KEYS TO
QUALITY ASSESSMENTS
(FORMATIVE & SUMMATIVE)
Jacque Melin
Grand Valley State University
www.formativedifferentiated.com
Thank you for being present today
• You can expect:
• conversations
• activities
• movement
• learning
I’m counting on you to…
• learn from one another
• actively participate
• commit to a partnership in this journey
melinj@gvsu.edu
616-450-0998 (cell)
616-331-6209 (office)
Today’s Targets
• What is a balanced assessment system?
Components? Is our system in balance? Where
does the formative assessment process fit?
• What are the 5 Keys to Quality Classroom
Assessments?
• How can we use the formative assessment
process to help inform our instruction and engage
students in learning?
Socrative
• Log in as a student.
• Room 7615
Partners
Clear Purpose
Clear Targets
Student
Involvement
Effective
Communication
Sound Design
What is Assessment?
• Jot down your thoughts (alone).
• Share at your table
What is Assessment?
• The process of collecting information
• A gathering of evidence of student learning
• A tool to inform and encourage student growth
• According to Evangeline Harris Stefanakis
(2002), "The word assess comes from the
Latin assidere, which means to sit beside.
Literally then, to assess means to sit beside the
learner." (p.9)
Current Practice in Assessment
• What do you currently use in your classroom,
school, and/or district to find out what each of
your students know?
• Think of all the types of assessments used.
Think very specifically.
• (Alone) Using the Post-its, write one type of
assessment per sheet. You will have a collection of
Post-its when finished.
• Set them aside.
“Clear Purpose” Partner
• Post-It Sort: Review Post-It collections and
assessment categories
• Using a piece of chart paper, make two columns
labeled “formative” and “summative”
Formative
Summative
• Sort your Post-Its by category
• Discuss with your “Clear Purpose” Partner
Formative and Summative
Assessment
A quick review
Formative Assessment
• Takes place WHILE the
teaching/learning is happening;
• Coaching students to hit a
series of learning targets;
• Making students partners in
their learning;
• Descriptive feedback and part
of instruction;
• Formal or Informal
• Assessment FOR learning.
Formative Assessment
• Anything can be used as a formative
assessment – it is how the
assessment is used that makes it
formative. The information gathered
from formative assessments needs to
help the students know their gaps in
knowledge and needs to help the
teacher adjust teaching when needed.
Summative Assessment
• A judgment, usually
communicated by a grade or
score, about how well
students achieve the final
learning targets;
• Evaluative feedback and
after instruction;
• Assessment OF learning.
Our Goal
• As educators our goal is to create and
maintain a balanced assessment system
that includes high-quality assessments of
(summative) and for (formative) student
learning.
Different types of assessments
Formal and informal
Used with skill, assessment can…
• Motivate the unmotivated
• Restore students’ desire to learn
• Encourage students to keep learning
• Create—not simply measure—increased
achievement
--Stiggins, Arter, Chappuis, & Chappuis, 2011
Form groups of 5
What assessment
practices motivate students
to improve their learning?
What actions can you take
to improve your
assessment environment?
Keys to Quality Classroom Assessment
Accurate Assessment
Clear Targets
Clear Purposes
Assess What?
What are the learning targets?
Are they clear?
Are they good?
Why Assess?
What’s the purpose?
Who will use results?
Sound Design
Assess How?
What method?
Sampled how?
Avoid bias how?
Effective Communication
Effectively Used
Communicate How?
How manage information?
How report?
Student Involvement
Students are users, too.
Students need to understand learning targets, too.
Students can participate in the assessment process, too.
Students can track progress and communicate, too.
Key 1: Clear Purpose
• Why assess?
• What’s the purpose?
• Who will use the results?
The ultimate user of
assessment information is
the student.
Key 2: Clear Targets
• Assess what?
• What are the learning targets?
• I can statements
• Are they clear? Are they good?
Key 2: Clear Learning Targets
• Know what kinds of targets are represented in
curriculum
•
•
•
•
Knowledge
Reasoning
Performance skill
Products
• Master the standards ourselves
• Know which targets each assessment measures
• Make learning targets clear to students, too.
24
Deconstruction Process
• What knowledge will students need to
demonstrate the intended learning?
• What patterns of reasoning will they need?
• What skills are required, if any?
• What product development capabilities must
they acquire, if any?
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: L3.2.1 Know and use the terms of
basic logic.
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: L3.1.1 Distinguish between inductive
and deductive reasoning, identifying and
providing examples of each.
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: A3.1.2 Graph lines (including those of
the form x = h and y = k) given appropriate
information.
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 – S6.3 Carry out (large sample)
significance tests for one proportion and the
difference of two proportions, with emphasis on
proper interpretation of results.
Product Target
Product
Performance Skill
Reasoning
Knowledge
Performance Skill Target
Performance Skill
Reasoning
Knowledge
Reasoning Target
Reasoning
Knowledge
Knowledge Target
Knowledge
Help in deconstructing standards to
targets (knowledge, reasoning, skill,
product)
• http://education.ky.gov/curriculum/ela/pages/ela-
deconstructed-standards.aspx
• http://education.ky.gov/curriculum/math/pages/mathematic
s-deconstructed-standards.aspx
31
What is a student friendly learning target?
Subject
Topic
 MATH
 Decimals
 Page 152 in the book
Assignment
 Going on a decimal hunt
 Read decimals and put them in order
Activity
Learning
Learning
Target
Target
 I can read decimals and put them in order. This means
I can use the correct place value names and show the
order of decimals based on their value.
Learning Target
With success criteria
Don’t Confuse
These Two “C” Words
•Congruent
• An exact match
•Correlated
• Has some
relationship
33
Congruent or Not?
Students will describe and compare the processes, factors involved
and consequences of slow changes (e.g., erosion and weathering)
and fast changes (e.g., landslides, earthquakes, floods) to earth’s
surface
• I can observe changes to earth’s surface
• I can create a model of a volcano to
over time and use evidence/data to infer
the cause of the change.
I can classify changes to earth’s surface
as ‘slow’ or ‘fast’.
I can describe how the earth’s surface
might be slowly (or quickly) changed.
I can name a process that changes the
earth’s surface slowly (or quickly) and
compare how it affects different places
on earth.
I can classify changes by how often they
occur and whether they are predictable.
show a fast change to earth’s
surface.
I can name 3 places on earth where
a fast change has occurred.
I can name 3 places on earth where
slow changes have occurred.
I can identify different landforms.
I can locate landforms on a
topographic map.
•
•
•
•
•
•
•
•
Writing student friendly targets
“I can…” statements
for what we want students to KNOW and
DO?
• Statements of intended learning.
• Statements that describe how we will know
that we have learned it.
• Should be posted, not just shared verbally.
1. I can identify the hypotenuse of any right triangle.
Who am I?
2. I can prove the Pythagorean Theorem by relating the
triangle side lengths to areas.
4. I can find any side of a
right triangle if I know the
two other sides.
Don’t I know you
from somewhere?
3. I can create a physical proof of the
Pythagorean theorem using cubes to show
areas.
c
a
b
I’m right here!
5. I can recognize right triangles in real world applications.
6. I can create a right triangle out of any two points in a coordinate system.
B (2,3)
A (-3,-2)
7. I can use right triangles in a coordinate system to find
the distance between two points.
How far is it from
Albuquerque to Boston?
9. I can deconstruct real world objects
into circular objects.
H
8. I can relate the formulas for the
volumes of cones, cylinders, and
spheres to the formula for the area of a
circle.
???
R
10. I can use right triangles to
find the radii and heights of real
world objects and use those
values to calculate volumes.
Christina Hank
http://turnonyourbrain.wordpress.com/
“I CAN…” Statements
I CAN identify the steps in the scientific process
I CAN describe the purpose of each step in the scientific process
I CAN use the steps in the scientific process correctly
I CAN make observations about the world around me
I CAN ask questions about the observations I make
I CAN create an investigation to answer the question I ask
I CAN carry out the investigation I have created
I CAN record data and information that I find from my investigation
I CAN communicate the results of my investigation through discussions,
graphs and charts or another form that I see fits
I CAN look over my observation, questions, investigation and results and
form a conclusion to my original question.
GOT IT!!
Still
working
on it
I need
some
more
time
“Clear Targets” Partner
• Are your learning targets clearly and
appropriately framed for teachers and students?
• How are you sharing your learning targets with
your students?
• How are you helping your students track their
progress toward mastery of the learning targets?
• Are the items on your assessments aligned to
your learning targets? How do you know?
Key 3: Sound Design
• Assess how?
• What method?
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short
answer
(sentences,
paragraphs)
•Web
•Concept
Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking aloud
a process
•Student selfassessment
•Peer review
Classroom Assessment Strategies
Selected
Response
•Multiple
Choice
•True-False
•Matching
•Fill-in-theBlank
Extended
Written
Response
•Diagram
•Fill-in-theblank (words,
phrases)
•Essay
•Short answer
(sentences,
paragraphs)
•Web
•Concept Map
•Flowchart
•Graph
•Table
•Matrix
•Illustration
Performance
Assessment
•Presentation
•Science lab
•Athletic skill
•Dramatization
•Enactment
•Project
•Debate
•Model
•Exhibition
•Recital
•Performance
Task
Adapted from the work of Dr. Robert Marzano
Observations/
Conversations
•Oral
questioning
•Observation
•Interview
•Conference
•Journal
sharing
•Thinking
aloud a
process
•Student selfassessment
•Peer review
Target/Method Match
Target
Selected
Response
Knowledge Yes!
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
OKUnderstandings
of relationships
among
elements of
knowledge
Nope- too
time
consuming
Maybe
(question,
evaluate
answers, infer
mastery) –but
time
consuming
Target/Method Match
Target
Selected
Response
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
Reasoning
Partial!
Many, but
not all
types of
reasoning
Yes!
Somewhat
Yes!
Target/Method Match
Target
Selected
Response
Extended
Written
Response
Performance
Assessment
Observation/
Conversation
Skill
Rarely!
Perhaps
measurement skill
targets.
No!
Yes!
Good for
some oral
proficiency
skill targets
only.
Target/Method Match
Target
Selected
Response
Extended
Written
Response
Performance
Assessment
Product
No
Maybe-if Yes!
product is
written
Observation/
Conversation
No
Assessment Plan
Standards for a
unit
Deconstruct the
standards in your
own words
KNOWLEDGE
REASONING
SKILL
PRODUCT
See sample
I
can…..statements
Key 4: Effective Communication
• Communicate how?
• How do we manage information?
• How do we report?
Key 5: Student Involvement
• Students are users and can (and should) participate in the
assessment process.
• Students are actively involved in every part of the
teaching, learning, and assessment process.
Let’s take a look at some assessments…
• Selected Response
• https://docs.google.com/forms/d/1aOfIv9qhdhvv5Xl4MVaRKYgiHn8Dn
HKvL5VQuOXHA2g/viewform?edit_requested=true
• Extended Written Response
• Performance Task Assessment
• Look for….
• Design – target/method match
• Student Involvement
Mitosis and Meiosis
DNA and RNA
Genetic Diseases & Disorders
Create a brochure for a doctor’s office
waiting room that explains at least 15
important things from the chapters about
genetic diseases & disorders.
Prepare a 15 question quiz with answers
about the vocabulary for the chapter on
mitosis and meiosis. Questions could be
multiple choice, matching, true/false or
fill-in. Include an answer
key.
Quizlet
A publishing company has asked you to
write a creative children’s book that
explains at least 15 vocabulary words
about DNA and RNA to 4th graders.
Create a comic book where the action
figures explain at least 15 important key
points about mitosis and meiosis.
Strip Design or MakeBeliefs Comix
Create a crossword puzzle using at least
15 vocabulary words from the chapters
on DNA and RNA. Write clues for each
word.
Instant Crossword Puzzle Maker
Design a poster that explains and
illustrates at least 15 vocabulary words
from the chapters on genetic diseases and
disorders.
Glogster
Compose a poem using at least 15
vocabulary words from the chapters on
mitosis and meiosis. Have your avatar
read your poem.
Create a PowerPoint or Prezi
presentation that would explain at least
15 vocabulary words about DNA and
RNA.
Write a newspaper article for the GR Press
that explains at least 15 key points about
genetic diseases and disorders.
Storybird
Publisher
Word or Google Docs
GoAnimate
PowerPoint or Prezi
Let’s take a look at some assessments…
• Selected Response
• https://docs.google.com/forms/d/1aOfIv9qhdhvv5Xl4MVaRKYgiHn8DnHKvL5V
QuOXHA2g/viewform?edit_requested=true
• Extended Written Response
• Stand alone; Scenario; Prompt; Construct/Create
• Set the Context; Specify the Reasoning; Point the Way
• Performance Task Assessment
• Use RAFTS
• Webquests
• PBL
• Look for….
• Design – target/method match
• Student Involvement
Performance Task Using RAFTS
• Imagine you woke up one morning and you realized that you forgot
to study for the final assessment on exponential functions that
day. In a panic, you cannot remember anything about exponential
functions at all and you have too many notes and examples to read
it before the time of the assessment. While I know none of you
would wait to the last minute to cram for the exponential functions
summative assessment, there exist students who will. Since we all
want every student to do well, you will take on the role of a
teacher and will create a series of blogs or web videos about
exponential functions to place on the internet . Since the
students who are searching the internet and stumbled onto your
blogs/videos don’t remember anything about exponential functions,
your blogs/videos should have covered all the main concepts about
exponential functions. However, these students are also in a rush
and don’t have time to read a 50 page blog or watch a 10 hour
long video, so keeping the information short and precise would be
best. (Vo, 2013)
Webquest and PBL Resources
• Questgarden
• Buck Institute for Education
• West Virginia
“Sound Design” Partner
• How might you improve the design of some of your
assessments?
• Are students also assessors during their learning? How?
How might you increase this KEY (student involvement)?
• Could some of the assessments you have designed as
summative, be used as formative instead? Explain.
Key 4: Effective Communication
• Communicate how?
• How do we manage information?
• How do we report?
Learning Target:__________
Date:_____ Assessment:____________
Students who have it
Students who need
support
Types of Misconceptions
Ideas for Next Lessons
One school’s journey
• #1: ESTABLISH CLEAR LEARNING TARGETS (NOTE: THIS MUST
BE DONE FIRST)
• #2: DEVELOP COMMON ASSESSMENTS BASED ON CLEAR
LEARNING TARGETS
• #3: INCORPORATE STUDENT SELF-ASSESSMENT WITH
FORMATIVE ASSESSMENT SYSTEM
• #4: EVALUATE ASSESSMENT KNOWLEDGE
• #5: EVALUATE THE GRADING SYSTEM
• #6: INCORPORATE 4-POINT SCALE AND CREATE RUBRICS FOR
CLEAR LEARNING TARGETS
Retake Options
• Retakes are available on any summative assessment that a
student takes except for final exams (currently).
• Students retake only the learning targets that they missed the first
time around.
• Some teachers use interviews for retakes.
• Before doing the retake, students have to demonstrate that they
have prepared themselves by either doing tutoring, doing extra
practice problems, studying at home, etc.
• Students must make an appointment with the teacher within one
week of getting the summative assessment back in order to
retake.
• The student’s new score replaces the old one.
Clear Purpose Partner:
• In what ways has your thinking about the formative
assessment been validated?
• In what ways has your thinking about the formative
assessment process been challenged?
• Post-It’s Revisited:
• Re-sort your Post-its by category
• Discuss
• If you moved any of your Post-Its from one column to another,
why?
• What do you think you will do next in balancing the assessment
system within your classroom, building/district?
Making a Difference Through Assessment
• My favorite assessment quotes….
• Inspirations
R. Stake
J. Hattie
R. Stiggins
Exit Card
• Head – new idea
• Heart – feeling
• Foot – an action to take