Assessment
FOR and OF Learning
Jacque Melin
Grand Valley State University
… THIS WEEK
WE TOOK A
TEST TO SEE
IF WE’RE
READY FOR
THE TEST
THAT TESTS
OUR TEST
SKILLS…
… Wait until
KINDERGARTEN
What do highly effective
teachers do?
• major reviews of the research on the
effects of classroom assessment
indicate that it might be one of the most
powerful tools in a teacher's toolbox.
– Marzano
Snowball Fight
• To illustrate group status on implementing
assessment FOR learning.
• Rate yourself on the Survey
• Number from 1 – 9 on a blank piece of paper and
write down your response for each of the survey
questions.
• Form a circle
• Crumple up your survey and throw it.
• Pick up a “snowball” – wait until everyone has one,
and throw it again.
• Open your “snowball” and form a human graph.
• Analyze
Shows Effect of
Teacher’s
Increased Skill
in Classroom
Assessment on
Student
Achievement.
Research leads to many conclusions that
provide insights into effective classroom
assessment;
• Feedback from classroom
assessments should give students a
clear picture of their progress on
learning goals and how they might
improve.
• Feedback on classroom assessments
should encourage students to improve.
• Classroom assessment should be
formative in nature.
• Formative classroom assessments
should be frequent.
Providing a Clear Picture of
Progress and How to Improve
• As a result of reviewing almost 8,000
studies, researcher John Hattie (1992)
made the following comment: “The most
powerful single modification that
enhances achievement is feedback.
The simplest prescription for improving
education must be ‘dollops of
feedback’” (p. 9).
As compelling as Hattie's
comments are, all forms
of feedback are not
equally effective. In fact,
some forms of feedback
might work against
learning.
Source
Bangert-Drowns,
Kulik, Kulik, &
Morgan (1991)
Fuchs & Fuchs
(1986)
Characteristics of
Feedback from
Classroom
Assessment
Number of Studies*
Percentile Gain or
Loss in Student
Achievement
6
-3
Provide correct
answer
39
8.5
Criteria understood
by students vs. not
understood
30
16
Explain
9
20
Repeat until
correct
4
20
Displaying results
graphically
89
26
Evaluation
(interpretation) by
rule
49
32
Right/wrong
What We Mean by
Assessment FOR and OF
Learning
• Assessments OF learning
– Happen after learning is supposed to have
occurred to determine if it did.
– To gather evidence to determine a
student’s report card grade.
– Summative
What We Mean by
Assessment FOR and OF
Learning
• Assessments FOR learning
– Happen while learning is still underway.
– We conduct these throughout teaching and
learning to diagnose student needs, plan
our next steps in instruction, provide
students with feedback they can use to
improve the quality of their work, and help
students feel in control of their journey to
success.
– Formative
A & E Card – Assess &
Evaluate
• Question
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
Assessment OF and FOR
learning variation chart.
• Please work with a colleague.
Richard Stiggins
• Assessment
Training Institute
• About 15 minutes
Check
Assessment FOR Learning
Assessment OF Learning
Reasons for
Assessing
Strives to increase student achievement
while learning occurs.
Provides formative information throughout a
unit or course of study that allows
tailoring of instruction.
Provides information to students to help
them understand where they are going,
where they are now, and how to close
the gap.
Strives to document student achievement at the
end of learning.
Informs others (teachers, parents, administrators,
community members) about student
achievement.
Focus of Assessment
Specific knowledge, skills, and
understandings that underpin content
standards.
The content standards themselves.
Teacher’s Role
Assumes the teacher’s role is to promote student
success by:
Transforming standards into classroom targets;
Inform students of targets;
Build accurate assessments;
Adjust instruction based on results;
Offer descriptive feedback to students;
Involve students in assessment.
Assumes the teacher’s role is to gauge student
success, certify student competence, sort
students according to achievement, make
promotion and graduation decisions, and
assign grades.
Student’s Role
Self-assess and keep track of progress;
contribute to setting learning goals; act
of classroom assessment results to be
able to do better next time.
Study to meet standards, take the test, strive for the
highest possible score, avoid failure.
Examples
Using rubrics with students, portfolios,
student peer- and self-assessment.
Standardized achievement tests, final
examinations, placement tests, short cycle
assessments.
Assessments Planning Sequence
• Determine your unit
• Locate the standards that are appropriate and important
goals for this unit (Power Standards).
• Ask yourself – “What types of standards are each of
these?” – Knowledge, reasoning, skills, product???
• “Deconstruct” the standards into learning targets.
• Change the learning targets into “student friendly targets.”
• Determine the sequence of teaching/learning the targets.
• Decide where you will insert formative assessments
(assessments FOR learning).
• Determine what type of assessment this must be –
selected response assessment, extended written response
assessment, performance task assessment???
• Develop the assessments
• Develop the student analysis piece
• Determine what you and the students must do next
because of what you have learned from the assessment.
Power Standards Are:
• The standards that each teacher
needs to make sure that every
student learns prior to leaving the
current grade.
Why Power Standards?
• Most teachers lack a 400 day school year
and students with photographic memories
and there are too many standards
• Power Standards narrow the focus of
academic requirements
• In striving to cover all standards, we end
up superficially “covering” the standards
like a wet blanket
• The “less is more” theory
Why Power Standards?
• Power standards do not relieve
teachers of the responsibility for
teaching all standards and
indicators, but does identify which
standards are critical for student
success and which ones can be
given less emphasis
• In the absence of Power Standards,
teachers will select their own
Aim of the
Organization
*With Power
Standards
Goals and Measures
Aim of the
Organization
Goals and Measures
Random Acts of Improvement
Without Power
Standards
Aligned Acts of Improvement
Power Standards
Identification criteria
• Endurance
• Leverage
• Readiness for the next level of
learning
• What knowledge and skills must I
impart to my students this year so
that they will enter next year’s class
with confidence and a readiness for
success?
ENDURANCE
• Will the knowledge and skills to
which this standard relates be used
by students for several years after
they use that standard at this grade
level?
LEVERAGE
• Will the knowledge and skills to
which this standard help students in
other academic areas?
READINESS
• Do teachers in the next higher grade
regard this standard as a necessary
entry point for a student to enter that
grade with success and confidence?
Assessments Planning Sequence
• Determine your unit
• Locate the standards that are appropriate and important
goals for this unit (Power Standards).
• Ask yourself – “What types of standards are each of
these?” – Knowledge, reasoning, skills, product???
• “Deconstruct” the standards into learning targets.
• Change the learning targets into “student friendly targets.”
• Determine the sequence of teaching/learning the targets.
• Decide where you will insert formative assessments
(assessments FOR learning).
• Determine what type of assessment this must be –
selected response assessment, extended written response
assessment, performance task assessment???
• Develop the assessments
• Develop the student analysis piece
• Determine what you and the students must do next
because of what you have learned from the assessment.
Knowledge/Understanding
• The facts and concepts we want students to
know. Some to be learned outright; some to
be retrieved using reference materials.
• Key words: explain, understand, describe,
identify, tell, name, list, define, label, match,
choose, recall, recognize, select, know
• Example: 2.1.1 – Identify and explain the
fundamental values and central principles of
American constitutional democracy.
Reasoning
• Students use what they know to reason
and solve problems, make decisions,
plan, etc.
• Key Words – analyze, compare/contrast,
synthesize, classify, infer, evaluate, etc.
• Example: 1.2.4 – Compare and contrast
direct and representative democracy.
Skills
• Students use their knowledge and reasoning to
act skillfully; where the doing is what is
important.
• Key words – observe, listen, perform, do,
question, conduct, work, read, speak, use,
demonstrate, explore, etc.
• Example: P2.2 Read and interpret data in
tables and graphs.
Products
• Students use their knowledge, reasoning, and
skills to create a concrete product.
• Key words – design, produce, create, develop,
make, write, draw, represent, display, model,
construct, etc.
• Example – 7.2.6 Write a persuasive essay on a
public issue using constitutional principles and
fundamental values of American constitutional
democracy..
Follow a teacher’s thinking
Determine your unit
• 8th grade Chemistry: Phase Changes of
Matter in Elements, Compounds and
Mixtures
*Locate the standards that
are appropriate and
important goals for this unit
(Power Standards).
*Ask your self – “What types
of standards are each of
these?” – Knowledge,
reasoning, skills, product???
• P4.p1A – Chem: Knowledge
• For a substance that can exist in all three
phases, describe the relative motion of the
particles in each of the phases.
– I believe that this standard is knowledge
because of the key word describe. A student
must have knowledge about the phases as well
as the key term relative motion. They do not
have to do anything but describe them.
• P4.p1B –Chem: Product
• For a substance that can exist in all three phases,
make a drawing that shows the arrangement and
relative spacing of the particles in each of the
phases.
• This would fall under the product category
because they are physically making a drawing.
The student must first know what a substance is,
the three phases and their arrangements. They
must be able to reason the differences being able
to compare and contrast them. The skill aspect is
that they must be able to make an accurate
scientific sketch in order to produce their final
product.
Assessments Planning Sequence
• Determine your unit
• Locate the standards that are appropriate and important
goals for this unit (Power Standards).
• Ask your self – “What types of standards are each of
these?” – Knowledge, reasoning, skills, product???
• “Deconstruct” the standards into learning targets.
• Change the learning targets into “student friendly targets.”
• Determine the sequence of teaching/learning the targets.
• Decide where you will insert formative assessments
(assessments FOR learning).
• Determine what type of assessment this must be –
selected response assessment, extended written response
assessment, performance task assessment???
• Develop the assessments
• Develop the student analysis piece
• Determine what you and the students must do next
because of what you have learned from the assessment.
Benefits of Clear Targets
• When we have a clear vision of
where we are headed with
students, we can communicate that
vision to them.
Benefit to students:
• Marzano (2001) asserts that students
who can identify what they are learning
significantly outscore those that cannot.
“I can…” statements
for KNOW and DO?
• Student friendly.
• Statements of intended learning.
• Statements that describe how we will
know that we have learned it.
• Should be posted, not just shared
verbally.
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I can explain the differences between chemical and physical properties - R
I can provide examples of chemical and physical properties - K
I can describe what a substance is. - K
I can provide examples of a substance. - K
I can measure a substance using correct measuring tools. - S
I can list the three phases of matter. - K
I can describe what relative motion is. - K
I can describe the relative motion of particles in a substance at each stage. - K
I can make accurate scientific sketches - P
I can make an accurate sketch of the particle spacing in each phase of matter. - P
I can define an element - K
I can recognize and provide examples of elements - K
I can write a formula for an element - K
I can show the particles in an element at each phase of matter
I can define a simple compound
I can recognize a simple compound.
I can write a formula for a compound
I can show the particles in a compound at each phase of matter
I can orally tell what is going on at each phase of matter in a compound
I can define a mixture
I can write a formula for a mixture
I can compare and contrast through writing the differences between an element, compound and mixture.
I can compare and contrast through a picture the differences between an element, compound and mixture.
I can compare and contrast through formulas the differences between an element, compound and mixture.
I can describe a pure substance (element or compound)
I can explain a pure substance’s chemical and physical properties
I can use my knowledge of elements, compounds and mixtures to demonstrate the differences between them
through a model representation of the motion and spacing of particles during each phase.
Assessments Planning Sequence
• Determine your unit
• Locate the standards that are appropriate and important
goals for this unit (Power Standards).
• Ask your self – “What types of standards are each of
these?” – Knowledge, reasoning, skills, product???
• “Deconstruct” the standards into learning targets.
• Change the learning targets into “student friendly targets.”
• Determine the sequence of teaching/learning the targets.
• Decide where you will insert formative assessments
(assessments FOR learning).
• Determine what type of assessment this must be –
selected response assessment, extended written response
assessment, performance task assessment???
• Develop the assessments
• Develop the student analysis piece
• Determine what you and the students must do next
because of what you have learned from the assessment.
Why identify kinds of learning
targets?
• Helps teachers design meaningful
assessments and learning activities.
• Helps determine best type of
assessment:
– Selected Response
– Extended Written Response
– Performance Assessment
– Personal Communication
Selected Written Response
• Students select the correct or best
response.
– Multiple choice
– True/false
– Matching
– Short answer
– Fill-in-the-blank
• Evaluated with an answer key
Extended Written Response
(constructed response,
essay)
• Students construct a written answer at
least several sentences in length in
response to a question or task.
• Evaluated with a checklist or rubric.
Performance Assessment
• Assessment based on observation and
judgment
• Consists of a task (what students do)
and scoring criteria (how you will judge
quality).
Personal Communication
• Conversation with students
• Oral interaction
• Written response to student comments
in journals or logs.
Links Among Achievement Targets and
Assessment Methods
Selected
Response
Extended
Written
Response
Performance
Task
Assessment
Personal
Communication
Knowledge Good
Good
Not so good –
too time
consuming
OK – but time
consuming
Reasoning
Good
(some
reasoning)
Good
Good
Good
Skills
Not good
Not good
Good
Good (oral
communication)
Products
Not good
Good
(when
written
product)
Good
Not good.
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I can explain the differences between chemical and physical properties
I can provide examples of chemical and physical properties
I can describe what a substance is.
I can provide examples of a substance.
I can measure a substance using correct measuring tools.
I can list the three phases of matter.
I can describe what relative motion is.
I can describe the relative motion of particles in a substance at each stage.
Selected Response Assessment
I can make accurate scientific sketches
I can make an accurate sketch of the particle spacing in each phase of matter.
Performance Assessment
I can define an element
I can recognize and provide examples of elements
I can write a formula for an element
I can show the particles in an element at each phase of matter
I can define a simple compound
I can recognize a simple compound.
I can write a formula for a compound
Selected Response and Extended Response Assessment
I can show the particles in a compound at each phase of matter
I can orally tell what is going on at each phase of matter in a compound
Performance Assessment
I can define a mixture
I can write a formula for a mixture
I can compare and contrast through writing the differences between an element, compound and mixture.
I can compare and contrast through a picture the differences between an element, compound and mixture.
I can compare and contrast through formulas the differences between an element, compound and mixture.
I can describe a pure substance (element or compound)
I can explain a pure substance’s chemical and physical properties
Selected Response, Extended Written Response Assessment
I can use my knowledge of elements, compounds and mixtures to demonstrate the differences between them through a
model representation of the motion and spacing of particles during each phase.
Performance Assessment
Assessments Planning Sequence
• Determine your unit
• Locate the standards that are appropriate and important
goals for this unit (Power Standards).
• Ask your self – “What types of standards are each of
these?” – Knowledge, reasoning, skills, product???
• “Deconstruct” the standards into learning targets.
• Change the learning targets into “student friendly targets.”
• Determine the sequence of teaching/learning the targets.
• Decide where you will insert formative assessments
(assessments FOR learning).
• Determine what type of assessment this must be –
selected response assessment, extended written response
assessment, performance task assessment???
• Develop the assessments
• Develop the student analysis piece
• Determine what you and the students must do next
because of what you have learned from the assessment.