ASSESSMENT

ASSESSMENT:FORMATIVE&SUMMATIVEPracticesfortheClassroomNCTEACHApril2010ThinkAboutIt!GroupActivitywithGraphicOrganizerWhatisthedifferencebetweenteachingandtelling?Whatisthedifferencebetweenassessingandgrading?Whatisthedifferencebetweenteachingandlearning?Whatisassessment?Assessmentforlearningisbestdescribedasaprocessbywhichassessmentinformationisusedbyteacherstoadjusttheirteachingstrategies,andbystudentstoadjusttheirlearningstrategies.Assessment,teachingandlearningareinextricablylinked,aseachinformstheothers.Assessmentisapowerfulprocessthatcaneitheroptimizeorinhibitlearning,dependingonhowit’sapplied.PlannedandCommunicatedAssessmentforlearningshouldbebuiltintoteachers’planningasapartofeverydayclassroompractice.Learninggoals,teachingstrategiesandassessmentcriteriashouldbecarefullymatched.Studentsshouldknowinadvancewhattheywilllearn,aswellashowandwhytheyaretobeassessed.Teachers’plansshouldbeflexiblesothattheycanmakechangesinresponsetonewinformation,opportunitiesorinsights.PlannedandCommunicatedTheplanningneedstoincludestrategiestocheckstudents’understandingofthegoalstheyarepursuingandthecriteriathatwillbeappliedinassessingtheirwork.Howstudentswillreceivefeedback,howtheywilltakepartinassessingtheirlearningandhowtheywillbehelpedtomakefurtherprogressshouldalsobeplanned.Ateacher’splanningshouldprovideopportunitiesforbothstudentandteachertoobtaininformationaboutprogresstowardslearninggoals,anduseittodirectthelearningprocess.YourTurn!Asyouviewthevideo,takenotesonhowtheteachergathers,interprets,andusesinformationtoguidethelearningofthestudents.Whatwastheobjective?Howdoestheteacherknowifthestudentsachievedit?Assesstheteacher’sbehaviorsinregardstotheplanning,execution,andmonitoringofthelesson.WhyDiscussAssessment?Areviewofthedatashowsthatthereisalotoftestinghappeninginmostdistricts,butthatassessmentdoesnotnecessarilydrivecurriculumandinstruction.Districteducatorsindicatedthatthetimelinessofreceivingdataimpactstheirabilitytouseiteffectively.Educatorsexpressedafrustrationrelatedtotheirabilitytoanalyzeandsynthesizethedata.Assessmentineducationistheprocessofgathering,interpreting,recording,andusinginformationaboutpupils’responsestoaneducationaltask.(Harlen,Gipps,Broadfoot,Nuttal,1992)IndividualActivityReviewtheAnticipationGuideandrespondtothestatementsoranswerthequestions.Watchthevideo“ResearchConnectionsbetweenQuestioning/Learning”,andusetheAnticipationGuidetoansweranyquestionsyoudidn’tknow.BALANCEDCLASSROOMASSESSMENTSYSTEMFORMATIVEASSESSMENTSUMMATIVEASSESSMENTAprocessusedbyteachersandstudentsduringinstructionthatprovidesfeedbacktoadjustongoingteachingandlearningtohelpstudentsimprovetheirachievementofintendedinstructionaloutcomes.Atoolusedafterinstructiontomeasurestudentachievementwhichprovidesevidenceofstudentcompetenceorprogrameffectiveness.FORMATIVESUMMATIVE•OccursDuringInstruction•NotGraded•Process•DescriptiveFeedback•Continuous•Occursattheend•Graded•Product•EvaluativeFeedback•PeriodicCOMPARISONOFASSESSMENTSPossibleAssessmentMethodsFormativeAssessmentincludesQuestionsClassroomDiscussionsLearningActivitiesFeedbackConferencesInterviewsStudentSelf-AssessmentSummativeAssessmentSelectedResponseMultipleChoiceTrue/FalseMatchingFill-inExtendedWrittenResponsePerformanceAssessmentFormativeandsummativeassessmentareinterconnected.Theyseldomstandaloneinconstructionoreffect.Thevastmajorityofgenuineformativeassessmentisinformal,withinteractiveandtimelyfeedbackandresponse.Itiswidelyandempiricallyarguedthatformativeassessmenthasthegreatestimpactonlearningandachievement.1.Teachersvalueandbelieveinstudents.2.Sharinglearninggoalswiththestudents.3.Involvingstudentsinself-assessment.4.Providingfeedbackthathelpsstudentsrecognizetheirnextstepsandhowtotakethem.5.Beingconfidentthateverystudentcanimprove.6.Providingstudentswithexamplesofwhatweexpectfromthem.ValuesandAttitudesaboutAssessmentFormativeAssessmentAssessmentforlearningTakenatvaryingintervalsthroughoutacoursetoprovideinformationandfeedbackthatwillhelpimprovethequalityofstudentlearningthequalityofthecourseitself“…learner-centered,teacher-directed,mutuallybeneficial,formative,context-specific,ongoing,andfirmlyrootedingoodpractice(AngeloandCross,1993).ProvidesinformationonwhatanindividualstudentneedsTopracticeTohavere-taughtTolearnnextObjectives:Grade71.01Developanduseratios,proportions,andpercentstosolveproblems.4.01Collect,organize,analyze,anddisplaydatatosolveproblems.DevelopanassessmentforoneorbothoftheobjectivesusingtheSkittles.SkittlesActivity1.Theidentificationbyteachers&learnersoflearninggoals,intentionsoroutcomesandcriteriaforachievingthese.2.Richconversationsbetweenteachers&studentsthatcontinuallybuildandgodeeper.3.Theprovisionofeffective,timelyfeedbacktoenablestudentstoadvancetheirlearning.4.Theactiveinvolvementofstudentsintheirownlearning.5.Teachersrespondingtoidentifiedlearningneedsandstrengthsbymodifyingtheirteachingapproach(es).Black&Wiliam,1998KeyElementsofFormativeAssessmentSummativeAssessmentAssessmentoflearningGenerallytak