Personal Communication Assessment
3- Sound Design
•Questions & Answers•Conferences & Interviews•Class Discussions•Oral Examinations•Stdents Journal & Learnig Logs
3- Sound DesignPersonal Communication Assessment
Preys of: forgetting, filters, inappropriate sampling
Keys to effective use
1- Clear and specific achievement targets2- Serve clear purposes3- Assure a sound representation of that target4- Sample performance appropriately5- Minimize bias
Check the unit on Fraction to generate propositions and sample test items
Activity
4- effective Communication
“You need to study harder.” “Your handwriting is very nice.” “Good job.”
Focus on student work and not on individual student characteristics can increase students' motivation and desire to learn.
4- effective Communication
Reports need to arise from assessments that reveal how each student has done, or is doing, in mastering each relevant achievement target
RecommendationKeep records separately by classroom target or standard, Depending on the context, and by purpose such as whether support or report learning, while always being sure to rely on quality assessments to generate accurate evidence
Number SenseIdentifies Place Vaue to 10,000
Reads, write common fractions
Reads whole numbers through 4 digits
Writes whole numbers through 4 digits
Date
Task
F/S
Students
1-
2-
Elementary Grade book Arranged by Learning Targets
4- effective Communication
