what does 21 st century assessment look like? how does 21 st century assessment encourage learning?...

What does 21st century assessment look like?

How does 21st century assessment encourage learning?

How do effective teachers use assessment?

What do you want this student to…

•look like•be able to do•accomplish•demonstrate•show proficiency in•master

at the end of your lesson or unit?

Standards-Based Assessment vs. Traditional Grading

What does research say about grading…

BehaviorAttendance

Work CompletionEffort…

Grade separately!

Know how your students learn - a key Interest inventoriesMultiple intelligences

Utilize the key to open the doors Differentiated InstructionAssessment

Formative Summative

“An effective teacher enhances student learning more than any other aspect

of schooling that can be controlled.”

Marzano

Frequent formative assessments, with sound feedback, significantly

improve learning.

Show that low scores do not imply failure

Show that effort results in high scores

1. Unpack standards2. Identify essential content3. Organize content into

categories (topics)1. Limit 15-20 topics per

subject/grade level

4. Organize categories or topics into targets

5. Develop assessments

UNPACKED CONTENT STANDARDS

TARGETS ASSESSMENTS

TOPICS

What target/s will this student be aiming at?

How will you know the students are hitting the target where you want them to hit it?

Reflections Rubrics Portfolios

Some things I did well on my personal project/assignment are…

Some things I did not do well…

Some things I would do differently are…

About myself, I learned that…

Next time I will…

Senteos

Achievement Series Slide shows

Interactive white boards

Brainpop.com Formative assessment activities

Most students do not understand the relationship between their effort and their achievement

Classroom Instruction that Works – page 49

Handouts 5-12

Effort logs

Effort/Achievement Rubrics

Effort/Achievement Comparison Graphs

Effort Honor Rolls

Effort

Handouts 5-13

TIME SCHEDULEACTIVITY

ON ON & OFF

OFF

4I worked on the task

until it was completed. I pushed myself to continue

working on the task even when difficulties

arose or a solution was not immediately

evident. I viewed difficulties that arose

as opportunities to strengthen my understanding.

3I worked on the task

until it was completed.

I pushed myself to continue working on the task even when

difficulties arose or a solution was not

immediately evident.

2I put some effort into

the task, but I stopped working when difficulties

arose.

1I put very little effort

into the task.

4I exceeded the

objectives of the task or lesson.

3I met the

objectives of the task or lesson.

2I met a few of the objectives of the

task or lesson, but did not meet

others.

1I did not meet the objectives of the task or lesson.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

EffortAchievement

Quality Levels

Advanced

(4)Yes and more!

Proficient

(3)Yes!

Nearing

Proficient

(2)Yes but…

Needs

Improvement

(1)No!

Criterion 1 Quality Descriptors

Criterion 2

Criterion 3

Criterion 4

Use and even number of quality levels4 or 6 is ideal – stay away from odd

numbers because you may have a tendency to hoover around the middle.

Use language and numbers that are understandable by the users.

Choose clear, specific, and essential areas that will be assessed.

Focus on areas for instruction. Choose a limited number of criteria.

3 to 5 criteria seem to be most manageable

Equal steps along the scaleThe difference between 4 and 3 should

be equivalent to the difference between 3-2 and 2-1

Use clear, observable language. Use demonstrative verbs Keep to observable behaviors Avoid negatives

“begins without preparation” vs. “does not prepare” Use language that paints a picture of quality. Use student friendly language. Use precise terms

Instead of “many errors” you may want to specify “six or more errors”

At the same time, be sure the rubric is generally qualitative in nature rather than quantitative

Provide examples of strong and weak work for learners.

Use the rubrics we’ve provided and evaluate the quality of each

Begin with the end in mind – what is the student going to “look like” in the end?

Write the Quality Level 3 firstThink of level 3 as being at the proficient

level, the level you expect all student to achieve at

Build the rubric from that point forward and backward

Cookie Rubric

4 3 2 1

1. Create a rubric with one criteria for a cookie 1. suggestions: texture, taste,

richness, flavor2. Test your rubric

Field test or pilot rubrics before use Discuss rubrics with students to create

an understanding of expectations Check for accuracy, bias and

consistency Could several teachers use the rubric

and score student work within the same range?

Teach students how to create rubrics

Keep track of strengths and weaknesses of rubric as you use it to assess student work.Ask yourself, “What did or didn’t I make

clear instructionally?” Ask for feedback from your students.Revise accordingly.