ELEMENTARY

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WELCOME

• ELEMENTARY
• COLABORATIVE TEACHERS
• Monday, September 29, 2008

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6 (3) Degrees of Separation
Love Traveling
Love Animals
Workaholics
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It is assessment which helps us distinguish
between teaching and learning.
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Current Understandings Assessment

• With a partner or individually
• Use the chart paper and markers to visually
  represent the relationships between assessment
  and learning
• Representation may be linguistic or nonlinguistic
  or combinations of both

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What is the relationship of assessment to
learning?

• Assessment of Learning
• Assessment for Learning
• Assessment as Learning

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Current Understandings

• Share your representation with others in your
  small group
• Elaborate on your thinking
• Consider the input of all group members
• Add an additional idea to your representation,
  based on learning gleaned from table members
• Select one to share with the entire class
• Add details from the group discussion

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Assessment of Learning

• Summative, usually coming at the end of
  instruction
• Provides grades and reports
• Makes judgments

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Assessment for Learning

• Formative, ongoing during instruction
• Creates descriptions of students learning
• Can be teacher checklists, conferences, or
  student portfolios
• Highlights individual students strengths and
  weaknesses

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Example

• When the cook tastes the soup, thats
  formative when the guests taste the soup, thats
  summative.
• Robert Stake

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Assessment as Learning

• An elaboration of Assessment for Learning
• that involves students in the
• assessment process by
• Empowering them to ask reflective questions and
  to consider a range of strategies
• Actively engaging them in developing
  metacognitive skills

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Traditional Assessment Practice compared
withAssessment for / as Learning

• Most assessment Most assessment
• is summative is formative

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Classify

• As a group sort the assessment examples into
  categories
• Assessment of Learning
• Assessment for Learning
• Assessment as Learning
• Come to group consensus and justify your reasons
  for placement

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Feedback Cards

• Choose 4 index cards
• Place 1 letter on each card, in large print
• A.
• B.
• C.
• D.

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Turning Points

• Respond to the following question using your
  letter cards
• 1. Our group agreed on placement of the
  assessment examples
• A. Most of the time
• B. Some of the time
• C. Always
• D. Never

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Turning Points

• 2. Our group reached consensus in the placement
  of the assessment examples by
• A. Heated discussion
• B. Yielding to the alpha member
• C. Agreeing from the beginning
• D. We never reached consensus

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Your turn

• Place your head down on the table. When I read
  an assessment example, raise your hand with
• 1 finger up for Assessment OF Learning
• 2 fingers up for Assessment FOR Learning
• 3 fingers up for Assessment AS Learning

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So what is it? of, for, as?

• It depends
• Is the data provided as feedback during the
  learning process?
• Is the data used to determine a grade?
• Do students have an opportunity for corrective
  action?
• Does the data motivate students to learn more, to
  self-correct, or to reflect on their learning?

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Understanding Assessment FOR Learning

• Read the excerpt of the basic principles of
  assessment for learning from the Assessment
  Training Institute Foundation.

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What have we modeled?
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What have we modeled?

• Assessment Strategies?
• Visual representations of assessment
  understanding
• Classify examples of assessments and justify
  categories
• Use of student response cards to get rapid
  responses to adjust instruction immediately
• 1,2,3 Response

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What have we modeled?

• 5 E Lesson Model
• Engage Cartoon
• Explore 1 Current Understandings create visual
  representations
• Explain 1 Groups share current understandings
  formal definitions provided
• Explore 2 Classify sort examples of
  assessments into categories
• Explain 2 Create rules for categories
• Elaborate 1 Apply these classifications in a
  novel situation (video)
• Explain 3 Understanding Assessment FOR Learning

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Ticket out the door

• What do you need to know next to support
  teaching and learning through assessment on your
  campus?
• This helps us to know where we need to go in
  order to plan accordingly.

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Homework

• In thinking about effective instruction on your
  campuses, please collect examples of Assessment
  for Learning for the next meeting
• Digital pictures (set to low resolution)
• Digital Show Tell

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Homework Artifact Example 1

• Develop a visual representation of the water
  cycle
• Develop a student-created rubric to evaluate the
  visual representation
• Students revise water cycle representations based
  upon peer conferencing and rubric use

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Homework Artifact Example 2

• Then and Now Learning Chart