What is Assessment: our working definition?
o
We know assessment is complex &
ongoing!
o
We know assessment is for learning
and of learning.
o
We can draw a conclusion that
assessment for many users is communication about learning.
o
We know that assessment in many
forms is like a picture. It's a snapshot of student progress in one
instance.
o
We know assessment raises as many
questions as it answers.
o
We know that multiple snapshots of
learning can make a summative report.
o
We know that the snapshots of
learning we take, need evaluation for reliability/validity. (questions
like, does this _______(test, rubric, grade) show what I the teacher/student
have seen demonstrated in real life about the learning target?)
o
We know that assessment is
recording, noting or showcasing student learning for several audiences.
o
We know assessment is ongoing,
formative, and summative.
o
We know that students are the most
important users of assessment results.
o
We know that students should be
involved in their own assessment for learning.
o
We know that assessment data is for
teachers (for planning, sharing, reporting).
o
We know that assessment is also for
the principal, the district, the state, and PARENTS!
o
We know that we need to collect
required assessment data and be able to prove/support the assessment information
we communicate with others.
o
We know that from a teacher and
student stance, assessment starts with a clear learning target or an I can
statement.
o
We know assessment has many
different types or methods of assessment.
o
We know what those types are.
(listed below)
o
We know which types communicate or
gather which types of data
·
some are
formal, some informal, some are for learning, some are of learning, some are
easily shared, some are for the students/teachers, some work for lower level
learning, some for higher level learning, some for both, some are easy to
develop, some require a lot of thinking, planning, and even analysis/
o
We know students need to be
involved, and need to self-assess.
o
We know parents need communication
and input into their students learning, his/her goals, and also their social
skills.
We are thinking through- which
assessment I should use for:
- each content area
- to show different types of learning
- the pros/cons and limitations of each type.
- how do I choose assessments for my unit?
- how do I use my learning targets to create
assessments?
- how do I know which types of assessment I should
document?
- Which of those types go in the gradebook?
- Which of those grades are shared with students?
parents? etc.
- Where to find these tools, how to create them, or adapt
them.
But we know the guiding principle, the magic key, the way to
make these decisions is to:
- Starts with the learning target/goals and PLAN to
measure those.
- Starts with the academic language/vocabulary we've
taught to adapt/create or revise any formal assessments we want to use.
- Teachers determine when and what to assess.
- Assessment is not a surprise for students and there are
no excuses for not knowing what you should know. Students should have been
taught, had opportunity to practice, and when possible assessment is
given/taken when the majority of the students will succeed.
We still need to know a few
strategies on grades/report cards, and how to accommodate/modify assessments,
as well as the joy/work of assessment data for classroom or behavior
management.
Because of what we KNOW about assessment, we also know as
pedagogically sound educators that assessment will include or even be:
- Designed to follow the learning targets.
- Clear statements, questions, shared in the same
academic language taught with appropriate visuals, supports to show the
skill or concept of the target is known. (not
testing reading skills on a social studies test, not asking about money
with only # with a 2nd grader.)
- Measured in different intelligences.
- Measurement of all the levels of blooms taxonomy,
although often the 'report' is a foundational concept or skill for this
age/grade level competency.
- Varied. To get a clear 'video' we need many
snaphots/pictures of student learning and put together we have reliable
data to share.
- Varied. A test, a rubric, some performance assessment,
supported by or with portfolios, journals, conferences, and goal setting
by the student and the teacher!
Types of Assessment
1.
Testing (Selected Response, Extended Response)
2.
Performance
Assessment (rubrics)
3.
Communication …(oral,
written) feedback, personal communication, instructional Q/A , conferences/interviews
(student led, parent involved, teacher led, growth, goal,...), discussion, oral
exams, journals/logs
4.
Conferencing/Portfolios
Conferences:
feedback, goal, intervention, growth, achievement,
Portfolios:
Project, growth, achievement, competence, celebration, working folder)
5.
Report
cards/grading
A. What's a good, fair, fun assessment?
B. How do I know which type of assessment to use for this lesson?
and what options are out there for assessment? and how do I make sure
it's student appropriate, and they are ready?
C. How often do I need to assess?
D. How can I efficiently find, create, or develop appropriate assessments that are valid, reliable tools?
E. How can I make assessment fun for me, students and celebrate their learning?
both public and county library
public library-Carnegie Stout
