Title: Fair Assessment Practices
1- Fair Assessment Practices
- GRREC
- Cadre B October 2006
Thoughtful Classrooms
2What does it mean to be treated fairly? Does it
mean to be treated exactly like everyone
else? What role, if any, does our individual
differences play in being treated fairly? Do we
all start the race at the same time? With the
same resources? Should these differences be
accounted for?
3Associations
- What symbols, pictures, images, or words come to
mind when you think of the word fair? - What symbols, pictures, images or words come to
mind when you think of the word unfair?
4Think of a Time
- Tool Book Page 35
- Work in groups of THREE.
- Examine an issue (fairness) from three
perspective. - Respond Individually in writing, comparing
stories and perspectives. - Each member joins a new group, share original
groups attributes. - The last triad develops a set of attributes or
elements critical to the concept being examined. - Reflect upon what new insights and new learning.
5Think of a Time
- when you were treated differently and felt it
was unfair. - when you were treated the same and felt it was
unfair - when you treated someone unfairly, knowingly or
unknowingly
6Geometry of Fairness
7What is fair?
- Is it more fair to be treated equally or is it
more fair to be treated differently?
8Agree-Disagree
- Mathematical truths cannot be disputed.
- Life is a stage, we all play a part, but few
people are aware of the play they are in, or the
part they are playing. - The shape of the playing field has a dramatic
impact on how the game is played. - Science and mathematics are not of much use when
it comes to solving social problems. - Handicapping in gold, and in life, makes for an
even playing field.
9Essential Questions
- What does it mean to be fair?
- How does the playing field in education control
who wins or who loses? - How can we make the game of education equitable?
10How can you differentiate instruction to improve
student decision making?
11Graduated Difficulty
12Which task is best for you?
Ironing five wrinkle free blouses. Ironing a
mans suit, shirt and tie. Ironing a frilly
blouse and skirt with pleats.
Sewing a button on. Hemming a pair of
pants. Making a quilt.
13How do people make decisions regarding what they
can and cannot do?
14Assessment as the Great IntimidatorWhy it
doesnt work!
When the brain is in an anxious state of tension,
it draws itself inwardit closes down for
protection.
15Therefore, we must.
Therefore we must..
Drive out the fear of failure and maximize
student learning by INVOLVING students deeply in
assessment, self reflection, record keeping, and
communication.
16- Success
- Curiosity
- Originality
- Relationships
- Engagement
17Adults are not in charge of the learning.
Learners ARE!
18- Students who use assessment themselves to
- set expectations,
- personal learning goals,
- and decide for themselves how high to aim, based
on their sense of probability of success - will perform higher than those who do not.
19Think STRATEGICALLY
What are some of the moves you make in your
teaching to help your students become better
decision makers and more self directed learners?
20What would it look like?
- Suppose you wanted to develop a strategy that
accomplished the goals of - - better decision making
- on the part of the
- students
- - more student self
- directed learning and
- - allowed you to differentiate
- your instruction.
21Making Students Part of the Assessment
- What skills are needed at each level?
- Which level is most appropriate for my skills and
comfort level? - Is this level too hard? Too easy? Should I
change levels? - How well did I do?
- Did I make a good choice? Why?
- What learning goals/skills do I need to work on
to move to the next level?
22Graduated Difficulty/Depth of Knowledge
23(No Transcript)
24Thoughtful Education
25Depth of Knowledge
26Graduated Difficulty
Model Lesson Page 60-61 Binder II Pillar Four
27Examine the four levels
- What makes one level more challenging than the
next? - What would you need to know to do to move to the
next level?
28- Determine the skill you want students to
practice. - Establish levels of difficulty.
- Create an answer sheet for the lesson to enable
students to check their progress. - Devise a management plan for the classroom.
- Create criteria to assess students progress and
their ability to work independently. - Develop questions or discussion material that
will encourage students to move to the next level.
29Assessment Menu
- Thoughtful Assessment Design
30What do you have when you marry the ideas of Task
Rotation and Graduated Difficulty?
Level Level Level Level
Hook
4 3 2 1
Mastery Interpersonal Understan
ding Self Expressive
31Three Levels of Difficulty
32Task Rotation
Graduated Difficulty
Comprehensive Menu
33What makes a test worth taking?
- If thoughtful assessment means bringing a
balance to our assessment system so we are able
to assess students deeply through performance and
also obtain an understanding of what the student
knows, understands, is able to do, and attitudes
in thinking then what role might tests play in
this system?
34Principles
- Purpose
- Written Narrative
- Requires Students Written Explanation
- Provides Choice
- Involves all Four Styles
- Clear Directions
- Focus on Competency, not just a Grade
- Provides Feedback to the Teacher Students
- Place for Reflection