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Designing Meaningful Assessments: Shifts in Classroom Practice

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Jot down their names in the margin with line drawn to the county ... We have focused for years on the test being the primary target rather ... Self-assessment, ... – PowerPoint PPT presentation

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Title: Designing Meaningful Assessments: Shifts in Classroom Practice


1
Designing Meaningful AssessmentsShifts in
Classroom Practice
  • Elementary Powerful Conversations Network
  • November 8, 2012

2
  Networking Connection Challenge
  • Take the Warm-Up Activity featuring the map of
    Alabama and pen.
  • Move around the room introducing yourself to
    colleagues from other schools. Jot down their
    names in the margin with line drawn to the county
    where their school is located.
  • Connect with individuals from as many different
    counties in our state as possible. Celebrate the
    opportunity to be a part of a truly statewide
    learning community!

3
Alphabet Soup!
  • ABPC Alabama Best Practices Center
  • KLN Key Leaders Network
  • PCN Powerful Conversations Network
  • SLN Superintendent Leaders Network
  • IP Instructional Partners Pilot
  • CCRS College-and Career-Ready
    Standards
  • FA Formative Assessment

4
Partners with the Alabama State Department of
Education Initiatives
5
Toward Standards-Based Learning
  • If we are teaching to the standards and were
    making sure that teaching and instruction are
    equipping students to know, understand, and do
    something with that knowledge, whatever the
    assessment is is secondary. We have focused for
    years on the test being the primary target rather
    than the standards.Dr. Tommy Bice, State
    Superintendent of Education

6
Learning Targets
  • 1. To deepen our understanding of the
    implications of CCRS for teaching and learning
  • To revisit summative and formative assessments
    and the relationships between the two
  • To explore issues related to different aspects of
    assessment and broaden our understanding of
    comprehensive school- and classroom-based
    assessment

7
Learning Targets, contd
  • 4. To reflect on the state of the art of
    assessment in our own school and to plan together
    to improve assessment practices
  • 5. To continue work on a curriculum unit design
    team with colleagues from other schools
  • 6. To co-create a community of practice with
    colleagues across the state

8
Guidelines for Group Interactions
  • Be open to and respect all points of view.
  • Listen with an open mind and expect to learn from
    one another.
  • Accept responsibility for active and equitable
    participation.
  • Allow think time before and after someone
    speaks.
  • Check for understanding. Before you counter an
    idea, be sure you fully understand what has been
    said.
  • Welcome questions.

9
Activity 1 Critical Friend Analysis
  • WHAT? Reading and critical friend analysis of a
    think piece on formative assessment
  • WHY? To share our thinking about formative
    assessment and secure your feedback
  • HOW? Individually read and think about the
    description of formative assessment. With your
    school team, provide feedback on the reading
    using criteria that are provided. (p.3 - Yellow
    Packet)

10
Formative AssessmentA Process, Not an Instrument
  • Essential Question What makes an assessment
    formative?

11
Which of the following has the potential to serve
as a formative assessment?
  1. Embedded Daily AssessmentsExamples Questions,
    Exit Passes, Student Work Samples
  2. Teacher-Developed (collaboratively, when
    possible) Quizzes, Tests, ExamsExamples Daily
    Quiz, End-of-Unit Test, Semester Exam
  3. Common Diagnostic and Benchmark Assessments
    (oftentimes commercially developed)Examples
    Global Scholar, ACT Explore and Plan

12
School Team Conversation and Planning
  • WHAT? School team conversation and planning
  • WHY? To afford time for school team dialogue
    about and planning related to school and
    classroom assessment
  • HOW? Use prompts and questions on School Team
    Conversation and Planning Guide to help structure
    team work. Use template to record team insights
    and commitments. (Green Packet)

13
Six Fundamental Steps to Using Assessment Results
  • WHAT? Self-assessment, conversation and planning
  • WHY? To use Ainsworths 6 Steps to take a
    critical look at current status and future
    possibilities in classroom assessment
  • HOW? Use questions beneath Part I of Team
    Conversation and Planning Guide template for
    recording (p.1- Green Packet)

14
Activity 2 Formative, Summative, or BothIQ
Triads
  • WHAT? IQ Triads to generate insights and
    questions related to the use of summative
    assessments formatively
  • WHY? To structure a collaborative conversation
    that results in richer understanding of the
    potential of all assessments to be used
    formatively
  • HOW? Three individuals from different schools and
    districts group to process 2 paragraphs from
    Ainsworths book and to identify insights and
    questions for sharing with home team. (p.5
    Yellow Packet)

15
Formative, Summative, or BothTeam Conversation
Planning
  • WHAT? Self-assessment, conversation and planning
    by school teams
  • WHY? To consider the potential of increasing the
    formative use of summative assessments
  • HOW? Use questions beneath Part II of Team
    Conversation and Planning Guide template for
    recording (p.1 Green Packet)

16
Supporting Implementation of Common Core
Workshop Choices
  • Purpose To afford individual and team choice in
    deepening learning about one of four tools
    provided by the SDE OR additional team planning
    time
  • Options
  • 1. Alabamas evolving assessment systemGloria
    Turner
  • 2. Global ScholarTerrence Ingram
  • 3. Insight ToolCindy Freeman
  • 4. Using Assessments with Math CCRSPam Williams
  • OR
  • School Team Planning

17
Common Formative AssessmentsTeam Conversation
Planning
  • WHAT? Self-assessment, conversation and planning
    by schools teams
  • WHY? To consider the current use of common
    formative assessment and possibilities for future
  • HOW? Use questions beneath Part III of Team
    Conversation and Planning Guide template for
    recording (p.2 Green Packet)

18
Activity 3 Investigating One Important Type of
AssessmentTable Talk
  • WHAT? To engage in dialogue with colleagues from
    other schools about one of three types of
    assessment
  • WHY? To learn from others experiences and
    perspectives and prepare to share with home team
  • HOW? Move to a table made up of members from
    different schools. With your group, investigate
    your assigned type of assessment using questions
    beneath 3 on p.6 in Yellow Packet.

19
Pre- and Post-Assessments and Progress
MonitoringTeam Conversation Planning
  • WHAT? Self-assessment, conversation and planning
    by schools teams
  • WHY? To consider the current use of three types
    of assessments and plan for future possibilities
  • HOW? Use questions beneath Parts IV, V, and VI of
    Team Conversation and Planning Guide template
    for recording (p.5 Green Packet)

20
Activity 4 Rating School-Wide Assessment
PracticesData on Display
  • WHAT? Self-assessment and team conversation
  • WHY? To compare and contrast current perspectives
    and to use a strategy that you might transfer to
    work in your school
  • HOW? Individually rate 8 items use self-adhesive
    dots to display your ratings on team templates
    use data to draw inferences about current
    practice in your school. (p.7 Yellow Packet)

21
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22
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23
Design Work in Collaborative Teams
  1. Move to your content-alike team (subject and
    grade-level) with which you met during 1st PCN
    Session.
  2. Select appropriate items from Readers
    Assignment on pages 156-157 to pursue during
    your work together.
  3. The unwrapped standard(s) that you identified for
    focus during the 1st PCN session should be the
    basis for this work in assessment.

24
Principal Dialogue Groups
  • Move to designated break-out rooms.
  • When you arrive, take a seat in one of the chairs
    in one of the lines.
  • Pick up information packet in chairs. This will
    be your study assignment.
  • Please do not move the chairs or exchange
    information packages.

25
Reflection and Feedback
  • Please complete the reflection and feedback
    formincluding the comments for each item.
  • This is your exit ticket!
  • We will use your feedback to plan our next QM.
  • Thank you!
  • Safe travels. See you next time!
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