Using Assessment to Drive Instruction

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Using Assessment to Drive Instruction

• Judy Rex
• judyrex_at_cox.net

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RATE YOUR KNOWLEDGE

• Use the following descriptions to rate your
  understanding of the terms below
• I dont know how this term relates to
  differentiation.
• I know something about how this relates to
  differentiation, but dont know how to implement
  it or to assess it on my own.
• I understand the meaning of the term as it
  relates to differentiation and can use it to
  coach and supervise on my own.
• Learning Profile ____________ Differentiated
  Content_________
• Flexible Grouping __________ Differentiated
  Process__________
• Tiered Lessons ______________ Differentiated
  Product__________
• RAFT (strategy) ____________
• Respectful Tasks____________
• Quality Curriculum Design____________
• Shared Management________________
• Adapted from Teaching Reading in Mathematics,
  Barton Jordan, McRel, 2001

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3 Categories of Classroom Assessment

• 1. SUMMATIVE
• what students have learned at the conclusion of
  an instructional unit or segment
• evaluative reported as a score or grade
• tests, performance tasks, final exams,
  culminating projects, work portfolios
• used alone, insufficient for maximizing learning
• Jay McTighe, Ken OConnor, Educational
  Leadership,November, 2005

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• Too often, educational tests, grades, and report
  cards are treated by teachers as autopsies when
  they should be viewed as physicals.
• (Reeves 2000, 10)

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• Not everything that can be measured counts
• And
• Not everything that counts can be measured.

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Principles of Effective Grading Reporting

• Its unwise to over-grade student work

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3 Categories of Classroom Assessment

• 2. DIAGNOSTIC
• precedes instruction, pre-assessments
• used to check for prior knowledge and skill
  levels, identify misconceptions, profile
  learners interests and learning preferences
• examples knowledge and skill checklists,
  surveys, mind maps, interviews, graphic
  organizers, etc.
• normally not graded
• Jay McTighe, Ken OConnor,
  Educational Leadership,November, 2005

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To Avoid Over-Grading

• Never grade pre-assessments
• Students have had no opportunity to learn
• Grade on-going assessments sparely
• Students need opportunity to practice, analyze
  work, learn from errors in a safe context
• Use summative assessments as primary data for
  grading
• Make sure assessments are squarely focused on the
  criteria specified to students

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Pre-Assessment

• What the student already knows about what is
  being planned
• What standards, objectives, concepts skills the
  individual student understands
• What further instruction and opportunities for
  mastery are needed
• What requires reteaching or enhancement
• What areas of interests and feelings are in the
  different areas of the study
• How to set up flexible groups Whole, individual,
  partner, or small group

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3 Categories of Classroom Assessment

• 3. FORMATIVE
• occurs concurrently with instruction
• provides specific feedback to teachers and
  learners to guide teaching and improve learning
• formal and informal methods ungraded quizzes,
  oral questioning, observation, think-alouds,
  learning logs, draft work, portfolio reviews
• recorded but not factored into summative
  evaluation and grading
• used to frame meaningful performance goals
• Jay McTighe, Ken OConnor, Educational
  Leadership,November, 2005

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Four Criteria ofQuality Feedback

• It must be timely.
• It must be specific.
• It must be understandable to the receiver.
• It must allow the student to act on the feedback
  (refine, revise, practice, and retry).
• Wiggins, 1998

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• We know that more frequent feedback is associated
  with improved student work ethic, motivation, and
  performance.
• WILL WE CHANGE
• THE TIMING OF
• OUR FEEDBACK?
• Douglas B. Reeves
• Accountability for Learning

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All learners need a balanced success to effort
ratio
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Struggling Learners
Heavy Effort Little Success
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WHAT ZONE AM I IN?

• Too Easy On Target Too Hard
• I get it right away I know some things I
  dont know where to start
• I already know how I have to think I cant
  figure it out
• This is a cinch I have to work Im spinning
  my wheels
• Im sure to get an A I have to persist Im
  missing key skills
• Im coasting I hit some walls I fell
  frustrated
• I feel relaxed Im on my toes I feel angry
• Im bored I have to re-group This makes no
  sense
• No big effort needed I feel challenged My
  effort doesnt pay off
• Effort leads to success
• THIS is the place to be!
  THIS is the ACHIEVEMENT ZONE!

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Assessment Strategies to Support Success

• 4. Jigsaw Check (Review/Assessment)
• Teacher assigns students to groups of 5-6
• Teacher gives each student a question card,
  posing a Key understanding question
• Students read their question to group
• Scorecard Keeper records of students for each
  question who are
• Really sure
• Pretty sure
• Foggy
• clueless
• Students scramble to groups with same question
  they have/prepare solid answer
• Go back to original groups, share answers
• Re-read questions
• Re-do scoreboard
• Report before and after scoreboards

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Squaring Off

• Whole Group Assessment
• Place a card in each corner of the room with one
  of the following words or phrases that are
  effective ways to group according to learner
  knowledge.
• Rarely ever Sometimes Often I
  have it!
• Dirt road Paved road Highway
  Yellow brick road
• Tell the students to go to the corner of the room
  that matches their place in the learning journey.
• Participants go to the corner that most closely
  matches their own learning status and discuss
  what they know about the topic and why they chose
  to go there.

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DOUBLE ENTRY JOURNAL(Basic)

• CONTENT
• Note Taking
• Key phrases
• Important words
• Main ideas
• Puzzling passages
• Summaries
• Powerful passages
• Key parts
• Etc.

• RESPONSE
• Sense Making
• How to use ideas
• Why an idea is important
• Questions
• Meaning of key words, passages
• Predictions
• Reactions
• Comments on style
• Etc.

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DOUBLE ENTRY JOURNAL(Advanced)

• RESPONSE
• Why ideas are important
• Authors
• development of elements
• How parts and whole relate
• Assumptions of author
• Key questions

• CONTENT
• Key passages
• Key vocabulary
• Organizing concepts
• Key principles
• Key patterns

• ANOTHER VOICE
• Teacher
• Author
• Expert in field
• Character
• Satirist
• Political cartoonist
• Etc.

MAX
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Directions Complete the chart to show what
you know about MAGNETISM.
Write as much as you can.
Definition
Information
Magnetism
Examples
Non-Examples
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Exit Cards

• List
• 3 things you learned today
• 2 things youd like to learn more about
• 1 question you still have

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Exit Cards

Explain the difference between simile and
metaphor. Give some examples of each as part of
your explanation.
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Exit Cards
We have been learning about patriotism. Use words
and/or pictures to show your understanding of
what it is. What questions do you have about
this? topic?
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Questions to Use in Your Classroom
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Set goals for each childthat can be achieved
with high effort, and reward their attainment.
Hard Work and High Expectations Motivating
Students to Learn. Tommy Tomlinson (Ed.), Office
of Educational Research and Improvement, U.S.
Department of Education, p. 217
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GOAL SETTING

• Challenging Measurable Attainable
• Goal Bank of academic and personal quality goals
• is determined by students, teachers, and
  parents
• Daily/Weekly goals
• Usually no more than 2-3
• Individual and/or whole class
• Maintained by student and teacher
• Self-reflection on a regular basis
• Shared with parents
• Work/Study/Project Logs and Goals
• Individual or group objectives for short in
  class work period.
• Process journal entries indicate
  accomplishments, difficulties, and/or
  questions.

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Goal Setting for _____________First Semester
2004-2005

• Look through the lists we brainstormed and circle
  2 or 3 areas that you feel you most need to work
  on this semester.
• LEARNING
• Reading Writing Spelling Math
• Technology Science Handwriting Social
  Studies
• Listening Speaking Research
  Home Learning
• PERSONAL QUALITIES
• Organization Listening Effort Attitude
• Leadership Respect Focus Personal Best
  Participation Cooperation On
  Task Responsibility
• Self-control Empathy Creative
  Productive
• Motivation Curious Helpful Appreciation
• Use your goal bank to list specific things you
  can do to improve in each area you circled. Be
  sure that they are challenging and achievable.
• Based on Jeanne Gibbs, Tribes

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Goal Bank for _____________First Semester
2004-2005

• Date
• Accomplished
• Learning goal Reading comprehension
• I can make predictions before and while I am
  reading.
• I can retell the story to a partner or someone at
  home.
• I will make connections while I am reading.
• I will use highlighter tape to identify the main
  ideas.
• Personal Quality goal Organization
• I will put my papers in my binder.
• I will bring all necessary supplies to class.
• I will keep a calendar of assignments, tests and
  due dates.
• I will use a To Do list at school and at home.

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Student Goals for Carissa R. Second Quarter
2005/2006 Gems Carissa is a mathematical
thinker and is keeping up with her work in Math
Workshop. She is using great word choice in her
writing. Carissa is a cooperative learner and is
appreciated by others in the class.
Opportunities Reading Carissa will be an
active reader by using the strategies she knows
to help with comprehension connections,
questions, predictions, retelling, etc. She will
write a detailed comment in her reading folder
every time she reads to show what she understands
about her book. She will practice reading aloud
at home to improve fluency. Writing Carissa
will improve organization in her writing by
revising to make sense. She will add important
details in the appropriate place. Personal
Quality - Carissa will be prepared by checking
her things before leaving school or home. Carissa
will make a plan to finish her work in a timely
fashion. She will choose a place to work where
she can be most productive. Student Signature
_________________________________ Parent
Signature _________________________________ T
eacher Signature ________________________________
_
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4-Above beyond Caring
3-Self-directed
2-Aware Involved
1-Self-control
Goal Setting for ___________________ Date
_____________ My goal(s) for today is (are)
____________________________ ____________________
_____________________________ Heres what I will
do to accomplish my goal(s) ____________________
_____________________________ ___________________
______________________________ Heres how I did
today
0- Irresponsible
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HOW ARE YOU
DOING ? Learning goal _________________________
____________________ Personal quality goal
______________________________________ Monday C
lassroom Cue Comments 1. Learning goal
_________ 2. Personal quality goal
_________ 3. Classroom agreements
_________
Tuesday 1. Learning goal
_________ 2. Personal quality goal
_________ 3. Classroom agreements _________
Wednesday 1. Learning goal
_________ 2. Personal quality goal
_________ 3. Classroom agreements
_________
Thursday 1. Learning goal
_________ 2. Personal quality goal
_________ 3. Classroom agreements _________
Friday 1. Learning goal
_________ Student Signature
_________________ 2. Personal quality goal
_________ Teacher Signature
_________________ 3. Classroom agreements
_________ Parent Signature
_________________

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Name ____________________________________________
__________________ LIFELONG GUIDELINES -
STUDENT ASSESSMENT Second Quarter, 2004-2005
Do I make good choices and show respect in class
and other places at school? Rarely Sometimes
Often Always Do I challenge myself and
work to give it everything Ive
got? Rarely Sometimes Often
Always Do I stay focused on and show respect to
whoever is speaking? Rarely Sometimes
Often Always Do I get started right away,
complete my work, and turn it in without
reminders? Rarely Sometimes Often
Always Do I listen to other peoples ideas and
willingly work with a variety of
people? Rarely Sometimes Often
Always Do I use appropriate strategies, such as
I messages, to solve problems? Rarely Sometim
es Often Always Do I focus my time on
learning, instead of goofing off or chatting with
others? Rarely Sometimes Often Always Do
I join in and stay involved in whatever we are
doing in the classroom? Rarely Sometimes
Often Always Do I think and say I can
instead of I cant? Rarely Sometimes
Often Always Do I put my things where they
belong and have whatever I need at the right
time? Rarely Sometimes Often Always
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Name _____________________ Date
_________________ Today I am going to work on
____________________________________ ____________
________________________________________________
This is what I will do to improve
________________________________ ________________
____________________________________________ This
is what I accomplished ________________________
___________ _____________________________________
______________________ My effort
was _____________________________________________
____________ You're Out Getting By
Extraordinary X Factor!!
because ______________________________________
_______________
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Record of Learning for _________________ Date
___________ Reading/Writing Workshop My goal
for today is _____________________________________
________ _________________________________________
___________________ Here's what I accomplished
______________________________________ ___________
_________________________________________________
__________________________________________________
__________ H.L. __________________________________
_______________________ Math Workshop My goal
for today is _____________________________________
________ _________________________________________
___________________ Here's what I accomplished
______________________________________ ___________
_________________________________________________
__________________________________________________
__________ H.L. __________________________________
______________________ Topic of Study My goal for
today is _________________________________________
___ ______________________________________________
______________ Here's what I accomplished
______________________________________ ___________
_________________________________________________
__________________________________________________
__________ H.L. __________________________________
_______________________ My efforts today were
___________________________________________
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Name ___________________________ Date
______________ Geometry Unit Assessment Use the
rubric below to assess your work and effort
during our first math unit. 4 I did more than
was required of me. 3 Yes, I did what was
expected. 2 Yes, I did most of what was
expected, but left out a little. 1 No, I
didnt do most of what was expected, but I did a
little. 0 No, I didnt do what was expected
of me. _____ _____ I came prepared for
class journal, pencil, supplies _____ _____
I did my home learning and brought it to
class. _____ _____ I read the white board
and got started right away. _____ _____ I
listened and participated during class
discussions. _____ _____ I asked questions
and got help when I didnt understand. _____
_____ I read and followed directions
carefully. _____ _____ I used my time
wisely during class. _____ _____ I cleaned
up and put supplies away. _____ _____
I gave a personal best effort when completing my
work (including name and date on
papers.) Final assessment score
_____________________ Goals for the future
_____________________________________________ ____
__________________________________________________
________
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Literature Journal Reflection Part 1

• 4 I did MORE than was expected of me.
• 3 I did EVERYTHING that was expected of me.
• 2 I did MOST of what was expected of me.
• 1 I did LITTLE of what was expected of me.
• 0 I did NOTHING of what was expected of me.
• Student Teacher
• ___ ___ The cover is creative and reflects
  the big ideas if the study.
• ___ ___ The entries thoughtfully and
  thoroughly respond to the daily prompt.
• ___ ___ The entries give evidence from the
  passage to support opinion/thought.
• ___ ___ The journal includes several text
  to text connections.
• ___ ___ The journal includes several text
  to self connections.
• ___ ___ The journal includes several text
  to world connections.
• ___ ___ Entries include predictions and/or
  questions about story elements.
• ___ ___ Many interesting and unusual words
  have been listed.
• ___ ___ Entries are neatly written with
  correct spelling, capitals, punctuation.
• ___ ___ All entries are identified by book
  title and date.
• ___ ___ A personal best effort was given
  to complete the journal.

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Literature Journal Reflection Part 2

• Place an X on the line to show your overall
  achievement for this project.
• Youre Out Getting By
  Extraordinary X Factor
• How did making connections help you understand a
  passage? Explain.
• What strategies did you use to help your
  comprehension when you came across a new or
  interesting word? Tell what you did.
• Explain what you are most proud of in your
  Literature Journal.
• Tell at least one thing that you would do
  differently the next time to improve your
  journal.

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• Not everything that can be measured counts
• And
• Not everything that counts can be measured.

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• The one thing that matters is the effort.
• It continues, whereas the end to be attained
• Is but an illusion of the climber,
• As he fares on and on from crest to crest
• And once the goal is reached it has no meaning.
• -The Wisdom of the Sands

A Guide for Grown-Ups Essential Wisdom from the
Collected Works of Antoine de Saint Exupery
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Burning Questions?