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ITS TIME FOR A REVOLUTION IN ASSESSMENT DYNAMICS

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WE ASSESS TO

• INFORM INSTRUCTIONAL DECISIONS,
• ENCOURAGE STUDENTS TO TRY TO LEARN

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REQUIREMENTS

• Gather accurate information about student
  achievement
• Use assessment process and results to promote
  student efficacy and eagerness to learn

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ACCURACY GATHER DEPENDABLE EVIDENCE
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ACCURATE
EFFECTIVE USE
PURPOSE
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Always begin by asking

• What decisions?
• Whos making them?
• What information will be helpful to them?

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PURPOSE Assess to meet whose info needs?

• Classroom Level Users
• Program Level Users
• Institutional/Policy Users

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CLASSROOM USER NEEDS

• WHAT COMES NEXT IN THE LEARNING?
• STUDENT, TEACHER, PARENTS
• CONTINUOUS INFO ON EACH STUDENTS PROGRESS TO
  EACH STANDARD

• DECISION?
• WHO?
• HELPFUL INFO?

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Products Skills Reasoning Knowledge
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PROGRAM INFO NEEDS

• DECISION?
• WHO?
• HELPFUL INFO?

• STANDARDS MASTERED? PROGRAMS WORKING?
• TEACHERS (IN TEAMS), PRINCIPAL, CURRIC
  DIR
• PERIODIC BUT FREQUENT EVIDENCE AGGREGATED ACROSS
  STUDENTS INDICATING STANDARDS MASTERED OR NOT

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NOTE THE DIFFERENCES

• CLASSROOM LEVEL
• CONTINUOUS
• INDIVIDUAL INFO
• FOCUS ON BUILDING BLOCKS
• INFORMS STUDENTS TEACHERS

• PROGRAM LEVEL
• PERIODIC
• GROUP DATA
• FOCUS ON STANDARDS
• INFORMS TEACHER TEAMS LEADERS (NOT STUDENTS)

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INSTITUTIONAL INFO NEEDS

• DECISION?
• WHO?
• HELPFUL INFO?

• ARE ENOUGH STUDENTS MEETING STANDARDS?
• SCHOOL, DISTRICT, COMMUNITY LEADERS
• ANNUAL TEST SCORES AGGREGATED ACROSS STUDENTS
  SHOWING MEETING STANDARDS

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KEY TO SUCCESS? BALANCED ASSESSMENT!

• ANNUAL ACCOUNTABILTY TESTING
• INTERIM, BENCHMARK, SHORT-CYCLE, COMMON TESTS
• CONTINUOUS CLASSROOM ASSESSMENT

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KEY TO SUCCESS? ASSESSMENT SYNERGY!

• ALL ASSESSMENT ARISE FROM HIGH-QUALITY STANDARDS
• ALL ASSESSMENTS PRODUCE ACCURATE EVIDENCE
• ALL USERS USE ASSESSMENT TO BENEFIT STUDENT
  LEARNING

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EFFECTIVE USE
ACCURATE
PURPOSE
TARGET
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CLEAR LEARNING TARGETS

• Start with state standards

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CLEAR LEARNING TARGETS

• Start with state standards
• Deconstruct into scaffolding leading to each
  standard (local curriculum maps)

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Products Skills Reasoning Knowledge
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CLEAR LEARNING TARGETS

• Start with state standards
• Deconstruct into scaffolding leading to each
  standard (local curriculum maps)
• Transform into student-friendly versions

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ACCURATE
EFFECTIVE USE
PURPOSE
TARGET
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DESIGN FEATURES

• Select a proper method
• Built of quality ingredients
• Sample appropriately
• Prevent bias

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ACCURACY
EFFECTIVE USE
PURPOSE
TARGET
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EFFECTIVE COMMUNICATION FITS THE CONTEXT

• RESULTS UNDERSTANDABLE TO ALL USERS
• SUFFICIENTLY DETAILED TO INFORM BUT NOT OVERWHELM
• IN TIME TO INFORM HELP

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ACCURACY
EFFECTIVE USE
PURPOSE
STUDENT INVOLVEMENT
TARGET
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EFFECTIVE USE PRODUCTIVE ASSESSMENT DYNAMICS
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Our schools were designed to leave lots of
students behindthey were to rank us on
achievement by the end of high school RESULT?
WINNERS/LOSERS
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PRIORITIES CHANGE SOCIETY WANTS ALL WINNERS! As
we continue to evolve toward greater technical
social complexity, LIFELONG LEARNING SKILLS
BECOME ESSENTIAL
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AND SO,

• Reading comprehension
• Ability to write effectively
• Math problem solving
• BECOME KEYS TO LIFELONG LEARNING

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Schools that merely sort no longer meets our
education needs
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SO SOCIETY CHANGES THE MISSION OF SCHOOLS FROM
LEAVE LOTS BEHIND TO LEAVE NO CHILD
BEHIND ACCOUNTABILITY? ALL STUDENTS MEET
STANDARDS
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• A NEW MISSION
• ALL STUDENTS MUST HIT ACADEMIC TARGETS
• AND TAKE RESPONSIBILITY FOR THEIR OWN LEARNING
• CLOSE ACHIEVEMENT GAP

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IF ALL STUDENTS ARE TO MEET STANDARDS,

• ALL STUDENTS MUST BELIEVE THEY CAN, SO THEY WILL
  TRY
• LOSING STREAKS HOPELESSNESS NO LONGER FIT INTO
  OUR MISSION

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KEYS TO SUCCESS?

• LOCATE STUDENT ON THE SCAFFOLDING
• ESTABLISH THE VALUE OF THE NEXT TARGET
• MAKE IT APPEAR REACHABLE TO THEM (PROMOTE HOPE)
• SHOW STUDENTS THEMSELVES SUCCEEDING

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Products Skills Reasoning Knowledge
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REFINED GUIDING PRINCIPLES!

• We must assess accurately, and use results
  effectively
• in order to make sure students react
  productively to the assessment results.

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THE STUDENTS EMOTIONAL REACTION TO RESULTS WILL
DETERMINE WHAT THAT STUDENT DOES IN RESPONSE
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PRODUCTIVE RESPONSE TO ASSESSMENT RESULTS

• I UNDERSTAND THE RESULTS
• I KNOW WHAT TO DO NEXT
• IM OK
• I CHOOSE TO KEEP TRYING

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• THE COUNTERPRODUCTIVE
• HOPELESS RESPONSE
• I DONT UNDERSTAND
• I HAVE NO IDEA WHAT TO DO
• IM NO GOOD AT THIS, ANYWAY
• I GIVE UP

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60 YEARS OF TESTING HAS FAILED TO RECOGNIZE What
STUDENTS think about and do with assessment
results is as important as what adults think and
do
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ASSESSMENT FOR LEARNING Creating a Culture
of Confidence
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REQUIREMENTS

• Assess accurately
• Manage and share results effectively in order to
• Elicit a productive emotional reaction to the
  assessment results from the learner

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Crucial Distinction

• Assessment OF Learning
• How much have our students learned in the past?

Assessment FOR Learning How can we help our
students learn more in the future?
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Overview
Improve learning
Check status
Students about themselves
Others about students
Enabling targets
Standards
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Products Skills Reasoning Knowledge
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Overview
Assessments that diagnose needs or help students
see themselves getting better
External accountability tests and classroom
assessments used for grading
A process during learning
An event after learning
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Teachers Role inAssessment FOR Learning

1. Master each standard
2. Deconstruct each into enabling targets
3. Transform into student-friendly version
4. Transform to accurate classroom assessments
5. Use those in collaboration with students to
   track growthto promote winning streaks

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Assessment FOR Learning Applications

• Student-Involved Classroom Assessment
• Student-Involved Record Keeping
• Student-Involved Communication

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To improve, students must

• Know what good work looks like
• Compare their work to that standard
• Understand how to close gaps
• Royce Sadler, Australia

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• Know what good work looks like
• Start instruction with a student-friendly version
  of the target
• Accompany that with samples of student work

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• Compare their work to that standard
• Provide continuous descriptive feedback
• Teach students to generate their own feedback
  set goals

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• Understand how to close gaps
• Help them improve one key attribute at a time
• Teach them to reflect on improvements over time

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Keys to Achievement Gains

• Clear appropriate targets
• Quality standards
• Deconstructed into scaffolding
• Transformed to student-friendly
• Accurate classroom assessment
• Descriptive feedback
• Student-involved assessment, record keeping, and
  communication

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EXPECTED IMPACT ON STUDENTS

• PROFOUND ACHIEVEMENT GAINS FOR ALL STUDENTS
• LARGEST GAINS FOR LOW ACHIEVERSGAP REDUCTION
• SOLID FOUNDATION FOR LIFELONG LEARNING
• EQUAL OPPORTUNITY TO SUCCEED

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PRODUCTIVE DYNAMICS

• Our job is to help students believe theyre
  capable learners

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DYNAMICS TO EMBRACE

• We must help learners discover gifts they didnt
  believe they had

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DYNAMICS WE CAN COUNT ON

• We can make success irresistible to our students
  

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Students need and deserve the confidence that
their work and loyalty will payoff with positive
results
Assessment FOR Learning is entirely about
delivering that confidence.
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PHYSICIANS CREED

• FIRST, DO
• NO HARM

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EDUCATORS CREED

• ABOVE ALL, DO NOTHING TO DIMINISH HOPE

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ETS ASSESSMENT TRAINING INSTITUTE

• PORTLAND, OREGON
• www.ets.org/ati
• 800-480-3060